CURRICULUM MAP BESTCAP

JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025

CAREER COLLEGE, INC.

ENGLISH 7
PREPARED RODERICK D. SADABA REVIEWED BY: DARWIN D. ESTEBAN, LPT
BY: Printed Name & Signature of Teacher Printed Name & Signature of School Principal
QUARTER: FIRST
LEARNING
UNIT
PERFORMAN COMPETENCIE
TOPIC: INSTITUTIONAL
CONTENT S
CONTENT CE ASSESSMENT ACTIVITIES RESOURCES CORE
(Include STANDARD (A-M-T
VALUES/PVMGO
STANDARD LEARNING
subtopics)
GOALS)
POETRY The learners The learners ACQUISITION
demonstrate analyze the Identify one’s  Multiple Choice  Match italicized terms  SlideShare  Self-
their style, form, and meaning and  Think-Pair- in Column A with directed
multiliteracies features of purpose in Share their meanings in  Internet
and Philippine poetry selecting the  Matching Type Column B.  Self-
communicative (lyric, narrative, type of literary  Filling out the  Discussion  Textbooks motivated
competence in dramatic); text for Schema  Complete the above
evaluating evaluate poetry composition. schema by indicating  Teachers  Critical
Philippine for clarity of the four types of Manual thinkers
literature meaning, forms of early
(poetry) for purpose, and Philippine Poetry.
clarity of target audience; 
meaning, and compose Differentiate  Round Robin  On a large piece of  Internet  Self-
purpose, and and publish an the literary paper, the group disciplined
target original texts for  Write a writes their answer  Textbooks
audience as a multimodal coherence and Summary to a specific  Being
foundation for literary text cohesion. Sentence question. This is then  PowerPoint Responsibl
publishing (poem) that passed on to the Presentation e
original literary represents their  Thumbs up, next group of
texts that meaning, thumbs down students, who add  Teachers  Integrity
reflect local purpose, and their answer to the Manual
and national target audience, poster to expand
identity. and reflects their what’s there.
local and
national identity  Simply hold their
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

thumbs up to show
they are confident,
holding thumbs
horizontally shows
they feel they
partially understand
and thumbs down
shows they feel they
need more
work/support.

 Learners are asked

to write a sentence
to summarize what
they know, before
the lesson begins or
at the end of the
lesson to share what
they have learnt
during the lesson.
Classify  Identification  Students write their  Teachers  Self-
literary texts answers and hold up Manual directed
using  Enumeration for the teacher to
appropriate see.  Textbooks  Self-
 Mini  motivated
structure.
Whiteboard  SlideShare
 Critical
 Internet Thinking
Skills

Identify the  Short Response  SlideShare • Self-

rules of correct directed
subject verb  Identification  Internet
agreement • Self-
 PowerPoint motivated
Presentation
• Critical
thinkers
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

MEANING-MAKING
Analyze the  Short  Examining literary  Internet  Self-
maxims, Paragraph texts disciplined
universal  SlideShare
truths, and  Multiple Choice  Critique Various texts  Being
 Books Responsibl
philosophies
e
presented in
the literary  Integrity
text as a
means of
valuing other
people and
their various
circumstances
in life.
Revise the  Short  Reading a Passage  Slideshow  Self-
literary texts Paragraph Presentation disciplined
for coherence  Transcoding
and cohesion.  identification  Reading texts  Being
Responsibl
 Internet e

 Integrity

Analyze  Multiple  Brainstorming with  Video  Self-

literary texts Choices Guided Questions directed
as  Reading a Selection  SlideShare
expressions of  Enumeration  Self-
 Documentary motivated
individual or
Slideshow
communal Presentation  Critical
values within: Thinking
1 structural Skills
context

TRANSFER
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

TRANSFER GOAL:
Compose literary texts using appropriate structure.
Performance Scaffold 1: 5. Visual Aids  Self-
Task directed
Students are 1. How are two versions of the fable similar? How 6. Books
expected to do they differ? Show the similarities and  Self-
compose a differences in tabular form. Be ready to explain 7. Internet motivated
variety of them.
literary texts in 8. Library  Critical
verse and Similarities Differences References Thinking
prose. When  Characters Setting Skills
composing  Moral/ Lesson Characters
poems,  Others Plot/Discourse
students are Pattern; Situation
expected to Problem, Attempted
write lines and
chose words for
their sound as
well as their
meaning. When
writing fictional
stories, 2. Which literary texts do you prefer? Why?
students are 3. Where does the humor lie in the two versions?
expected to 4. There is a common saying: “We reap what we
include sow.” What does it mean? How would you
characters, plot relate the saying with the lessons in the two
elements (e.g., versions?
rising action,
climax, falling
action), and
setting. Stories
should be well
organized and
present a
logical
sequence of
events.
Additionally,
students are
expected to
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

demonstrate
good command
of writing
conventions,
use correct
spelling, and
write in
complete
sentences.

