DepEd Grade 8 English Curriculum Guide
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DepEd Grade 8 English Curriculum Guide

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DepEd Grade 8 English Curriculum Guide

DepEd Grade 8 English Curriculum Guide

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DepEd Grade 8 English Curriculum Guide DepEd Grade 8 English Curriculum Guide Presentation Transcript

  • K TO 12 CURRICULUM GUIDE IN ENGLISHGRADE 8PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding ofliterature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.DOMAINS OFLITERACYCONTENT STANDARD PERFORMANCESTANDARDLEARNING COMPETENCIESListeningComprehensionQuarter 1The learner demonstratesunderstanding of the prosodicfeatures and non-verbal cuesthat serve as carriers ofmeaning when listening toinformative texts and longernarratives to note significantdetails.Quarter 1The learner accuratelyproduces a schematicdiagram to note andgive an account of theimportant details inlong narratives ordescriptions listenedto.Quarter 1• Recognize prosodic features: stress, intonation andpauses serving as carriers of meaning that may aid orinterfere in the delivery of the message in stories andinformative texts• Note prosodic features (stress, intonation, pauses) andrate of speech as carriers of meaning• Recognize changes in meaning signaled by stress,intonation and pauses• Listen to points the speaker emphasizes as signaled bycontrastive sentence stress determine how stress,intonation, phrasing, pacing, tone and non-verbal cuesserve as carriers of meaning that may aid or interfere inthe message of the text listened toQuarter 2The learner demonstratesunderstanding on howemploying projective listeningstrategies to descriptive andlonger narrative audio texts,Quarter 2The learner creates anaudio – videopresentationhighlighting the coremessage of a textQuarter 2• Employ appropriate listening skills when listening todescriptive and long narrative texts(e. g. making predictions, noting the dramatic effect ofsudden twists, etc.)15
  • helps him/her to validateinformation, opinion, orassumption to participate wellin specific communicativecontext .The learner demonstratesunderstanding of adjustinglistening strategies (marginal,selective, attentive, critical) inrelation to the main purposeof listening, one’s familiaritywith the topic and difficulty ofthe text describing a processand narrating longer storiesto suit the listening text andtask.•listened to.• Employ projective listening strategies with longerstories• Listen to determine conflicting information aired overthe radio and television• Listen for clues to determine pictorial representationsof what is talked about in a listening textQuarter 3The learner demonstratesunderstanding in validatinginformation, opinions, orassumptions made by aspeaker to arrive at sounddecisions on critical issues.Quarter 3The learner proficientlywrites an editorialarticle concerning anissue raised by thespeaker in a textlistened to.Quarter 3• Determine the persons being addressed in an informativetalk, the objective/s of the speaker and his/her attitude on theissues Use attentive listening strategies with informativetexts• Note clues and links to show the speaker’s stand andassumptions• Listen for clues and links to show the speaker’s trainof thoughts Determine the stand of the speaker on a givenissue Listen to get the different sides of social, moral,16
  • and economic issues affecting a communityQuarter 4The learnerdemonstrates understandingof how the orchestration ofharmony, unison, rhythm andthe structure of narrativesand other text types enablehim or her to appreciate theirrichness.Quarter 4The learner creativelyrenders a choricinterpretation of a textlistened to•Quarter 4• Process speech delivered at different rates by makinginferences from what was listened to• Use syntactic and lexical clues to supply items notlistened to• Anticipate what is to follow in a text listened toconsidering the function/s of the statements made• Express appreciation for texts orally interpreted notingharmony, unison, and rhythm. Listen to appreciate the tune and the narrativestructure of ballads• Listen to appreciate harmony, unison, and rhythm inchoric interpretations.Oral Languageand FluencyQuarter 1• The learnerdemonstratesunderstanding of how tospeak in clear, correctEnglish appropriate for acertain situation, purposeand audience.Quarter 1• The learneractively participatesin a conversationaldialogue aboutschool/environmental issues or anycurrent socialconcerns.Quarter 1• Use appropriate registers to suit the intended audience,and variation in intonation and stress for emphasis andcontrasto Express feelings and attitudes by utilizingcontrastive stress and variations of tone and tempoo Use stress, intonation, and juncture to signalchanges in meaningQuarter 2 Quarter 2 Quarter 217
  • • The learnerdemonstratesunderstanding of the variousmeans on how figurativeand academic language canbe used in variouscommunication settings.• The learnerjoins actively in apanel discussionon a current issue orconcern.• Ask for and give information, and express needs,opinions, feelings, and attitudes explicitly and implicitlyin an informative talk• Formulate responses to questions noting the types ofquestions raised (yes-no, wh-questions, alternative,modals, embedded)• Make inquiries• Give information obtained from mass media:newspapers, radio, television• Highlight important points in an informative talk usingmulti-media resourcesQuarter 3The learner demonstratesunderstanding of using turn-taking strategies in extendedconversations to effectivelyconvey information.Quarter 3The learner proficientlyconducts a formal,structured interviewof a specific subject.•Quarter 3• Use appropriate turn-taking strategies (topic nomination,topic development, topic shift, turn-getting, etc.) inextended conversations Interview persons to get opinions about certainissues Respond orally to ideas and needs expressed inface-to-face interviews in accordance with the intendedmeaning of the speaker Use communication strategies (e.g. paraphrase,translations, and circumlocution) to repair breakdown incommunication•Quarter 4The learner demonstratesQuarter 4The learnerQuarter 4• Arrive at a consensus on community issues by assessing18
