DON BOSCO TECHNICAL COLLEGE-CEBU, INC.

Pleasant Homes Subdivision, Punta Princesa

PO Box 271, Cebu City 6000
Tel. Nos. 2732301; 2731127& 2731128 Fax Nos. 2721161 & 2732302

BASIC EDUCATION DEPARTMENT

CURRICULUM MAP
Teacher: Mme. Rhailyn S. Largo Subject/Grade Level: 10 - English School Year:2019-2020
Vision Educational Philosophy:
We dream of Bosconians • As an Educational Institution, DBTC, INC. believes in the integral development of
- generously contributing to our nation’s progress; young people realized through accompaniment, guidance, and the nurturance of
- making their mark as workers, professionals, entrepreneurs and their full promise as leaders and influencers of the Church and Society.
leaders of society;
- accepting the challenge of holiness and heroism in their • As a Catholic Institution, we believe in the uniqueness of persons, created in the
respective spheres of influence and work places. image and likeness of God, endowed with supernatural and natural gifts that
We dream of our institution’s steady growth with a zealous Educative enable each one to be good Christians, aiming for holiness, living the Gospel
Pastoral Community joyfully journeying with the young in the spirit of St. values and collaborating in the building of His Kingdom in practical and
John Bosco. outstanding ways.

• As a Filipino Institution, we believe in the Filipino birthright and patrimony,

drawing love of country, culture, and heritage to foster in each one to be honest
citizens capable of heroic contributions to society.

• As a Salesian Institution, we believe in St. John Bosco’s pastoral, spiritual and

pedagogical program carried by and Educative Community that lives out his
Family Spirit and Preventive System of Reason, Religion and Loving Kindness.
Mission: Profile of a DBTC Graduate:
We are a Catholic, Filipino, Salesian educational Institution characterized by DBTC-Cebu, Inc., desire Bosconian who is:
a dynamic Educative Pastoral Community, … a GOOD CHRISTIAN.
- competent and committed in sharing the mission of St. John Bosco, • Committed to consistently show love of God and fellowmen.
- deeply dedicated to the integral development of the young, • Confident to firmly witness his/her faith through service and the regular
- delivering quality programs in the basic, tertiary and vocational reception of Catholic Sacraments.
education, and in the youth center; • Competent to genuinely nurture, share and defend his/her beliefs when
called upon.
- undertaking relevant community services responsive to the socio- … an HONEST CITIZEN
political realities of the country. • Committed to strongly manifest love of country and patrimony.
We are intensely devoted to form ourselves and the young as committed • Confident to resolutely obey civil laws and exercise citizenship with
Christians and honest citizens with the heart for the poor. diligence and knowledge.
• Competent to conscientiously contribute to nation-building though
innovation and expertise in his field of work.

Core Values:
EXCELLENCE- “Doing ordinary things extraordinarily well”; bringing oneself to higher levels of achievement through initiative, hard work and discipline.
INTEGRITY- Strong sense of honesty, honor, respect, reliability, self-sacrifice, service and hard work.
PIETY-Deep relationship with God beyond ritual practices, expressed though Salesian Spirituality
OPTIMISM-Positive disposition and influential presence; fearless perseverance and patience in the face of hardships (“Ardua non Timeo”)
OPENNNESS-Promotion of dialogue, respect of other’s differences; cultivation of a strong sense of camaraderie and family spirit.
LOYALTY-Steadfast affiliation to the values of the Institution, the Church and the country.
SOCIAL JUSTICE-Having the heart for the poor and marginalized; advocacy for social change.

Learning Area Standard:(based on the CG)

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
Grade Level Standard:(based on the CG)
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature,
including Philippine Literature.

QUARTER: 2ND UNIT TOPIC/STRAND: Early European Literature

CONTENT STANDARD: PERFORMANCE STANDARD: The learner
The learner demonstrates understanding of how world literatures and other The learner proficiently delivers an argumentative speech emphasizing how to resolve
text types serve as vehicles of expressing and resolving conflicts among conflicts among individuals or groups.
individuals or groups; also how to use strategies in critical reading, listening,
and viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
FORMATION STANDARD: TRANSFER GOAL:
Bosconians righteously live and uphold a Bosconian Character by accepting The students transfer learning by proficiently delivering an argumentative speech
every Bosconian as his brother in Don Bosco with respect to oneself and emphasizing resolution of conflicts among individual or groups.
others, being optimistic and calm, hardworking, and even tempered, flexible
and reliable, project healthy self-image in self-sacrifice, and display
interpersonal relationship through service with honesty and honor in their
daily life activities.
Bosconians involve themselves in prayer and celebration of the sacraments
that inculcate love, knowledge, and service by upholding and living the
Filipino values and culture which are embedded in their Bosconian way of life.
ENDURING UNDERSTANDING: ESSENTIAL QUESTIONS:
Students will understand that: a. Is good always good and evil always evil?
a. Concept of good and evil and right and wrong can vary across cultures and b. Why and how do ideas about what is good and what is evil change?
time. c. What effect does the concept of what is good/evil and right/wrong have on the
b. Many things can influence what societies and individuals believe about individual and society
good and evil and right and wrong d. Is a code of conduct the ideal basis for determining what is right and what is wrong?
c. Literature often reflects what is society believes about right and wrong.
Literature can also influence what a society believes about right and wrong.
d. Concepts of what is good and what is evil affect what a society and an
individual believe about social justice.
PERFORMANCE TASK:

MAJOR TASK – (based on the horizontal integration)

 LEARNING ASSESSMENT MATERIALS/
CONTENTS TIME FRAME TEACHING LEARNING ACTIVITIES REMARKS
COMPETENCIES TASK RESOURCES
The German 31 meetings A1 analyze and Venn diagram A1 Survey results
Epic interpret information a. Present research findings on how ICT – medieval hunting
Literature (the meetings from linear and medieval hunting differs from today videos
will depend nonlinear texts using a Venn diagram
upon target EN10RC-IIA-11/ b. Conduct population survey
LCs) EN10RC-IIB-11.2/ c. Write a short report about the
EN10RC-IIC-5.4 conducted survey.