Scaffold 2:
Scaffold 3:

ENGLISH 7
PREPARED RODERICK D. SADABA REVIEWED BY: DARWIN D. ESTEBAN, LPT
BY: Printed Name & Signature of Teacher Printed Name & Signature of School Principal
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

QUARTER: SECOND
LEARNING
UNIT
PERFORMAN COMPETENCIE
TOPIC: INSTITUTIONAL
CONTENT S
CONTENT CE ASSESSMENT ACTIVITIES RESOURCES CORE
(Include STANDARD (A-M-T
VALUES/PVMGO
STANDARD LEARNING
subtopics)
GOALS)
Prose The learners The learners ACQUISITION
demonstrate analyze the Identify one’s  Short  Teachers  Self-
their style, form, meaning and Paragraph  Quick write Manual directed
multiliteracies and features of purpose in
and Philippine selecting the  Matching  Examining the  Books  Self-
communicative prose (short Sentences motivated
type of literary
competence in story and Type
text for  PowerPoint  Critical
evaluating novel); composition. Presentation thinkers
Philippine evaluate prose
literature for clarity of
(prose) for meaning,  Internet
clarity of purpose, and
meaning, target
purpose, and audience; and
target compose and
audience as a publish an
foundation for original
publishing multimodal
original literary literary text
Differentiate  Essay  Comparing  Teachers  Self-
texts that (short story) Sentences Guide disciplined
an original
reflect local that represents  Venn Diagram  Internet
literary text
and national their meaning,  Reading a Passage  Books  Being
that reflects
identity. purpose, and Responsibl
culture: poem.
target e
audience, and
reflects their  Integrity
local and
national Recognize  Round Robin • Being
literary texts Responsible
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

identity. using  Essay

appropriate • Self-
structure.  Mini motivated
Whiteboard
• Critical
thinking Skills

MEANING-MAKING
Analyze the  Analyze text  Analyzing words in  Books  Self-
maxims, order disciplined
universal  Enumeration  SlideShare
truths, and  Critique a various  Being
 Essay text  PowerPoint Responsibl
philosophies
Presentation e
presented in
the literary  Teachers  Integrity
text as a Guide
means of
valuing other
people and
their various
circumstances
in life.
Explain one’s  Writing a Short  Dyad Activity  Internet  Self-
meaning and Paragraph directed
purpose in  Listening to a short  Books
selecting the  Short Response story  Self-
 Video motivated
type of literary
 Essay Presentation
text for  Critical
composition.  Teachers thinking
Guide Skills

TRANSFER
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

TRANSFER GOAL:
Publish an original literary text that reflects culture: poem.

Performance Scaffold 1:  Teachers  Self-

Task: Form groups and Manual directed
share your ideas and
A good deal of views about the poem,  Books  Self-
preparation and “The Sea.” The motivated
practice is following guide maybe  internet
needed for a useful.  Critical
choral reading  Books thinking
as a choral 1. Who are Skills
project. It may supposed to be
be presented on the conversing
stage by the in the poem?
English club for 2. What feeling or
an occasion or mood is
celebration in aroused in you
school. It as you listened
involves (1) to each stanza?
choice of the Pick out the
choral reading word phrase
piece, (2) that described
organizing a the mood.
speech choir,
and (3) group or 1st Stanza
practice choir.
The selection of 2nd Stanza
choral pieces in
terms of 3rd Stanza
structure is
based on the 3. Do you think
speaking that the sea
arrangement for has moods,
the group such too? In what
as the following; kind of weather
do you observe
1. Unison these?
Reading 4. How would you
or characterize
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

