english k to 12 curriculum guide grades 7 to 10
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Republic of the PhilippinesDepartment of Education DepEdComplex, Meralco Avenue Pasig
City
K to 12 Curriculum Guide
ENGLISH(rade ! to "#$
January 31, 2012
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LISTENING CO!"EHENSION
Content Standards %he learner understands that listening is the receptive s&ill in the oral mode that allo's one to comprehend 'hat isheard using ones s&ills and bac&ground &no'ledge (schema$
Performance Standards The learner…• activates prior &no'ledge conceptually related to text and establishes a purpose for listening)reading
• be self*a'are as they discuss and analy+e text to create ne' meanings and modify old &no'ledge
• responds to literary texts through the appreciation of literary devices and an understanding of story grammar
• recalls)locates information from expository texts and uses this information for discussion or 'ritten production
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• determines ho' stress,
intonation, phrasing, pacing, tone,and non*verbal cues serve ascarriers of meaning that may aidor interfere in the message of thetext listened to
The Learner…
• listens for important points
signaled by stress, intonation,phrasing, pacing, tone, and non*verbal cues that serve as carriersof meaning in specific situations
The Learner…
• determines appropriateness of
stress, intonation, phrasing, tone,and non*verbal cues used by aspea&er in a particular setting fora specific audience
The Learner…
• examines ho' spo&en
communication bet'een andamong spea&ers in specificsituations may be repaired orenhanced verbally and non*verbally to suit various functionalpurposes
• uses active listening strategiesbased on purposes, familiarity'ith the topic and the level of
difficulty of simple informative andshort narrative texts
• employs proective listeningstrategies 'hen listening todescriptive and longer narrative
texts
• shifts from one listening strategyto another based on purpose,familiarity 'ith the topic and level
of difficulty of the argumentativeor persuasive texts
• adusts listening strategies basedon purpose, familiarity 'ith thetopic, and level of difficulty of the
expository and analytical texts
• listens to appreciatecommunication roles,expectations and intentions inspecific communicative contextsor situations
• listens to validate information,opinion, or assumption in order toparticipate 'ell in a specificcommunicative context orsituation
• listens to determine faulty logic,unsupported facts and emotionalappeal in order to provideappropriate and critical feedbac&in a specific context or situation
• listens to simplify, reorgani+e, andsynthesi+e information for purposes of expanding,revie'ing, or updating &no'ledge
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O"#L L#NG(#GE #N$ )L(ENC*
Content Standards %he learner understands the standards of English in order to participate in various oral communication demands(situation, purpose and audience$
Performance Standards %he learner has sufficient facility in English to understand spo&en discourse and to tal& and interact 'ith others aboutpersonal experiences and text listened to or read
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• uses the right stress, intonation,
phrasing, pacing and tone ininterpersonal expressions and in
reading short 'ritten or recordedpassages aloud
The Learner…
• varies the stress, intonation,
phrasing, pacing and tone 'hilereading orally from a prepared
manuscript, delivering preparedlines in a performance script, orre*enacting an episode or scene
The Learner…
• determines the appropriate
stress, intonation, phrasing,pacing and tone 'hile delivering
an extemporaneous or impromptuspeech
The Learner…
• adusts the stress, intonation,
phrasing, pacing and tone 'hileparticipating in formal oral
presentations, debates, andbroadcast communication tas&s
• uses appropriate verbal and non*verbal turn*ta&ing, turn*giving,and topic control strategies inparticipating in forms of smallgroup interaction includingintervie's and panel discussions
• uses appropriate verbal and non*verbal strategies to animate a'ritten script for purposes of delivering information orexecuting a dramatic piece andother performance speech forms
