Conceptual Framework in English

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Conceptual Framework in English
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• The overall goal of the 2010 Secondary Education
  Program is to develop a functionally literate
  Filipino who can effectively function in various
  communication situations.
• A functionally literate individual demonstrates
  the following critical competencies
• to express clearly ones ideas and feelings
  orally, in writing, and non-verbally
• the ability to learn on his own the ability to
  read, comprehend and respond in turn to ideas
  presented
• the ability to write clearly ones ideas and
  feelings and the ability to access, process, and
  utilize available basic and multimedia
  information.
• These competencies comprised the expected
  outcomes of 2010 Secondary English Curriculum.

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• As indicated in the schematic diagram, the
  two-fold goal of this Program is to develop the
  communicative and the literary competence/apprecia
  tion of the Filipino youth.
• The purpose is to develop the four competencies
  linguistic, sociolinguistic, discourse and
  strategic with emphasis on cognitive academic
  language proficiency (CALP).
• On the other hand, literary competence is
  concerned with general skills needed to meet the
  communicative and linguistic demands of the
  different types of literature.
• Values underscore the significant insights and
  universal truths presented in the varied literary
  texts.

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• In addition to the macro-language skills of
  listening, speaking, reading and writing the
  model highlights the paramount importance of
  viewing of multimedia and Internet sources of
  information as the means to develop creativity in
  transcoding concepts from one medium to another.
• The said language skills do not occur as separate
  units but rather as integrated units.

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• In the 2010 Secondary Education English
  Curriculum (2010 SEC), other inputs have been
  considered in response to the paradigm shifts
  that have taken place.
• These additional inputs mark the difference
  between the 2010 SEC and what preceded it.
• The model shows that as far as communicative
  competence is concerned, the learning program in
  the curriculum focuses on contentbased
  instruction (CBI) which integrates the learning
  of language and the learning of some other
  content such as Science and Mathematics where
  English is used as the medium of instruction.
• The model, likewise underscores the use of
  cognitive academic language learning approach
  (CALLA) which takes into consideration the
  various contexts in which language is used in the
  classroom and other academic settings.

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• In addition, the model uses the problem-based,
  task-based, and competency-based learning (PTCBL)
  approaches in which students collaboratively
  solve problems and reflect on their experiences.
• The teachers take on the role as facilitators of
  learning.
• The use of text analysis, text-based,
  contextbased and genre-based approaches to
  reading literature and literary appreciation
  ensures literary competence and appreciation.

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• The underlying theoretical bases of the 2010 SEC
  include the theory of language, theory of
  learning and theory of language learning.
• The theories of language and language learning
  are in keeping with the current pedagogical
  practice highlighting constructivism.

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2010 Secondary Education Curriculum




Curriculum Document in English
Program Standard The learner demonstrates
literary and communicative competence through
his/her understanding of the different genres of
literature and other text types for a deeper
appreciation of Philippine culture and those of
other countries.
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Quarter 1 - NARRATIVE
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2010 Secondary Education Curriculum




English I
Quarter 1 - NARRATIVE
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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Performance assessment of storytelling based on
  the following criteria
• Focus / Theme
• Accuracy
• Audience Contact
• Sequence / Development of action
• Dialogue
• Language
• Delivery
• Voice

• Explanation
• Explain the development of events and progress of
  ideas in a story.
• Criteria
• Accuracy
• Coherence
• Use of appropriate language forms and functions
• Simple past Tense
• Time markers
• WH Questions
• S-V Agreement
• Direct Discourse
• Reported Speech

Creative Storytelling
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Quarter 2 - DRAMA
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Quarter 2 - DRAMA
Stage 1 Results/Outcomes
Essential
Standard
Question
Understanding
Performance
Content
How does drama mirror real life? Why should
you study Philippine drama?
Drama clearly portrays the real world by
presenting mans significant experiences in
grand, moving and colorful ways. Philippine
drama deepens ones understanding of the unique
beauty of Filipino culture.
The learner performs interpretatively and
communicatively in an excerpt of a play or drama.

