SURIGAO DIOCESAN SCHOOL SYSTEM

8418, National Road, Del Carmen, Surigao del Norte

Member: Catholic Education Association of the Philippines (CEAP)
Surigao Association of Catholic Schools (SACS)
Email: [email protected]
Cell No.: 0910-226-9709
San Nicolas Academy of Mainit, Inc.
Junior High School
CURRICULUM MAP in ENGLISH 10

Subject title ENGLISH 10 School Year 2024-2025

Grade Level Grade 10 Name of Teacher Nica Kyla R. Pequero

Contact Minutes/Week 240 minutes per week

PHILOSOPHY
The philosophy of education of SDSS is founded on the love of God for man. It is God’s love that brought man to earth. It is in the same love that God wants the child to be formed and informed through
evangelization in formal education. In turn, he/she after being evangelized, becomes an Evangelizer.
Centeredness in Christ is the core of the curriculum as clearly stated in Gal. 2:20… child who is formed and educated to what he is supposed to become. Proverbs 22:6 says “Train up a child in the way he
should go; even when he is old, he will not depart from it”. A child being the child of God, with body and soul, is capable of learning and deserves only the best. Thus, the academic programs should be appropriate
and responsive to the needs of the child and society. The learning of the child must rightly prepare for his future. He should not be robbed of his future.
Accordingly, the “best” for the child can be easily facilitated not only by one person but by the whole community as the saying goes “it takes a whole village to educate the child”.

VISION
We, the Surigao Diocesan Schools System, envision a Christ-centered Diocesan-based educational apostolate committed to forming persons into becoming integrated and compassionate members of the
Church and society through quality Christian education.

MISSION
With Mother Mary, our guide and model, we commit ourselves to:
1. Steadfastly inculcate gospel values for the integral development of all stakeholder
 2. Amply produce excellent graduates through value-innovated, responsive, and inclusive educational programs and services
3. Manage resources of institutions for sustainability

GOALS
During the Diocesan Synod a section in the synodal decrees and I quote “the education ministry is charged with the intensive re-evangelization of the lay faithful to the Catholic teachings through formal and
informal channels. It is mainly concerned with Catholic formal education…” The diocese’s present apostolate on Catholic schools shall:
- Provide the youth with Catholic formal education that is suffused with the values of the Gospel.
- Form students in the image of Christ, aware of their dignity and worth as persons through the harmonious integration of knowledge, culture, and faith translated into life by their love of God and neighbor.
- Enable the students, after their studies, to transform their field of work into worshipping, witnessing, and serving communities under the aegis of BEC.

OBJECTIVES
San Nicolas Academy of Mainit has been consistently serving the community by providing our young people with the necessary Christian formation and academic requirements. It has been a partner of the Local
Government and the Church, in molding the youths with values education for them to become sowers of the seeds of Jesus’ message. Guided by the school’s philosophy, goals, vision, mission and core values, San
Nicolas Academy of Mainit the primer private secondary school in this community aimed:
1. to be of continued service to God, through His people, amidst the threats and challenges of times. The school firmly believes that education must continue and it should be beyond limits and challenges.
2. for excellence which we believe to be a dynamic interplay of providing efficient, effective, and ethical learning modality, at the same time making our curricular offerings and services responsive, available,
and accessible to the deep-seated needs of the Mainitnons.

CORE VALUES
1. SERVICE/VOCATION
I acknowledge my personal giftedness and a call to use my gifts in the life enhancing service of others. I use my gifts in my work – a ministry, a personal opus, a way of providing income for
myself and those who depend on me.
2. FAITH/RISK
I am committed to the management philosophy of the SDSS and its core values such that the risk of personal discomfort, financial inadequacies, and inconveniences can be embraced because of
them.
3. COMPASSION
I recognize the deep-seated needs of the persons whom I interact with seeing the face of Christ in their needs, so I make myself and my services available and accessible to the underserved.
4. EXCELLENCE
I believe that excellence is the dynamic interplay of being efficient (when I can achieve goals through timely delivery of services), effectiveness (when I can achieve goals through quality
delivery of services) and ethical (when I can achieve goals through adherence to moral, legal, and cultural norms). Excellence in work is a means of sanctifying myself.
5. COMMUNITARIAN
I create and participate in a community of persons whose members interact in ways that enhance the independent creativity of the individuals while also encouraging their interdependent
cooperation.
6. RESILIENCY
I am able to adapt and cope with stress, adversity or trauma and recover from the difficult situations or challenges.
SUBJECT DESCRIPTION