• employs varied verbal and non*verbal strategies to create impacton a specific audience 'hiledelivering various forms ofextemporaneous or impromptuspeech
• enhances the .uality of verbaland non*verbal strategiesemployed by spea&ers in acompleted formal oralpresentation, debate, orbroadcast communication tas&s
•
tal&s about significant humanexperiences and ideas on literaryor expository reading, listening orvie'ing selections in unrehearsedindividual and group modalities
•
provides structured feedbac& onthe .uality of spo&en discoursebased on a prepared manuscriptor performance script
•
provides appropriate andconstructive response to.uestions and feedbac&concerning one/s performance inan extemporaneous or impromptuspeech tas&
•
formulates informed assertions,claims, and ustifications usingaccurate, ade.uate, andappropriate primary andsecondary information
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K TO 12 –
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+OC#(L#"* $E+ELO!ENT
Content Standards %he learner understands that 'ords are composed of different parts and their meaning changes in context
Performance Standards %he learner employs strategies to decode the meaning of 'ords in isolation and in context ('ord strategies$
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• establishes semantic
relationships of 'ords andexpressions that include familiar,
collo.uial, and idiomatic types
The Learner…
• establishes the meaning of 'ords
and expressions as they are usedin discourse structures and
patterns
The Learner…
• identifies context*appropriate
substitutes for 'ords orexpressions
The Learner…
• reduces ambiguity and
vagueness in the use of 'ordsand expressions
• 1dentifies collocations andarrange 'ords or expressions inclines, categories, and clusters
• uses context clues and structuralanalysis to arrive at the meaningof 'ords and expressions
• determines the level of formalityor register in 'hich a 'ord or expression is to be used
• explains the nature of shift instructure and meaning of a 'ordor expression as used in aspecific discipline, situation, or context of use
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"E#$ING CO!"EHENSION
Content Standards %he learner understands that reading is a psycholinguistic guessing game 'hich utili+es visual and non*visualinformation in order to confirm, modify, and monitor one/s comprehension
Performance Standards
%he learner3
• activates prior &no'ledge conceptually related to text and establishes a purpose for reading
• be self*a'are as they discuss and analy+e text to create ne' meanings and modify old &no'ledge
• responds to literary texts through the appreciation of literary devices and an understanding of story grammar
• locates information from expository texts and uses this information for discussion or 'ritten production
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• uses predictive and anticipatory
devices or tas&s to activate prior&no'ledge concerning the topic of reading or vie'ing selection
The Learner…
• organi+es prior &no'ledge
concerning the topic of reading or vie'ing selection using a varietyof graphic organi+ers
The Learner…
• articulates prior &no'ledge
concerning the topic of reading or vie'ing selection using guidedsmall group discussion strategies
The Learner…
• assesses prior &no'ledge
concerning the topic of reading or vie'ing selection using individualor group assessment devices
• distinguishes bet'een and amongliteral, inferential, and appliedinformation presented in a readingor vie'ing selection and the.uestions formed on the basisof such information
• responds to information from areading or vie'ing selectionthrough the use of oral or 'rittenshort response formats anddifferentiated group performancetas&s
• compares and contrastsinformation presented in t'o or more related reading or vie'ingselections using guided textanalysis strategies and devices ina small group structure
• evaluates content, elements,features, and properties of areading or vie'ing selection usinga set of text analysis strategiesdeveloped in consultation 'ithpeers and the teacher
• establishes the relevance andunity of the elements of a text vis*4*vis its intended purpose andproduction milieu