• The learner demonstrates understanding of
  features, elements and conventions of varied
  Philippine drama using appropriate language forms
  and functions.
• Language Focus
• Types of sentence according to function
• Coordinators
• Rejoinders

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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Performance assessment of a drama presentation
  based on the following criteria
• Voice
• Acting skills
• Facial expression
• Stage presence
• Stage production
• Conventions

• Explanation
• Explain the features, elements and conventions of
  the different types of drama
• Criteria
• accuracy
• justification
• credibility
• use of appropriate language forms and functions
• Types of sentence according to function
• Interpretation
• Illustrate the series of connected events in a
  drama (plot)
• Criteria
• clear illustration of connections
• significance
• with meaning
• Application
• Role play the dialogs between characters
• Criteria
• fluency
• reality

Drama presentation (excerpt)
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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Perspective
• Compare and contrast drama (literary)
  from news story (real life drama).
• Criteria
• credibility
• responsiveness
• with insights
• worth mentioning
• Empathy
• Assume role in a drama that runs counter
  to your personal experience.
• Criteria
• openness
• with insights
• with point of view
• with ease of access
• Self-knowledge
• Self assess ones strengths and
  weaknesses in presenting significant experiences
  in a drama
• Criteria
• self-awareness
• self-adjustment

Drama presentation (excerpt)
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Stage 3 Learning Plan
Resources
Suggested Instructional Activities

• Required
• - The World is an Apple, by Alberto Florentino
• - Laarni- a Dream, by Loreto Paras - Sulit
• - The Adarna Bird
• Suggested
• -Shadow on Solitude, by Claro M. Recto translated
  by Nick Joaquin
• Internet
• Computer
• Multimedia Materials
• DVD
• CD
• Graphic Organizer
• Pictures
• Drawings art materials

• Speaking/Listening
• Describing-justifying how drama differs from
  narrative (Explanation)
• Language Focus
• Types of sentence according to function
• Reading-Viewing
• Creating a classification web identifying the
  recurrent categories of drama (e.g. characters,
  events (plot), setting and their attributes
  (Application)
• Reading-Speaking
• Analyzing/contrasting drama (literary) and news
  story (drama in real life) (Explanation)
• Language Focus
• Coordinators
• Rejoinders
• Viewing-Speaking
• Reenacting the news story using the imaginative
  scripts to refine scripts so that story and
  meaning are conveyed to an audience
• (Application)
• Reading/Speaking
• Analyzing description, dialogs and actions to
  discover, articulate, and justify character
  motives (Explanation)
• Viewing Speaking
• Presenting a play (either on stage, radio, TV,
  pantomime, puppet show, monologue) (Application)

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Quarter 3 - POETRY
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Stage 1 Results/Outcomes
Essential
Standard
Question
Understanding
Performance
Content
How do forms of poetry provide the learner with
succinct ideas about the richness and beauty of
poetry?
Understanding the special qualities of each form
of poetry provides the learner with succinct
ideas about the richness and beauty of poetry.
The learner performs interpretatively and
communicatively in a choral reading.

• The learner demonstrates understanding of the
  distinct features of narrative, lyric and
  dramatic poetry, their elements and the poetic
  devices using the appropriate language forms and
  functions.
• Language Focus
• Basal Adjectives
• Phrase Modifiers
• S-V Agreement

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Stage 2 Assessment
At the level of
Product/ Performance
Understanding
Performance

• The learner performs an interpretation of a poem
  through choral reading based on the following
  criteria
• Rubric
• Facial Expression
• Phrasing/
• blending/
• pausing/ timing
• Rate
• Enunciation
• Accuracy
• Voice quality

• Explanation
• Describe the distinct features and the
  development of ancient Filipino poetry
• Criteria
• Accuracy
• Credibility
• With Insights
• Use of appropriate language forms and functions
• Basal Adjectives
• Phrase Modifiers
• S-V Agreement
• Explanation
• Prove close connection among the elements of a
  poem
• Criteria
• accuracy
• justification
• awareness

Choral Reading
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Stage 2 Assessment
At the level of
Product/ Performance
Understanding
Performance
Choral Reading

• Interpretation
• Judge the importance of poetic devices to
  communicate meaning
• Criteria
• significance
• worth mentioning
• with deep feeling
• Perspective
• Analyze qualities of each form/type of poetry
• Criteria
• Critical in an analytical sense
• With awareness
• Application
• Use effective strategies in choral reading of a
  poem
• Criteria
• Adaptation
• With value
• Innovation
• Variation

• Interpretation
• Judge the importance of poetic devices to
  communicate meaning
• Criteria
• significance
• worth mentioning
• with deep feeling
• Perspective
• Analyze qualities of each form/type of poetry
• Criteria
• Critical in an analytical sense
• With awareness
• Application
• Use effective strategies in choral reading of a
  poem
• Criteria
• Adaptation
• With value
• Innovation
• Variation

