Chapter 1

Monday, February 24, 2025 3:58 AM

Chapter 1 ; The K to 12 English Curriculum

Lesson 1
The K to 12 English Curriculum Philosophy, Framework, and Rationale

RA 10533 - Enhanced Basic Education Act of 2013/K-12 Curriculum

Language - we use it to express complex and abstract ideas in order for us to cooperate, create ideas, and
preserve them.
- used by people to convey everyday ideas, it also carries with it the culture of the people using it.
- "foundation of human relationships"

The K to 12 English Curriculum/Language Arts and Multiliteracies Curriculum (LAMC) - "primary instrument of
thought"

Rules of Language - principles that govern word formation, syntax, pronunciation, and several other features of
the language.
- the grammar or the so called "correct" or conventional forms of the language.

Principles Guide of K-12 English Curriculum

1) All languages are interrelated and independent.
2) Language acquisition and learning is an active process…
3) Learning requires meaning.
4) Learners learn about language and how to use it effectively by engagement with and study of texts.
5) Successful language learning involves;
a. Viewing
b. Listening
c. Reading
d. Writing
6) Language learning involves
a. Recognizing
b. Accepting
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 b. Accepting
c. Valuing
d. Building
on learner's existing competence.

Lesson 2
The Learners in the Eyes of the K-12 Curriculum

"Digital Age" - technology is part of our daily lives.

Generation Z (Gen Z) - William Strauss and Neil Howe - "Generations" - September 1992
- A cohort of people born after the year 1997. Generally described as to have used technology and social
media at a very young age.
'Digital Natives' - Marc Wensky (2001)

'Digital Immigrants' - who were born before the digital technologies have become mainstream to the public.

Bernice McCarthy's Model (4 types of learners)

1) Type 1 Learners (Imaginative Learners) - feeling and reflective, preferring to speak about their experiences,
listening to others, and responding to them.
2) Type 2 Learners (Analytical Learners) - knowledge-oriented, pondering over concepts, and acquiring facts.
3) Type 3 Learners (Common-Sense Learners) - think and learn by doing, like to "get their hands dirty", and dive
into problems head-on.
4) Type 4 Learners (Dynamic Learners) - creating and acting as their way to learn, they don't learn for the sake
of learning but rather find meaning in their experiences.

Lesson 3
Goals of the K-12 Curriculum

Primary Goal of Teaching - "knowledge is passed on to the next generation of humans"

Being a learner-center curriculum, it aims to create learners with skills in:

• Interpersonal communication
• Understanding and learning content from other learning areas
• Academic independence

The curriculum focuses in two major concepts:

1) Communicative Competence - learners would want to learn a language in order to communicate to a larger
audience in this medium.
- Dell Hymes, 1996
- Competence of the learner in the grammar, rules of language, and social
knowledge of the use of these rules in communication

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 a. Grammatical/Linguistic Competence - one's understanding of the rules of language. Knowledge of lexical
items, morphology, syntax, semantics, and phonology.
b. Sociolinguistic Competence - knowledge of the appropriateness of the language used in particular
situations. Sociocultural aspect of use and rules of discourse.
c. Discourse Competence - being able to comprehend and produce oral and/or written texts in various
modes of communication (speaking/listening and reading/writing). How ideas are connected through
patterns of organization, cohesive, and transitional devices.
d. Strategic Competence - enables a speaker to keep the communication channel open through the use of
various strategies. Overcome language gaps, achieve conversational fluency, and modify text for
audience.

2) Multiliteracies - referring to an approach to literacy pedagogy (methods).

- New London Group, 1990s
- Literacy Elements
a. Reading
b. Writing
c. Listening
d. Technology
e. Creativity
f. Talking
g. Viewing
- Various modes
a, Linguistics (words, speech, or texts)
b. Audio (sounds, music, etc.)
c. Spatial (placements, buildings, or locations)
d. Gestures (movements)
e. Tactile (touch and feel)
f. Visual (pictures, videos, or colors)

Lesson 4
Components of the K-12 English Curriculum

Core of the Framework - "making learning through language" (main goal of the curriculum)
Components:
1) Language learning process
2) Effective language use
3) Making meaning through language
4) Holistic assessment

Language Learning Process : teach language to young learners

- principles:
1) Spiral Progression - Bruner (1960) complex topics can be taught to learners at any stage of development when
structures are presented in an organized manner.