CONTENT STANDARD
The learners demonstrate their multi-literacies and communicative competence in evaluating World literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes,
meanings, and target audiences, which reflect their expanding cultural identity. (Philippine, Afro-Asia, Anglo-America, and the World).
PERFORMANCE STANDARD
The learners analyze the style, form, and features of World Literature (poetry, prose, and drama); evaluate literary texts for clarity of meaning, purpose, and target audience; and compose and
publish an original multimodal literary text (short film) that represents their meaning, purpose, and target audience and reflects their expanding cultural identity.
TIME 1. UNIT/TOPIC LEARNING COMPETENCIES PRIORITIZED
FRAM CONTENT (based on CG) UNPACKED
PEDAGOGICA 21ST
E COMPETENCIES OR ASSESSMENT INSTITUTION
LEARNING L CENTURY AL CORE RESOURC
SKILLS/AMT ACTIVITIES STRATEGIES SKILLS VALUES ES
LEARNING GOALS

Enabling Enabling
Formative Assessment
Assessment Activities
Activities (EAA)
(EFAA)

WEEK ACQUISITION
1
Analyze literary texts as Identify the style,
expressions of individual or form and features of
communal within structural World Literature:
1.1 PROSE, POETRY
context. Prose, Poetry, and
AND DRAMA
Drama

Prose
 Identify the types of Contextual Critical Excellence EN10LIT-I-
prose: Narrative, Identificatio Discussion Learning Thinking 1
Descriptive, n
Expository,
Argumentative and
Fictional Prose
Analyze literary texts as Identify the Literary
expressions of individual or Elements and Fill in the
PROSE, POETRY communal within structural Literary Devices in blanks Quiz Slide Presentation Contextual Critical Excellence EN10LIT-I-
1.2 AND DRAMA context Prose Learning Thinking 1

PROSE, POETRY Analyze literary texts as Poetry

1.3 AND DRAMA expressions of individual or Name the types of
communal within structural poetry and Quiz Concept Notes Contextual Critical
context characteristics of Learning Thinking
poetry Excellence UC
emonstrat Drama
Identify the types of Identificatio SP1
e curiosity drama and elements
of drama
n
1/1
and an 2SP
openness U-
to explore Ia-2
the UC
origins SP1
and 1/1
dynamics 2SP
of U-
culture Ia-2
and UC
society, SP1
and 1/1
political 2SP
identities U-
emonstrat Ia-2
 EN10LIT-I-
e curiosity 1

and an
openness
to explore
the
origins
and
dynamics
of
culture
and
society,
and
 political
identities Anal
yze literary texts as
expressions of individual or
communal within structural
context
Analyze literary texts as Identify the Excellence EN10LIT-I-
expressions of individual or differences of Prose, Quiz Critical 1
communal within structural Drama and Poetry Contextual Thinking
context Learning
Slide Presentation

1,4
TIME UNIT/TOPIC LEARNING COMPETENCIES PRIORITIZED
FRAME CONTENT (based on CG) UNPACKED
PEDAGOGICA
COMPETENCIES OR ASSESSMENT 21ST CENTURY INSTITUTION
LEARNING L SKILLS AL CORE RESOURCE
SKILLS/AMT ACTIVITIES STRATEGIES VALUES S
LEARNING GOALS

Enabling Enabling
Formative Assessment
Assessment Activities
Activities (EAA)
(EFAA)

WEEK 1 MEANING-
MAKING
PROSE, POETRY
1.1 AND DRAMA

Analyze literary texts as Critique various Recitation Readings of Communication EN10LIT-I-1

PROSE, POETRY
expressions of individual or forms of prose and prose Skill Excellence
1.2 AND DRAMA
communal within its literary devices
structural context
1.3 PROSE, POETRY Analyze literary texts as Critically analyze Oral Poem Reading Communication Excellence EN10LIT-I-1
AND DRAMA expressions of individual or the different types Presentation Skill
communal within of poems
structural context

PROSE, POETRY Analyze literary texts as Critique various Oral Slide Communication Excellence EN10LIT-I-1
1.4 AND DRAMA expressions of individual or types of drama Presentation Presentation for Skill
communal within Drama
structural context
TIME UNIT/TOPIC LEARNING PRIORITIZED
FRAME CONTENT COMPETENCIES UNPACKED
PEDAGOGICAL
(based on CG) COMPETENCIES ASSESSMENT 21ST INSTITUTION
LEARNING STRATEGIES CENTURY AL CORE RESOURCES
OR SKILLS/AMT ACTIVITIES SKILLS VALUES
LEARNING
GOALS
Enabling Enabling
Formative Assessment
Assessment Activities
Activities (EAA)
(EFAA)

WEEK 1
TRANSFER
1.1 Excellence EN10-la-11.1
PROSE, POETRY
AND DRAMA

1.2
PROSE, POETRY
AND DRAMA
1.3 PROSE, POETRY
AND DRAMA

PROSE, POETRY Analyze literary demonstrate Literary Excellence EN10-la-11.1

1.4 AND DRAMA texts as their Form Choice
expressions of understanding of Writing
individual or prose, poetry,
communal and drama by
within choosing one of
structural these literary
context forms to create
an original piece
of writing that
showcases their
knowledge and
creativity.