• identifies dominant literarydevices and figures of speechthat add color and heightenmeaning in the reading or vie'ingselection
• ascertains the features of thereading or vie'ing selection thatclarify its adherence to or dismissal of a particular traditionof literary production
• organi+es an independent andsystematic approach to criti.uingan elected reading or vie'ingselection
• establishes the validity and unityof the details of a text vis*4*vis itsintended purpose and productionmilieu
• identifies dominant 'riting orfilming techni.ues that add color to and heighten meaning of thereading or vie'ing selection
• ascertains the features of thereading or vie'ing selection thatclarify its adherence to or dismissal of a particular socialissue, concern, or disposition
• organi+es an independent andsystematic approach to criti.uingan elected reading or vie'ingselection
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-"ITING #N$ CO!OSITION
Content standards %he learner understands the different formats to 'rite for a variety of audiences and purposes
Performance standards %he learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• distinguishes bet'een oral and
'ritten modes of language use'ith emphasis on their exclusivefeatures and properties
The Learner…
• distinguishes bet'een
informational and artistic stancesin 'ritten discourse and thespecific properties of each stance
The Learner…
• identifies 'ays by 'hich
information is systematicallyorgani+ed to meet specific goalsand obectives in 'ritten
discourse
The Learner…
• identifies 'ays by 'hich
purposeful 'riting may besupported by a variety ofinformation sources, processing
techni.ues, and presentationstrategies
• determines features andproperties of 'ritten language naccordance to a specific register or level of formality
• identifies common languagepatterns that exist in specific'ritten discourse patterns
• employs a variety of languageand discourse patterns inexpressing one/s vie' andopinions concerning a specifictopic of interest
• uses standard procedure,appropriate forms, andassessment tools or techni.ues inprocess*oriented 'riting 'ith theaid of peers and the teacher
• uses specific cohesive andliterary devices to construct'ritten personal discourseformats such as letters, blogs,and electronic mails and basicmass media materials as printads, campaigns and broadcastcommercials
• uses specific cohesive andliteracy devices to construct basicliterary and expository 'rittendiscourse such as poetry, drama,fables, parables, myths, legends,personal essays, biographies andvignettes
• uses specific cohesive andliterary devices to constructextended literary and expository'ritten discourse as short fiction,argumentative and persuasiveessays, speeches, andopinionated ournalistic 'riting
• uses specific cohesive andliterary devices to constructintegrative literary and expository'ritten discourse as revie',criti.ues, research reports, andscripts for broadcastcommunication texts, includingscreenplay
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G"##" #-#"ENESS
Content standards %he learner understands that English language has a set of s tr uct u ral rules that govern the composition of c la u ses,p h r as e s , and ' ords in oral and 'ritten communication
Performance standards %he learner3
• demonstrates grammatical a'areness by being able to read, spea& and 'rite correctly
• communicate effectively in oral and 'ritten forms using the correct grammatical structures of English
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• uses5
o varied nouns
complementationo varied verb
complementationo correct determinerso consistent tenseo proper tense simplificationo appropriate auxiliary and
modal verbs
The Learner…
• uses5
o varied adective
complementationo appropriate idioms,
collocations, and fixedexpression
o coordinatorso subordinatorso other appropriate devices
for emphasis
The Learner…
• uses5
o other cohesive techni.ues
and deviceso various polite expressionso varied techni.ues of
softening expression
o appropriate techni.ues toavoid confusing sentencestructures
The Learner…
• uses5
o appropriate expressions of
introducing, expanding,summari+ing, andrestating a topic
o appropriate statements ofdefinition, causation,elaboration, and synthesis