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 structures are presented in an organized manner.
- Students revisits a topic throughout their school career
- Complexity of the topic increases with each revisit
- New learning has a relationship with old learning

2) Interaction - activities promoting interaction solidifies concepts learned

3) Integration - integrating with other skills and values
4) Learner-centeredness - curriculum focuses on the learner
5) Contextualization - activities are designed around the appropriate contexts
6) Construction - core of the curriculum is meaning-making

Effective Language Use

1) Understanding cultures - learning another language gives one another perspective of the world
2) Understanding language - understanding how the words are formed
3) Process and strategies - to adapt to situations depending to audience, context, and purpose

Making Meaning Through Language : activities presented to learners should engage them to use language in varied
purposes or topics
▪ Listening
▪ Speaking
▪ Reading
▪ Writing
▪ Viewing

Holistic Assessment : "assessment" is important part of the teaching and learning process. It helps gauge learners'
progress and development.
- Characteristics of Effective Assessment
1) Proximity to actual language use and performance
2) Holistic view of language
3) Integrative view of learning
4) Developmental appropriateness
5) Multiple referencing

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 Chapter 2
Monday, February 24, 2025 5:38 AM

Chapter 2 : Instructional Planning

Lesson 5
Instructional Planning Components

Instructional Planning - helps them reflect on their teaching and make the necessary adjustments needed to
ensure that learners attain the intended targets of the teacher and the curriculum.

"Failing to plan is planning to fail" - highlights the importance of planning

Algozzine (2006) Major Components of Instructional Planning

1) Deciding what to teach
2) Deciding how to teach
3) Communicating realistic expectations

What to teach (process)

1st. Assessing learner's skills
2nd. Analyzing instructional tasks
3rd. Establishing logical sequence
4th. Considering contextual variables
5th. Analyzing instructional groupings
6th. Identifying gaps in actual and expected performance

How to teach (considers)

• Setting instructional goals
• Selecting instructional methods and materials
• Pacing instruction appropriately
• Monitoring performance and replanning instruction

Communicating realistic expectations - grousing the teacher's expectations around realistic goals that learners can
actually achieve given the time and their level of skills.

McClymont (2020) Components of Instructional Planning

1) Clear Objectives - clear view of what are expected of them in the lesson.
2) Learning Materials - availability of necessary materials in planning instruction.
3) Active Background Knowledge - tapping into the learners' prior knowledge about the topic, lesson, or
material
4) Direct Instruction - teacher presents the concepts/skills as indicated in the objectives
5) Learner Practice - opportunity to practice the concepts/skills they learned in the class
a) Guided practice - learners are given practice with the teacher leading them
b) Collaborative practice - learners are provided with practice with their classmates
c) Independent practice - learners are provided with activities that they will perform on their own
6) Closure - prepares to synthesize the concepts presented in the lesson
7) Demonstration of Learning - form of an assessment that assesses the learners' understanding
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 7) Demonstration of Learning - form of an assessment that assesses the learners' understanding

Lesson 6
Instructional Planning Cycle

Instructional Planning Cycle - adapted from "Understanding by Design Framework" by Wiggin and McTighe (2005)
1st. Learning Objectives - "what should I teach my learners?"
2nd. Assessment Strategies - identify how can the learners demonstrate their understanding
3rd. Instructional Activities - plan for the teaching strategies and learning activities will be used
4th. Reflection - reviews what has happened at the implementation of the plan

Lesson 7
Instructional Planning Models for Teaching English

1) ADDIE Model - simplicity and practicality

 Analysis - the instructional goals and objectives are established
 Design - deals with creating an outline of the instruction
 Development - where activities, materials, media, and other content necessary to deliver the instruction
based on the design phase are put together
 Implementation - the instruction is given to the learners and the teacher observe how learners react to
it.
 Evaluation - the teacher looks into the learners' score results and the notes taken during implementation
phase