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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Empathy
• Reach a common understanding on how to present a
  choral reading effectively
• Criteria
• Openness
• Perception
• With responsiveness
• Self-knowledge
• Reflect on the effective strategies to be
  utilized in making meaning through choral reading
• Criteria
• Reflection
• Meta cognition
• Self-adjustment

Choral Reading
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Quarter 4 - Essay
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Quarter 4 - Essay
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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• The learner writes a personal /reflective essay
  that expresses meaningful views and insights
  based on the following criteria
• Focus/ideas
• Structure
• Voice
• Organization
• Tone
• Style
• Language
• Mechanics

• Explanation
• Explain the basic parts, structure, elements and
  features of Philippine essays.
• Criteria
• Accuracy
• Credibility
• Coherence
• Imminent
• Use of the appropriate forms and functions
• Modals
• Relative
• Clauses
• Transition markers

Writing personal/ reflective essay
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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Interpretation
• Illustrate the different patterns of paragraph
  development of an essay
• Criteria
• Accuracy
• Organization
• Significance
• Application
• Use personal reflections, experiences and
  observations in writing a personal essay.
• Criteria
• With value
• Adaptation
• Reality
• Use modals, relative clauses and transition
  markers in writing personal essay.
• Criteria
• With value
• Fluency

Writing personal/ reflective essay
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Stage 2 Assessment
At the level of
Product/ Performance
Performance
Understanding

• Perspective
• Argue that writing reflective journals and
  personal essay serve as significant learning
  experiences.
• Criteria
• With responsiveness
• Reality
• Empathy
• Consider other writers intention, style, views
  in abstracting a reflective journal and a
  personal essay.
• Criteria
• Openness
• Perception
• With deep feeling
• Self Knowledge
• Use self-monitoring strategy / correction to
  improve ones work.
• Criteria
• Reflection
• Meta cognition
• Self-adjustment

Writing personal/ reflective essay
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Stage 3 Learning Plan
Resources
Suggested Instructional Activities
Required - My Home, by Dr. Jose P. Rizal -
Tarlac Dike, by Kerima Polotan - A Letter to His
Parents, by Dr. Jose P. Rizal Suggested - I Am
A Filipino, by Carlos P. Romulo -On Discovering
Myself, by J.B. Serrano and M.G. Lapid -
Siesta, by Leopoldo R. Serrano- Biographies of
national writers and heroes - An AVP about the
national writers (CONSTEC Lit.) -A Critic of an
essay -Man in Dapitan, by Loreto Para-Sulit -The
World in A Train by Francisco Icasiano
Reading Speaking Exploring the basic parts,
structure and features of Philippine essays
(Explanation) Reading Writing Proving elements
of essays that prompt personal reflection
(Explanation) Language Focus
Modals Reading Speaking Drawing insights on
the different patterns of paragraph development
(Interpretation) Speaking-Listening Reflecting
on others views, comments and personal
preferences (Empathy)
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Stage 3 Learning Plan
Resources
Suggested Instructional Activities

• -Selected contemporary foreign essays with
  similar theme for learners aged 11-13
• -Movie clips of journal writing from Freedom
  Writers
• Pictures
• Concept maps
• Model Journal entries
• List on Journal
• starters

Reading Writing Using relative clauses to show
relationship of ideas (Application)
Language Focus Relative
Clauses Reading Writing Responding critically
to the authors style, tone and purpose in a
personal essay (Empathy) Reading Speaking
Writing Organizing details to meet specific
purpose of personal essay (Application)
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Stage 3 Learning Plan
Resources
Suggested Instructional Activities
Reading Writing Using transition markers to
show smooth flow of ideas in a personal essay
(Application) Writing Writing reflections that
highlight comments and insights on personal
preferences, observations and experiences
(Application) Language Focus
Transition markers Reading Writing Using
transition markers to show smooth flow of ideas
in a personal essay (Application)
Reading Writing Analyzing ones writing by
determining how its tone, style suits ones
purpose and the intended audience (Perspective)
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PERFORMANCE MATRIX
2010 Secondary Education Curriculum



Curriculum
Document in English
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CONCEPT MATRIX
2010 Secondary Education Curriculum



Curriculum
Document in English
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Summary Points to Remember
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Understanding by Design

• Helps us to design instruction that promotes
  understanding and student engagements
• Is a recursive process, not a perspective program
  or instructional model
• Looks at instructional design from a results
  orientation
• Provides design standards
• Targets achievement through a backward design
  process that focuses on assessment first and
  relevant instructional activities last

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Summary Points to Remember
Understanding by Design

• Challenging professional work that requires
  self-assessment and reflection concerning
  classroon practice
• Is not opposed to content standards or
  traditional testing and grading
• Expects us to establish spirals of learning where
  students use and reconsider ideas and skill vs.
  A linear scope and sequence
• Requires thoughtful reflection upon the use and
  warrant of knowledge
• Asks us to think of curriculum in terms of
  desired performances of understanding and then
  plan backwards to identify needed concepts and
  skills.