• formulates5
o meaningful .uestion
forms, short ans'ers, andreply .uestionso correct simple and
compound sentence
o meaningful embedded and&ernel sentences
o appropriate direct or reported speech
• formulates5
o correct complex and
compound*complexsentenceso correct conditional
statements
o appropriate parentheticalexpressions
o meaningful expandedsentence (follo'ingbalance, parallelism, andmodification$
• formulates5
o appropriate restatementso correct negation structureso meaningful structures of
fronting, inversion, andemphasis
o effective sentence 'ithcontrolled length andrhythm
• formulates5
o correct claim of facto correct claim of policyo correct claim of valueo appropriate direct .uoteo substantive pr6ciso ade.uate paraphraseo suitable statement of
conclusion
http://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Structuralhttp://en.wikipedia.org/wiki/Clause_(linguistics)http://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Wordshttp://en.wikipedia.org/wiki/Clause_(linguistics)http://en.wikipedia.org/wiki/Phrasehttp://en.wikipedia.org/wiki/Wordshttp://en.wikipedia.org/wiki/Structural
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#TTIT($E
Content standards %he learner understands the significance of interpreting the social meaning of the choice of linguistic varieties andusing language 'ith the appropriate social meaning for the communication situation
Performance standards %he learner demonstrates a love for reading and vie'ing various texts and confidence in responding)participating invarious communicative activities ) tas&s
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• demonstrates eagerness and
spontaneity in providing andresponding to .uestions and
feedbac& pertinent to previous,ongoing, and future opportunitiesfor learning language, literacy,and literature
The Learner…
• exhibits the initiative to innovative
independently or in cooperation'ith others in designing,
presenting, and sharing expectedoutputs of creative and criticalthin&ing concerning language,literacy, and literature
The Learner…
• adopts an appropriate, sensitive,
and responsive disposition inarticulating, maintaining, and
challenging diverse opinions andpoints o vie' concerning specificissues or concern
The Learner…
• observes fairness, obectivity,
proactive disposition, andresponsible use of information in
supporting and elaboratingparticular claims relevant to one/sestablished proect of in.uiry
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ST($* SKILLS
Content standards %he learner understands that there are an array of study s&ills, 'hich may tac&le the process of organising and ta&ingin ne' information and retaining information
Performance standards %he learner chooses and utili+es discrete techni.ues (general or specific$ and applies them to all or most fields of study
Competencies
G"#$E % G"#$E & G"#$E ' G"#$E 10
The Learner…
• locates appropriate print, non*
print, and electronic sources ofinformation for purposes of
supporting assertions, validatingassumptions, and dra'ingconclusions
The Learner…
• exchanges and processes
information synchronously orasynchronously 'ith peers and
other persons for purposes ofexpanding understanding, limitingin.uiry, and balancing vie's oropinions
The Learner…
• arranges collected and classified
information using an appropriateliner or non*linear organi+er such
as idea maps and outlines
The Learner…
• designs appropriate tas& and
resource management schemesto carry out specific foals o an
organi+ed in.uiry
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C(""IC(L( $E+ELO!E"S.-"ITE"S."E#CTO"S in t/e $E+ELO!ENT o K to 12 C(""IC(L(
ENGLISH
A Learnin #rea Team L#T4 "e5ie6 6it/ de7inated L#T CON+ENO"Date 5 :ctober 22, 2#""
;ovember 2, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
18 $r8 $ina Ocam9oCON+ENO" Dean
eidi Macahilig RAP)P;<
7 erry Areta P;<
8 ?eanne Ramos Raya @chool
9 Ruth Martin Raya @chool
Blora Anne Alfonso avier @chool
! Bilomena @anche+ Bilbern @chool
- Ramilio Correa @angfil)D@<
0 ?oanne Astilla ordlab @chool
"# Edi+on Bermin Principal Merian College
"" Marivic Arcos ordlab @chool
"2 Ma Perpetua %alens PDRC
"7 Maia ?osephine %amboon P@Deaf
"8 ?osefina acuna @enior Education Program @pecialist Retired*FEE
"9 Marie %herese Fustos
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8 -or:7/o9 on $eterminin Ga97 et6een EC Grade ; Com9etencie7 and t/e K to 12 Grade % Com9etencie7Genue5 DAP, %agaytay CityDate5 @eptember !*0, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
A Dr Roderic& Aguirre anguage and Preschool Consultant DepED G111 ) CE@@
F igaya 1lagan EP@ 11 DepEd C:)FEE*@DD
C8 -or:7/o9 on t/e )inali
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DepEd
O
ENGLISH
"8 Aro R RaraBormer PD: 115 FE@RA = DepED C: )
Documentor
E8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 and Teac/in Guide7Genue5 DAP,%agaytay CityDate5 ?uly "-*"0, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
" Dr ourdes Gisaya Retired E@5 Elementary English = DepEDManila
DepEd
2 Dr Perla Cuan+on Retired E@5 Elementary English = DepEDManila
DepEd
7 Mr Roderic& M Aguirre anguage and Preschool Consultant DepEd Region G111
Genue5 DAP,%agaytay CityDate5 ?uly "-*22, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
" iberty Mangalu+ >ead %eacher 111 Iuirino >igh @chool
2 Digi Castillo Consultant Fritish Council
7 Eufrosina R ontoc AA 1G) Encoder @PED * FEE
8 Perla > Cuan+on Bormer Educ @upervisor * English ;EPP
9 Mr Roderic& M Aguirre anguage and Preschool Consultant DepEd Region G111
alileo o @EP@ CDD, FEE
! igaya 1lagan EP@ 11 DepEd C:)FEE*@DD
- ourdes C Gisaya Bormer Educ @upervisor = English Deped = ;EPP
0 Melinda Rivera @enior @ubect @pecialist CDD * F@E
)8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 Grade7 3 to 10Genue5 DAP, %agaytay CityDate5 ?uly "-*22, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
" Roderic& M Aguirre anguage and Preschool Consultant DepED G111)CE@@
2 Perla > Cuan+on Bormer Educ @upervisor = English DepED * ;EPP
7 alileo o @EP@ DepED C:)FEE*CDD
8 igaya 1lagan EP@ 11 DepED C:)FEE*@DD
9 ourdes C Gisaya Bormer Educ @upervisor = English DepED * ;EPP
Melinda P Rivera @enior @ubect @pecialist DepED C:)F@E*CDD
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2-
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ENGLISH
! iberty A Mangalu+ >% 111, English Iuirino >igh @chool
- Ricardo Ador Dionisio %eacher 11 Ri+al >igh @chool
0 Digi Castillo Consultant Fritish Council
"# Eufrosina R ontoc AA 1G ) Encoder DepED C:)FEE*@PED
G8 -or:7/o9 on t/e $e5elo9ment o Learnin Com9etencie7 Grade7 K to 3
Genue5 DAP, %agaytay CityDate5 ?uly ""*"9, 2#""N#E $ESIGN#TION O))ICE.SCHOOL
" Roderic& M Aguirre anguage and Preschool Consultant DepED G111)CE@@
2 Perla > Cuan+on Bormer E@5 English = DepED Manila DepED * ;EPP
7 alileo o @EP@ DepED C:)FEE*CDD
8 igaya 1lagan EP@ 11 DepED C:)FEE*@DD
9 ourdes C Gisaya Bormer E@5 English = DepED Manila DepED * ;EPP
Eufrosina R ontoc AA 1G ) Documentor DepED C:)FEE*@PED
H8 -rite7/o9 on t/e )inali
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ENGLISH
8 Mr Adrian @ Peralta %eacher 11)Assoc Prof igh @chool
7 Marife % %aKala Education Program @upervisor Deped = Region 1G*F M1MAR:PA
8 Eufemia F Pura %eacher 11 Ri+al ;ational @cience >igh @chool9 Ma %heresa M Abain+a Master %eacher 1 Deped = Albay Division
Annalyn D Mangurali Master %eacher 1 Deped = Calapan City
! Gictoria R Mayo Education Program @upervisor 11 Deped = ;CR
- Rose Ann F Pamintuan %eacher 111 Division of Pasig City
0 Ma ina M Rocena @@% 111 ) Dept Chairman Iue+on City >igh @chool
"# Regida ;
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ENGLISH
Aurelia % Fallitoc Master %eacher 11 Deped
! May Mendo+a %eacher 1 Deped * CAR
- Belimendo M Belipe >ead %eacher 111 Pinaripad ;ational >igh @chool, Division of Iuirino, Region 2
0 Eli+abeth Altona EP@ 11 @econdary Educ Div Deped R#2
"# eonarda @apnu EP@ = 1 Deped = %arlac City
"" %eresita M Morales E@ 11 Deped R: 1
"2 Delia A Antonio Academic Coordinator orma Colleges rade @chool"7 Ma Rita %eresa G RiKosa Master %eacher 1 Gictoria I Jarate E@
"8 inalyn E 1dio %eacher 1 ueguesangen Elementary @chool
"9 Mariecon Ramire+ Education Program @upervisor Deped = aoag City
" Rhea ?ane @ Manalo >igh @chool Coordinator F>C Educational 1nstitution, 1nc
7 Regions G1,G11 and G111Genue5 Ecotech, ahug Cebu CityDate5 May 8,, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
" eilanie R Brancisco %eacher 111 Deped = A&lan2 ilia :rola EP@ 1 Division of Roxas City
7 Arlene M :ma.ue Master %eacher 1 Deped * Mandaue
8 Marcelita Dignos %eacher Deped = R: !
9 Claire C Fato Master %eacher 1 Deped * Filiran
Mary Ann B uimoc E% 11 Deped = %acloban City
! Rustum D eon+on E@ 1 Deped * @amar
- eonila %abar English Area Chairman ead %eacher 1G Deped R:
"# orelie %orlao @PE% 1 Deped * Filiran
"" u+ G 1sobal Principal Fethel 1nternational @chool
"2 Estrellita F Plarisan @ Principal @aint ?oseph College
"7 ?ude %haddeus 1 1ledan E@ 11 DepEd
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8 Regions 1 and ARMM
K TO 12 – ENGLISH
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8 Regions 1, and ARMMGenue5 REC, Cagayan de :ro CityDate5 May 9, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL
" @amina C Mamao %eacher DepEd @ = 11 = A
2 Pedro @utacio ?r English Coordinator Carrie May onorio %eacher 1 DepEd Region 1
! Dorothy D Fara.uero %eacher 11 DepEd Region 1
- audencio C onite %eacher @>M@
0 Felinda A Fusalla >ead %eacher 111 DepEd = ingoog City
"# Mary ;eva race C Chipada %eacher 111 DepEd = ingoog City
"" ?ocelyn R Mimia %eacher DepEd = Agusan del ;orte
"2 Amor de %orres %eacher C< = PAB1E
"7 ?eanie Mativo EP@ 1 DepEd = @urigao del ;orte
"8 eah : Fayani %eacher C?M@ Fora
"0 Anna i+a A Aca*Ac Academic >ead :E@
2# ?oan Galles Aleandrino %eacher 1 Dep Ed, Agusan del ;orte
2" ?ocelyn R Mission @@% * 1 Dep Ed, Agusan del ;orte
22 ?eanie Matiso EP@ 1 Dep Ed @urigao del ;orte
27 ?uliet R ebios E@ 11 Dep Ed CARAA
28 ?aremie ? Morales anguage %eacher
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ENGLISH
9 Aileen Mae % >ui Elementary %eacher @tella Maris Academy of Davao
Caren ?oy E Chie' %eacher @tella Maris Academy of Davao
! ilbert C Fayron Baculty Davao isdom Academy
- Clarisse Caballero * Regalado %reasurer lan ittle Angels Academy, 1nc
0 Dinah Abdul E@ 1 Div :ffice, Maguindanao 2
"# ilma race P Rivero E@P 1 Div :ffice, Maguindanao "
"" :felia ; Caballo Elem %eacher Brancisco Adlaon earning 1nstitute
"2 ani B Anito Master %eacher 1 Midsayap Pilot E@"7 1rene ? Cutamor %eacher 1 Romana C Acharon, CE@
"8 @heryl oria Division English Coordinator DepEd @ultan Hudarat
"9 elma R Gertido %eacher 1 FEE = Regional :ffice
" @hirley @ Fulosan E@ 11 DepED R: 11
"! Arlac Fillano EP@ City @chools of %acurong City
K8 -or:7/o9 on t/e K to 12 Curriculum a99inGenue5 DAP, %agaytay CityDate5 March "*"-, 2#""
N#E $ESIGN#TION O))ICE.SCHOOL" alileo o @EP@ CDD = FEE
2 ;erissa ormeda %eacher Division of %aguig
7 Eva 1mingan %eacher Division of :longapo
8 Melinda Rivera EP@ CDD = F@E
9 iberty Mangalu+ >ead %eacher 111 Iuirino >@, Division of IC
Ricardo Ador Dionisio %eacher 11 Ri+al >@, Division of Pasig City
! Dr ;ilda R @unga %eacher Angelicum College, IC
- Dr Catalina Credo E@ Jamboanguita, ;eg :r
0 Dr ourdes Gisaya Bormer Educ @upervisor = English DepEd = ;EPP
"# Dr Perla Cuan+on Bormer E@5 Elementary English =DepED Manila
DepEd = ;EPP
"" Dr Marietta :tero Professor
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SEC"ET#"I#T
N#E $ESIGN#TION
" Rachelle C Bermin DepEd
2 Prescy :ng DepEd
7 Magdalena Mendo+a DAP
8 %ristan @uratos DAP
9 Himberly Pobre DAP
Cristina Gillasenor DAP
! ani arnace DAP
- Hidie @aguin DAP
0 Maria Foncan Accountant, DepEd
"# Daylinda uevarra Accountant, DepEd
"" Benerosa Maur Accountant, DepEd
"2 Divina %omelden Accountant, DepEd
"7 ;ilva ?imene+ Disbursing :fficer, DepEd
)#CILIT#TO"S. S(!!O"T TE#
N#E $ESIGN#TION" 1rene C De Robles CDD = FEE
2 ?ose %uguinayo, ?r CDD = F@E
7 Marivic Abcede CDD = F@E
8 Mirla :lores @PED = FEE
9 @imeona Ebol CDD = FEE
Be Gillalino @DD = FEE
#$+ISO"* TE#
N#E $ESIGN#TION
"
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0 Dr Frenda F Corpu+ %echnical Adviser to the :ffice of
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