A2 Recall past Oral recitation A2 Relate the present literary selection Literary piece
readings with with other texts that have similar story
similarities to the
present
EN10RC-IF-21
EN10RC-IG-21
EN10RC-IH-21
EN10RC-II-21

A3 Discriminate Close reading and A3 Infer the values of the characters and Literary piece
between positive and story analysis determine whether these are positive
negative values and negative
through close reading
EN10RC-IIF-13.1

A4 Employ critical Seatwork and A4 a. Determine the arrangement of the Worksheet

reading table completion story read
EN10RC—F-13.1 b. interpret the result and answer the
comprehension questions
c. Plan a reading program and complete
the necessary table

C1 Compare a movie Venn diagram C1 Compare the movie adaptation of Worksheet

adaptation to the Nibelungenlied to its or original story ICT – youtube (video of
original epic the movie adaptation of
EN10VC-IVA-15 NIbelungenlied)

Worksheet
C2 Examine opinions Oral recitation C2 Point the meaning of bias and
for bias in a material determine the characters that display
viewed bias
EN10VC-IID-26
EN10VC-IIE-26
EN10VC-IIF-26
Worksheet and
D1 Give the technical Seatwork D1 a. Identifying terms as technical, workbook
and operational operational
definitions b. Give own technical definition of each
EN10V-IIA-I-13.9 given term
c. conduct an experiment to come up
with own operational definition
Worksheet
E1 Draw similarities Venn Diagram E1 Do research on the medieval custom
and differences in of hunting and answer the given
themes of featured questions
selection
EN10LT-II-I.1

E2 Explain how the E2 Read about German epics and expand

elements specific to a the selections through comprehension
selection build its questions
theme
EN10LT-IIA-B-14.2

E3 Explain how a E3 Discuss how society’s norms influence

selection may be the idea of good and right
influenced by culture,
history, environment
or other factors
EN10LTIIH-3
Research materials
F1 Formulate claims Output reporting F1 a. Research for at least five examples
of fact, policy and of claims of fact, policy, and value then
value justify the categorization
EN10WC-IIB-13.2 b. choose a topic and formulate a claim
of fact, claim of policy and claim of value
 Original product
G1 Employ Theater G1 Theater presentation employing
appropriate pitch, presentation appropriate prosodic features of speech.
stress, juncture,
intonation, etc
through oral
interpretation
EN10OL-IIA-B-5 Essay writing
Worksheets
H1 Use expression H1 a. Brainstorming appropriate
that affirm or negate expressions for situations
EN10G-IIE-IIi-28 b. Write own account of Seigfred’s death
using expressions that affirm or negate

H2 Observe correct H2 Review the definitions and correct any

grammar when grammatical errors
making definitions
EN10G-IIa-d-29
The French 7 meetings A1/C1 Detect Scaffold 1 A1/C1 a. Give examples of ideas where
Epic Propaganda Advertisement propaganda has been used in the past
(the meetings ECAS10L-II-2 Presentation months
will depend b. Choose a TV Ad and identify the
upon target propaganda used
LCs) c. Read the pieces of propaganda and
identify the technique used

B1 Assess audio and B1/B6

video materials for a. Listen to a clip and answer the
unsupported comprehension question
generalizations, b. watch a video presentation and note
prejudices and biases the information that are not present
EN10LC-IIg-13.3 from the clip
EN10LC-IIh-i-15.3

B2 Assess the B2 watch a presentation and discuss the

effectiveness of a comprehension questions
material viewed
listened to according
to the speaker’s
purpose
EN10LC-IIb-15.1

B3/H1 Use a discourse B3/H1 a. match the modal with the

markers to signal sentence
functions of b. Identify whether each underlined word
statements of phrase is performing the contact © or
EN10LC-IF-14.2/ the metalinguistic (M) function
EN10G-IF-LI-3.6

B4/H2 Identify the B4/H2 Identify whether the underlined

cause and effect clause is the cause or the effect, or the
relationship purpose

B5/E1/H3 B5/E1/H3 Study the sentences and

Use correct grammar underline the word/s in the parentheses
with connectives to complete the sentences
EN10LC-IF-14.2/
EN10LT-IID-2.2.2/
EN8G-IIA-9

B6 Determine
unsupported
generalizations and
exaggerations
EN10LC-IIh-i-15.3

C2 Use one’s previous C2 Watch a three- minute video summary

experience as scaffold the song of Roland and assess its
to the message faithfulness to the written text
conveyed by a
material
EN10VC-IIG-27

E2 Explain how a
selection may be
influenced by culture,
 history, environment
or other factors

Prepared by: Checked by: Reviewed by: Approved by:

MME. RHAILYN S. LARGO MRS. RUELLA N. ESTELLA MR. ELEUTERIO M. ABAINZA REV. FR. WILBERT S. DIANON, SDB
Teacher Coordinator Asst. Principal BED Principal