Speaking the child and

(most his or her
commonl mother? What
y used) is their attitude
2. Two-Part toward the
Work; sea?
Anthipon 5. State the
and theme/
Dialogue message of the
3. Solo and poem.
Refrain or
Chorus
4. Part
Reading
or
Speaking
Combine
d with
Group
Response
s
Scaffold 2:
Scaffold 3:

ENGLISH 7
PREPARED RODERICK D. SADABA REVIEWED BY: DARWIN D. ESTEBAN, LPT
BY: Printed Name & Signature of Teacher Printed Name & Signature of School Principal
QUARTER: THIRD
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

LEARNING
UNIT
PERFORMAN COMPETENCIE
TOPIC: INSTITUTIONAL
CONTENT S
CONTENT CE ASSESSMENT ACTIVITIES RESOURCES CORE
(Include STANDARD (A-M-T
VALUES/PVMGO
STANDARD LEARNING
subtopics)
GOALS)
Expository The learners The learners ACQUISITION
texts, news demonstrate analyze the Distinguish  Multiple  Internet • Self-
and press their style, form, and facts from Choices directed
releases multiliteracies features of  Books
claims/opinions
features  Identification • Self-
and informational :
communicative texts  identification search  Teaching motivated
competence in (expository for Engine Guide
• Critical
evaluating texts, news
 identification of  SlideShare thinking Skills
informational and press different website
texts releases, and  Video
(expository features); Presentation
texts and evaluate
journalistic informational
texts: news texts for clarity Analyze  short paragraph  Quick Writes  Books  Integrity
and press of meaning, propaganda
releases, and purpose, and techniques  Be a storyteller  Short Response  YouTube  Self-
features) for target used in disciplined
 Identification  Citing Evidences  Internet
clarity of audience; and informational

meaning, compose and texts for
purpose, and publish political
target original correctness:
audience as a multimodal
foundation for informational
publishing texts
original (expository Determine the  Explanation  Reaction Paper  PowerPoint • Self-
informational texts, news veracity of the Presentation disciplined
texts. and press information  Short  Reading a Selection  Teaching
releases, and presented: Paragraph Guide • Being
 SlideShare Responsible
features) using -credibility of
appropriate the author  Books • Integrity
forms -accuracy of
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

and structures information

that represent -relevance
their meaning, -timeliness
purpose, and -objectivity
target -coverage
audience.
Organize  Matching Type  Video Analysis  PowerPoint  Self-
significant Presentation motivated
information  True or False  Writing a Short  YouTube  Self-
using various Sentence disciplined
 Books
technique.
 Internet

Compare the  Venn Diagram  Reading a Selection  Books • Self-

text for disciplined
cohesion  Short Response  Critique a various  Internet
(diction, text • Being
 Identification  PowerPoint Responsible
syntax, and
 Video Analysis Presentation
style). • Integrity
 Teaching
Guide
MEANING-MAKING
Examine  Multiple Choice  Examining Sentences  YouTube  Self-
linguistic disciplined
features as  Identification  Writing a Short  Books
tools to Response  Being
 Internet Responsibl
achieve
 Reaction Paper e
organizational
efficiency in  Integrity
informational
texts:
-diction and
style
Examine text  Essay  Life Story telling  Slideshow  Self-
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

structures for motivated

clarity of  Matching Type  Quick Writes in a  Video clips
meaning and Paper  Self-
purpose:  Books disciplined
 Mini
non-journalistic
Whiteboard  Critical
texts Thinking
Skills
Examine how  Essay  Writing a Short  PowerPoint  Being
visual Response Presentation Responsibl
elements are  Identification e
used as tools  Comparing different  Books  Self-
 Matching Type texts disciplined
to achieve the
 Internet
intended
meaning of
informational
texts:
-vectors (for
scientific,
mathematical,
or technical
topics) and
viewpoint
-technical
editing
-animations

TRANSFER
TRANSFER GOAL:
Compose the informational text based on the chosen text type.
Performance Scaffold 1:
Task
Scaffold 2:
Scaffold 3:
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

ENGLISH 7
PREPARED RODERICK D. SADABA REVIEWED BY: DARWIN D. ESTEBAN, LPT
BY: Printed Name & Signature of Teacher Printed Name & Signature of School Principal
QUARTER: FOURTH
LEARNING
UNIT TOPIC: PERFORMAN COMPETENCIE
INSTITUTIONAL
CONTENT CONTENT S
(Include
CE ASSESSMENT ACTIVITIES RESOURCES CORE
STANDARD (A-M-T
VALUES/PVMGO
subtopics) STANDARD LEARNING
GOALS)
Expository The learners The learners ACQUISITION
 CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