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INDICATORS OF TEACHING FOR UNDERSTANDING

• What does teaching for understanding look like?
• What would we expect to see in an Understanding
  by Design classroom?

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
THE UNIT OR COURSE DESIGN

• Reflects a coherent design - - big ideas and
  essential questions clearly guide the design of,
  and are aligned with, assessments and teaching
  and learning activities
• Makes clear distinctions between big ideas and
  essential questions, and the knowledge and skills
  necessary for learning the ideas and answering
  the questions.
• Uses multiple forms of assessement to let
  students demonstrate their understanding in
  various ways.
• Incorporates instruction and assessment that
  reflect the six facets of understanding - - the
  design provides opportunities for students to
  explain, interpret, apply, shift perspective,
  emphatize, and self-assess.

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
THE UNIT OR COURSE DESIGN

• Anchors assessment of understanding with
  authentic performance tasks calling for students
  to demonstrate their understanding and apply
  knowledge and skills.
• Uses clear criteria and performance standards for
  teacher, peer, and self-evaluations of student
  products and performances.
• Enables students to revisit and rethink important
  ideas to deepen their understanding.
• Incorporates a variety of resources. The textbook
  is only one resource among many (rather than
  serving as the syllabus).

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THE TEACHER
INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif

• Informs students of the big ideas and essential
  questions, performance requirements, and
  evaluative criteria at the beginning of the unit
  or course.
• Hooks and holds students interest while they
  examine and explore big ideas and essential
  questions.
• Uses a variety of strategies to promote deeper
  understanding of subject matter.
• Facilitates students active construction of
  meaning (rather than simply telling)
• Promotes opportunities for students to unpack
  their thinking - - to explain, interpret,
  apply, shift perspective, emphatize, or
  self-assess (incorporates the six facets of
  understanding).

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THE TEACHER
INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif

• Uses questioning, probing, and feedback to
  stimulate student reflection and rethinking.
• Teachers develops basic knowledge and skills in
  the context of big ideas and explores essential
  questions.
• Uses information fron ongoing assessments as
  feedback to adjust instruction.
• Uses information from ongoing assessments to
  check for student understanding and
  misconceptions (beyond the textbook) to promote
  understanding.

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
THE LEARNERS

• Can describe the goals (big ideas and essential
  questions) and performance requirements of the
  unit or course.
• Can explain what they are doing and why (i.e.,
  how todays work relates to the larger unit or
  course goals.
• Are hooked at the beginning and remain engaged
  throughout the unit or course.
• Can describe the criteria by which they work will
  be evaluated.

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
THE LEARNERS

• Are engaged in activities that help them to learn
  the big ideas and answer the essential questions.
• Are engaged in activities that promote
  explanation, interpretation, application,
  perspective taking, empathy, and self-assessment
  (the six facets)

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
THE LEARNERS

• Demonstrate that they are learning the background
  knowledge and skills that support the big ideas
  and essential questions.
• Have opportunities to generate relevant
  questions.
• Are able to explain and justify their work and
  their answers.
• Are involved in self-or peer-assessment based on
  established criteria and performance standards.
• Use the citeria or rubrics to guide and revise
  their work.
• Set relevant goals based on feedback.

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
IN THE CLASSROOM ENVIRONMENT

• The big ideas and essential questions are central
  to the work of the students, the classroom
  activity, and the norms and culture of the
  classroom.
• There are high expectations and incentives for
  all students to come to understand the big ideas
  and answer the essential questions.
• All students and their ideas are treated with
  dignity and respect.

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INDICATORS OF TEACHING FOR UNDERSTANDING by Jay
McTighe and Eliot Seif
IN THE CLASSROOM ENVIRONMENT

• Bid ideas, essential questions, and criteria or
  scoring rubrics are posted.
• Samples or models of student work are made
  visibe.
• Exploration of big ideas and essential questions
  is differentiated, so some students are able to
  delve more deeply into the subject matter than
  others.