2) Kemp Design Model (Morrison, Ross, and Kemp Model) - circular structure
 Instructional Problems - Determine the specific goals and identify the instructional issues that could arise
 Learner Characteristics - Identify the traits and characteristics of learners that should be taken into
consideration in the planning process
 Task Analysis - Make course content clear, and analyze the proposed task components in relation to the
goals and purpose of the course
 Instructional Objectives - Define the instructional objectives and the desired learning outcomes
 Content Sequencing - Ensure the instructional content are structured sequentially
and logically
 Instructional Strategies - Design the instructional strategies in such a way that individual learners would
be able learn the content and attain the learning outcomes
 Designing the Message - Plan the instructional message and the appropriate made of delivery
 Instructional Delivery - Develop the necessary instruments in order to effectively achieve the instructional
goals and objectives taking into consideration the materials available to the teacher
 Evaluation Instruments - Design and development of the appropriate formative and summative
assessments to determine whether the instructional goals and objectives were attained.

3) ARCS Model - developed by John Keller (1980s),focuses on motivation of students

 Attention - interests of the learners
 Relevance - usefulness of the learning content
 Confidence - develops the expectation and progress among learners
Satisfaction - learners' sense of success and fulfillment

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  Satisfaction - learners' sense of success and fulfillment

Lesson 8
Thematic Approach to Instructional Planning

Thematic Approach : selection and highlight of a theme through instruction

: related to interdisciplinary instruction and project-based and phenomenon-based learning
: more cohesive and contextual
: Okoro and Okoro (2016) Steps:
• Choosing a theme - they decide on what would be the focus theme of the unit/lesson
• Integrating the theme with the existing curriculum - organize learning objectives of the curriculum around
the theme
• Designing instructional plan - making adjustments in these elements especially in choosing learning
strategies
• Encouraging presentation - given opportunities to present learners' works

Lesson 9
DepEd Guidelines on Lesson Planning

DepEd Order No. 42, s. 2016 = Policy Guidelines on Daily Lesson Preparation for the K-12 Education Program
DepEd Order No. 8, s. 2015 = Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program

Instructional Planning Three Major Steps Advocated in the Policy

1) Planning instruction
2) Delivery of instruction
3) Assessment of learning

Features of K-12 Curriculum

1) Spiral progression of content
2) Constructivist view on learning and meaning making
3) Use differentiated instructions

Elements of Learning Plan

◊ What should be taught?
Key Areas to be Taught
1) Content Standards
2) Essential Knowledge/Understanding
3) Performance Standards
4) Learning Competencies

◊ How should it be taught?

Strategies
1) Direct Instruction
2) Indirect Instruction
3) Interactive Instruction
4) Experiential Instruction

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 4) Experiential Instruction
5) Independent Study

◊ How should learning be assessed?

• DepEd Order No. 8, s. 2015
• Formative assessment to help learners identify their strengths and weaknesses
• Make adjustments to their teaching as areas of concern are identified

Learning Plans
1) Detailed Lesson Plan (DLP) - newly hired teacher
2) Daily Lesson Log (DLL) - at least one year in teaching

Detailed Lesson Plan (DLP)

○ Before the Lesson - preliminary activities
▪ Review and clarifies the previous lesson
○ Lesson Proper - presents new material/lesson to the learners
▪ Teacher checks the learners' understanding and provide feedback
○ After the Lesson - wrap-up activity
▪ Teacher summarizes the lesson/ask the learners to summarize

Daily Lesson Log (DLL)

○ Objectives
▪ Content Standards
▪ Performance Standards
▪ Learning Competencies
○ Content
○ Learning Resources
○ Procedures
○ Remarks
○ Reflection

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Side Notes
Monday, March 3, 2025 9:44 AM

Chapter 1 - The K-12 English Curriculum

Lesson 1 - The K-12 English Curriculum Philosophy, Framework, and
Rationale
Lesson 2 - The Learners in the Eyes of the K-12 Curriculum
Lesson 3 -

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