Essay demonstrate analyze the Evaluate  Matching Type  Thumbs up, thumbs  Internet  Self-
their style, form, claims down motivated
multiliteracies and features of explicitly or  Identification  Books
and informational implicitly  On a large piece of  Integrity
paper, the group  SlideShare
communicative texts made in a
writes their answer to  Self-
competence in (expository text: a specific question. directed
evaluating essays) and -claim of fact This is then passed on
informational transactional -claim of value to the next group of
texts texts (letter -claim of students, who add
(academic of request); policy their answer to the
text: evaluate poster to expand
expository informational what’s there.
essays) and and Identify the  Multiple Choice  Watching video Clips  Books  Self-
transactional transactional text type motivated
texts (letter of texts for clarity appropriate  Mini  Internet
for one’s topic, Whiteboard  Self-
request) for of meaning,
 SlideShare disciplined
clarity of purpose, and purpose, and
Presentation
meaning, target target  Critical
purpose, and audience; and audience. Thinking
target compose and Skills
audience as a publish original Determine  Short Response  Crossword Puzzle  Books  Self-
foundation for multimodal one’s thesis as motivated
publishing informational the central  Think Pair  Quick Write  YouTube
original texts idea of the Share  Self-
informational (expository  Reading a Passage  Video disciplined
paper.
Presentation
and essays) and
 Critical
transactional transactional Thinking
texts. texts (letter of Skills
request) Identify one’s  Venn Diagram  Venn Diagram  Books  Being
using purpose and Responsibl
appropriate meaning in  True or False   Internet e
forms and writing letters.
structures that  Short Response  Slideshow  Self-
represent their disciplined
meaning,
purpose, and
MEANING-MAKING
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

target Analyze  Short  Brainstorming with  Textbook  Self-

audience. supporting Paragraph guided questions disciplined
evidence to  Short Passage  Teachers
validate  Be a storyteller Guide  Being
 Comparing Sentences Responsibl
assertions and
 Multiple Choice  Books e
counterclaims:
-factual  Internet  Integrity
knowledge
-statistical
inferences
-informed
opinion
-personal
testimony
Discuss  Students write their  Textbook  Self-
significant answers and hold up Directed
information for the teacher to see.  Internet  Being
using various Responsibl
 Guided Questions e
technique.
 YouTube
 Short Answer
Response
 Books

 Visual Aids
Explain  Essay  Writing a short  Textbook  Self-
multimodal Paragraph Disciplined
informational  Multiple Choice  Teachers
text for one’s  Short Answer Guide  Self-
Response directed
purpose and
 Books
target  Thumbs up, thumb
audience: down  Internet
expository
essay.
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

TRANSFER
TRANSFER GOAL: Publish a multimodal informational text for one’s purpose and target audience:
expository essay.

Performance Scaffold 1:  Textbook  Critical T

Task: thinking
Your task is to  Teachers Skills
develop a Guide  Self-
multimodal directed
expository  Books  Self-
essay that motivated
combines text,  Internet
visuals, and
interactive
elements to
communicate
information
effectively to
your intended
audience. This
task will test
your ability to
create engaging
and informative
content that
aligns with your
purpose and
resonates with
your target
audience.
Choose a topic
for your
expository
essay that is
relevant to your
purpose and
target
audience.
Consider what
information
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

would be most
valuable and
engaging for
your readers.
Analyze your
target audience
to understand
their needs,
preferences,
and level of
knowledge on
the chosen
topic. Tailor
your content to
meet the
expectations
and interests of
your audience.
Conduct
research to
gather relevant
information and
data on the
selected topic.
Develop a
structured
outline for your
expository
essay, outlining
key points and
supporting
details.
Write the main
body of your
expository
essay, focusing
on presenting
information
clearly and
logically. Use a
CURRICULUM MAP BESTCAP
JUNIOR & SENIOR HIGH SCHOOL DEPARTMENTS, SY 2024-2025
CAREER COLLEGE, INC.

formal and
informative
tone to convey
facts and
explanations
effectively.
Scaffold 2:
Scaffold 3: