SAINT THERESA COLLEGE OF TANDAG, INC.

“Ad Ministerium, Veritatem et Communionem”

TANDAG CITY, SURIGAO DEL SUR

UNIT CURRICULUM MAP

SY 2024-2025
UNIT TITLE: EXPLORING HUMAN EXPERIENCES IN VERSES
SUBJECT: ENGLISH GRADE LEVEL: 7
TOPIC: EXPLORING HUMAN EXPERIENCES IN VERSES QUARTER: FIRST
PERFORMAN POWER/ INSTITUTIONAL
Topic/ CONTENT RESOURCE CORE
UNIT TOPIC CE SUPPORTING ASSESSMENT ACTIVITIES
Quarter STANDARDS S VALUES
STANDARDS COMPETENCIES
1 Emotions: A The learners The learners ACQUISITION
Reality in demonstrate analyze the 1 Emotions: A Reality in Human Existence TEXTBOOK Love
Human their style, form, A1 A1 A1 Care
Existence multiliteracies and features of Identify the Selected My Different Empathy
2 The and Philippine distinguishing Response Emotions (p 5) Compassion
Beginning communicativ poetry (lyric, features of a (Comprehensio A2 and
Exploring and the End e competence narrative, lyric poetry. n Check (p 7) Unlocking of Commitment
Human 3 Deciding in evaluating dramatic); Difficulty (p 5)
Experiences One’s Future Philippine evaluate A3
In Verses 4 Ordinary literature poetry for Propel. Learn and
Days (poetry) for clarity of Understand! (page
Quarter 1 clarity of meaning, 7)
meaning, purpose, and 2 The Beginning and the End
purpose, and target A1 A1 A1
target audience; and Identify the Selected The Needs of Man
audience as a compose and distinguishing Response (p 23)
foundation for publish an features of (Comprehensio A2
publishing original narrative n Check, p 34) Guess Those
original multimodal poems. A2 Characters (p 25)
literary texts literary text Selected A3
that reflect (poem) that Response Propel. Learn and
local and represents (Identification) Understand! (page
national their meaning, 35)
identity. purpose, and 3 Deciding One’s Future
target A1 A1 A1
audience, and Identify the Selected Making Good
reflects their distinguishing Response Decisions (p 48)
local and features of a (Comprehensio A2
national dramatic poetry. n Check, p 50) Short Conversation
identity. A2 (p 49)
Selected A3
Response Propel. Learn and
(Identification) Understand! (page
51)
4 Ordinary Days
A1 A1 A1
Identify the Selected Daily Activities (p
distinguishing Response 65)
features of a (Identification) A2 Love
literary verse. A2 Riddle Me This! (p Care
A2 Selected 65) Empathy
Determine the Response A3 Compassion
following (Identification) Propel. Learn and and
features of a Understand! (p 67) Commitment
literary verse in
the text:
a. Meter
b. Rhyme
MAKE MEANING
1 Emotions: A Reality in Human Existence TEXTBOOK
A1 A1 A1
Determine the Selected Is this a Lyric
following Response Poetry? (p 11)
features of a (Identification) A2
lyric poetry in A2 Connect and
the text: Selected Encounter! (p 11) Generosity
a. Tone and Response Managing Honesty
mood (Identification) Emotions Sincerity
b. Figure of A3 Harmony
speech Generate and
c. Rhyme Share (p 11)
and
meter
d. Theme
A2
Distinguish the
author’s
purpose for
writing the text.
2 The Beginning and the End
A1 A1 A1
Determine the Selected He Is Our Hero (p
character traits Response 39)
through (Identification) A2
character’s Lesson Connect and
language and Exercises Encounter!
behavior/actions (page 45-46) Who IS Our Hero?
. (p 40)
A2
Determine the
following Generosity
features of Honesty
narrative poetry TEXTBOOK Sincerity
in the text Harmony
A. Tone and
mood
B. Figure of
speech
C. Sound
devices
D. Rhyme
and meter
E. Plot
F. Character
s
G. Theme
3 Deciding One’s Future
A1 A1 A1
Determine the Selected Features of A
following Response Dramatic Poetry (p.
features of (Identification) 52)
dramatic poetry A2 A2
in the text: Selected Connect and
A. Tone and Response Encounter!
mood (Identification) Mother and Child
B. Figure of (p 53)
speech A3
and Generate and
sound Share (p 55)
devices
C. Theme
D. Point of Generosity
View Honesty
A2 Sincerity
Differentiate the Harmony
TEXTBOOK
types of
dramatic poetry
4 Ordinary Days
A1 A1 A1
Differentiate the Selected Old Poems (p. 68)
types of literary Response A2
verse. (Identification) Connect and
Distinguish the A2 Encounter!
author’s Selected They Are Important
purpose for Response (p 70)
writing the text. (Identification)
TRANSFER
1 Emotions: A Reality in Human Existence
A1 A1 A1
Compose a lyric Lyric Poem Writing My Own
poem Composition Lyric Poetry
A2 A2 A2
Revise one’s Lyric Poem Revising My Lyric TEXTBOOK
lyric poem for Revision Poem
coherence and A3
cohesion Lesson
Exercises (p
18)
2 The Beginning and the End
A1 A1 A1
Compose a Narrative Poem My Filipino Hero (p
narrative poem Composition 41)
A2 A2 A2
Revise one’s Narrative Poem How Did It All
narrative poem Revision Begin? (p 45) Selflessness
for coherence Sincerity
and cohesion Unity
3 Deciding One’s Future Compassion
A1 A1 A1 Patriotism
Compose a Dramatic Poem Faces of Filipino
dramatic poem Composition Mothers (p 55)
using the A2 A2
appropriate Dramatic Poem Revising My
structure Revision Dramatic Poem (p.
A2 56)
Revise one’s
dramatic poem
for
coherence and
cohesion
4 Ordinary Days
A1 A1 A1
Compose a Literary verse My Treasure (p 71)
literary verse Composition A2
using the A2 My Revision
appropriate Literary verse Checklist (p. 72) Selflessness
structure Revision Sincerity
A2 Unity
Revise one’s Compassion
literary verse for
coherence and
cohesion
UNIT CURRICULUM MAP
SY 2024-2025
UNIT TITLE: CULTIVATING FAMILY TIES
SUBJECT: ENGLISH GRADE LEVEL: 7
TOPIC: CULTIVATING FAMILY TIES QUARTER: SECOND
INSTITUTION
POWER/
Topic/ CONTENT PERFORMANC AL
UNIT TOPIC SUPPORTING ASSESSMENT ACTIVITIES RESOURCES CORE
Quarter STANDARDS E STANDARDS
COMPETENCIES VALUES
5. Their The learners The learners ACQUISITION
Cultivatin Land, demonstrate analyze the 5 Their Land, Their Family
g Family Their their style, form, and A.1 Identify the A.1. Selected A.1 Planting
Ties Family multiliteracies features of features of a prose. Responses Rice (p.85)
6. Cutting and Philippine prose A.2 Determine the (Identification) A.2
the Cycle communicative (short story and types of prose. A.2. Selected Understanding
Quarter 2 7. The competence in novel); evaluate A.3 Identify the Responses the Setting
Search for evaluating prose for clarity features of a novel (Identification) (p.85)
One’s Philippine of meaning, A.4 Determine the A.3. Selected A.3 Know These
Identity literature (prose) purpose, and elements of a novel. Responses Words (p.86)
8. Family: for clarity of target audience; (Identification)
The Pillar meaning, and compose A.4. Selected

Textbook
of purpose, and and publish an

Service
Responses
Strength target audience original (Identification)
as a foundation multimodal
6 Cutting the Cycle
for publishing literary text
A.1 Identify features A.1 Selected A.1 The Family
original literary (short story)
of a drama. Responses Cycle (p. 106)
texts that reflect that represents
A.2 Determine the (Identification) A.2 Family
local and their meaning,
elements of a drama. A.2 Selected Situations (p.
national identity. purpose, and
Responses 107)
target audience,
(Identification)
and reflects
their local and
national
identity.

7 The Search for One’s Identity

A.1 Identify the A.1 Selected A.1 Self-Image
author’s technique to Responses (p. 125)
reveal his characters. (Identification) A. 2 Connect
A.2 Determine the A.2 Selected the Pictures (p.
story elements. Responses 126)
(Identification)
8 Family: The Pillar of Strength
A.1 Understand the A.1 Selected A.1 Family
context in a literary Responses and Success
text. (Identification) (p 152)
A.2 Differentiate the A.2 Selected A.2 Important
types of contexts. Responses
Words (p 152)
(Identification)
MAKING MEANING

5 Their Land, Their Family

M.1 Analyze the M.1 M.1
structure of a novel. Constructed Comprehension
M.2 Distinguish the Response Check (p.90)
following elements of (Short Answer M.2 Connect
a novel in the text: Writing) and Encounter!
A Chapter M.2 (p 95)
B Characterization Constructed M.3 Generate
C Dialogue Response and Share! (p

Textbook
D Point of View (Short Answer 96)
E Theme Writing) M.4 Connect

Truth
F setting M.3 and Encounter!
G Plot Constructed (p 115)
Response M.5 Generate
(Short Answer and Share! (p
Writing) 116)
M.4
Constructed
Response
(Short Answer
Writing)
M.5
Constructed
Response
(Short Answer
Writing)
M.3 Differentiate the
structures of a plot.
M.4 Analyze the
universal truths and
values presented in
the literary text.
M.5 Understand the
context of the written
text.

M.6 Analyze the M.6 M.6

structure of a drama. Constructed Comprehension
M.7 Distinguish the Response Check (p.113)
following elements of (Short Answer M.7 Connect

Textbook
a drama in a text: Writing) and Encounter!
A Plot M.7 (p 139)

Truth
B Audience Constructed M.8 Generate
C Characters Response and Share! (p
D Dialogue (Short Answer 139)
E Staging Writing) M.9 Connect
M.8 Analyze the M.8 and Encounter!
universal truths and Constructed (p 162)
values presented in Response M.10 Generate
the literary text. (Short Answer and Share! (p
M.9 Distinguish the Writing) 163)
author’s purpose of M.9
the written text. Constructed
M.10 Understand the Response
context of the written (Short Answer
text. Writing)
M.10
Constructed
Response
(Short Answer
Writing)

Textboo
M.11 Identify the M.11 M.11
universal truths Constructed Comprehension

Truth
presented in the text Response Check (p.133)

k
and discuss how this (Short Answer
may be related to Writing)
one’s personal
experience.
M.12 Understand the M.12
context in a literary Comprehension
text Check (p.159)
M.13 Differentiate the
types of context.
M.14 Analyze the
structure of the
featured short story
based on:
A Structural context
B Historical context
C Biographical context
D sociocultural context

TRANSFER

T.1 Construct an T.1 Novel Goal – learners

original composition Writing can write their
that reflects the local T.2 Novel own novel
and national culture. Revising Role – the
T.2 Revise one’s T.3 Novel learners are
composition for Publishing the
coherence and (School-based writer/author
cohesion. paper) Audience – the

Communion
T.3 Publish an original readers
prose that reflects Situation – the

Service
Filipino Culture. learners are to
focus on events
that happened
in their lives
Product – the
learners are to
construct a
novel, applying
its elements
Standards – the
works of the
students will be
rated with
using a rubrics
T.4 Compose a drama. T.1 Short Goal – learners
T.5 Compose a short Story/Drama can write their
story. Writing own short
T.2 Short story/drama
Story/Drama Role – the
Writing learners are
Revising the
writer/author
Audience – the
readers
Situation – the
learners are to
focus on events
that happened
in their lives
Product – the
learners are to
construct a
drama/short
story, applying
its elements
Standards – the
works of the
students will be
rated with
using a rubrics
UNIT CURRICULUM MAP
SY 2024-2025
UNIT TITLE: FOSTERING COMMUNITY SOLIDARITY
SUBJECT: ENGLISH GRADE LEVEL:
7
TOPIC: FOSTERING COMMUNITY SOLIDARITY QUARTER:
THIRD

INSTITUTION
POWER/
Topic/ CONTENT PERFORMANCE ASSESSMEN RESOURCE AL
UNIT TOPIC SUPPORTING ACTIVITIES CORE
Quarter STANDARDS STANDARDS T S
COMPETENCIES VALUES
9 Norms, Rules, The learners The learners ACQUISITION
and Roles: Me demonstrate analyze the A1 Examine text A1 Selected A1 Look and Textbook Service
Fostering and My their style, form, and structures for Response Prepare! (p 180)
Communi Community multiliteracies features of clarity of meaning (Identification A2 Start the
ty and informational and purpose: ) Exploration!
Solidarity 10 Trust and communicative texts (expository problem-solution A2 Selected (Social Work: A
Reciprocity: competence in texts, news and A2 Extract Response profession for the
Building a evaluating press releases, significant (Identification Promising Youth
UNIT 3 community informational and features); information (topic, ) of This Nation, p
texts (expository evaluate main idea, and A3 Selected 183)
11Ties and texts and informational supporting details) Response A3 Look and
Relationships: journalistic texts: texts for clarity A3 Determine the (Identification Prepare! (p 201)
Belonging in a news and press of meaning, distinguishing ) A3 Start the
Community releases, and purpose, and features of A4 Selected Exploration!
features) for target audience; informational texts: Response (Commuting 101:
12 Developing clarity of and compose expository. (Identification The Art of Getting
the Community meaning, and publish A4 Examine text ) from One Place to
through Unity purpose, and original structures for A5 Selected Another, p 205)
target audience multimodal clarity of meaning Response A4 Look and
as a foundation informational and purpose: (Identification Prepare! (p 217)
for texts (expository process/sequence. ) A5 Start the
publishing texts, news and A5 Examine A6 Selected Exploration!
original press releases, linguistic features Response (Trending Filipino
informational and features) as tools to achieve (Identification Films! P 221)
texts. using organizational ) A6 Look and
appropriate efficiency in non- A7 Selected Prepare! (p 231)
forms and journalistic articles: Response A7 Start the
structures that transitional (Identification Exploration! (Of
represent their devices. ) Parents and
meaning, A6 Examine text A8 Selected Children, p 232)
purpose, and structures for Response
target audience. clarity of meaning (Identification
and purpose: )
cause-effect
A7 Extract
Significant
information (topic,
main idea, and
supporting details)
A8 Distinguish facts
from
claims/opinions:
statements of facts-
based opinions
Making Meaning
M1 Draw inferences M1 M1
and conclusions to Constructed Comprehension
formulate sound Response Check (p.185)
judgment: author’s (Short Answer M2 Connect and
purpose and Writing) Encounter! (p
meaning. M2 189)
M2 Analyze Constructed M3 Generate and
propaganda Response Share! (p194) Textbook Service
techniques used in (Short Answer M4 Truth
informational texts Writing) Comprehension
for political M3 Check (p.204)
correctness: Constructed M5 Connect and
testimonials vs Response Encounter! (p
plain folks and (Short Answer 206)
stereotyping vs Writing) M6 Generate and
fear appeals. M4 Share! (p 211)
M3 Draw inferences Constructed M7Comprehensio
and conclusions to Response n Check (p.220)
formulate sound (Short Answer M8 Connect and
judgment: target Writing) Encounter! (p
audience: M5 222)
hypothetical vs Constructed
real; experts vs lay Response
people; managerial (Short Answer
vs rank and file. Writing)
M4 Analyze how M6
nonlinear texts Constructed
represent and/or Response
summarize the (Short Answer
contents of non- Writing)
journalistic texts: M7
infographics Constructed
M5 Draw inferences Response
and conclusions to (Short Answer
formulate sound Writing)
judgment: target M8
audience: Constructed
hypothetical vs Response
real; experts vs lay (Short Answer
people; managerial Writing)
vs rank and file.
M6 Analyze how
nonlinear texts
represent and/or
summarize the
contents of non-
journalistic texts:
charts
M7 Distinguish
facts from
claims/opinions:
statements of facts-
based opinions.
M8 Asses the
quality of
journalistic articles
base on standard
development
principles: ethics.

TRANSFER
T1 Compose an T1 Goal – learners
informational text Infographic can compose an
based on the Composition infographic
chosen text type. T2 Role – the
T2 Revise Infographic learners are the Service
expository text for Revision informants Textbook Truth
cohesion: style, T3 Audience – the Communion
diction, syntax. Infographic readers
T3 Edit the Editing Situation – the
expository text for T4 learners are to
textual consistency. Infographic make
T4 Publish a Publication informational
multimodal texts based on
expository text for the appropriate
one’s purpose and purpose and
target audience. target audience
Product – the
learners are to
produce
informational
texts aligned with
the assigned
purpose
Standards – the
works of the
students will be
rated with using a
rubrics

UNIT CURRICULUM MAP

SY 2024-2025
UNIT TITLE: CONTRIBUTING TO OUR WONDERFUL WORLD
SUBJECT: ENGLISH GRADE LEVEL:
7
TOPIC: CONTRIBUTING TO OUR WONDERFUL WORLD QUARTER:
FOURTH
INSTITUTION
POWER/
Topic/ CONTENT PERFORMANC AL
UNIT TOPIC SUPPORTING ASSESSMENT ACTIVITIES RESOURCES CORE
Quarter STANDARDS E STANDARDS
COMPETENCIES VALUES