  • understanding of speechfunctions and forms asindicators of meaning.competently deliversan informativespeech using multi-media resources tohighlight importantpoints.statements made React to information obtained from talks• Interview persons to get their opinions about socialissues affecting the community Agree/Disagree with statements, observations andresponses made when issues affecting the community Infer the function/s of utterances and respondaccordingly taking into account the context of thesituation and the tone used•VocabularyEnhancement(Subsumed in alldomains)Quarter 1• The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.Quarter 1The learnercreatively produces ane-portfolio ofvocabulary illustratingthe use of variedstrategies.Quarter 1• Develop strategies for coping with unknown wordsand ambiguous sentence structures and discourseo Differentiate between shades of meaning byarranging words in a clineo Guess the meaning of idiomatic expressions bynoting keywords in expressions, context clues,collocations, clusters, etc.o Arrive at the meaning of structurally complex andambiguous sentences by deleting expansions to come upwith kernel sentencesQuarter 2• The learnerQuarter 2The learner creativelyQuarter 2• Develop strategies for coping with unknown19
  • demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.prepares acomparative log ofacademic andfigurative languagereflected in documentswith the same themes.words and ambiguous sentence structures and discourseo Identify the derivation of wordso Define words from context and through word analysis(prefix, roots, suffixes)o Use collocations of difficult words as aids in unlockingvocabularyo Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentences frommodification structures and expansionsQuarter 3• The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.Quarter 3The learner creativelyproduces a frequencyword list.Quarter 3• Develop strategies for coping with unknown wordsand ambiguous sentence structures and discourseo Identify the derivation of wordso Define words from context and through word analysis(prefix, roots, suffixeso Use collocations of difficult words as aids inunlocking vocabulary• Arrive at the meaning of structurally complex andambiguous sentences by separating kernelsentences from modification structures andexpansions.Quarter 4• The learnerdemonstratesQuarter 4The learner proficientlyproduces a glossaryQuarter 4• Develop strategies for coping with unknown words andambiguous sentence structures and discourse20
  • understanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.of words related tospecific disciplines. o Identify the derivation of wordso Define words from context and through word analysis(prefix, roots, suffixes)o Use collocations of difficult words as aids in unlockingvocabulary• Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentencesfrom modification structures and expansionsReading andComprehensionQuarter 1• The learnerdemonstrates understandingof the different readingstyles to suit the text andone’s purpose for reading.Quarter 1The learner produces aReading Log showingvarious entries like thechoice of readingmaterials, the type ofreading employed, etc.Quarter 1• Adjust reading speed based on one’s purpose for readingand the type of materials read• Use different reading styles to suit the text and one’spurpose for reading• Scan rapidly for sequence signals or connectors asbasis for determining the rhetorical organization oftexts• Skim to determine the author’s key ideas andpurpose by answering questions raised aftersurveying the text• Read closely to select appropriate details from aselection for specific purposesQuarter 2• The learnerdemonstratesunderstanding of textualQuarter 2The learner proficientlyuses advancedorganizers/illustrations showingQuarter 2• Evaluate content, elements, features, and properties of areading or viewing selection using a set of criteria developed inconsultation (with peers and the teacher)21
  • relationships using non-linear forms and graphicsto obtain information fromlinear and non-linear texts.textual relationships.• Explain visual-verbal relationships illustrated in tables,graphs, information maps commonly used in content area texts Transcode information from linear to non-lineartexts and vice-versa Explain illustrations from linear to non-linear textsand vice versa Organize information illustrated in tables, graphsand mapsQuarter 3• The learnerdemonstrates understandingof varied reading approachesto make sense and developappreciation for the differenttext types.Quarter 3The learner creativelyproduces a digitalchart of various texttypes with clickablefeatures.Quarter 3• Utilize varied reading strategies to process informationin a text• Recognize the propaganda strategies used inadvertisements and consider these in formulatinghypotheses• Distinguish between facts from opinions• Use expressions that signal opinions (e.g. seems, as Isee it)• Note the function of statements made as the text unfoldsand use it as a basis for predicting what is to follow• Express emotional reactions to what was asserted orexpressed in a text• Employ approaches best suited to a text Note the functions of statements as they unfold22
  • and consider the data that might confirm/disconfirmhypothesis Examine for bias Determine the validity and adequacy of proofstatements to support assertions React critically to the devices employed by a writerto achieve his/her purposeQuarter 4• The learnerdemonstrates understandingof how to abstractinformation presented indifferent text types and tonote explicit and implicitsignals used by the writer.Quarter 4The learner preparesan abstract of a textread.Quarter 4• Utilize knowledge of the differences among text types(instructional, explanatory, recount, persuasive, informationaland literary) as an aid in processing information in theselection read or viewed• Assess the content and function of each statement in atext with a view of determining the information structure ofthe text• Abstract information from the different text types by notingexplicit and implicit signals used by the writer• Interpret instructions, directions, notices, rules andregulations• Locate and synthesize essential information foundin any text Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information.23
  •  Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specificstatements.•Literature Quarter 1• The learnerdemonstratesunderstanding of thedifferent genres through thetypes contributed by Afro-Asian countries to expressappreciation for Afro-Asianheritage.Quarter 1The learner creativelyand proficientlyperforms in a choralreading of a chosenAfro-Asian poem.• Discover literature as a means of understanding thehuman being and the forces he/she to contend with• Discover through literature the symbiotic relationshipbetween man and his environment and the need of theformer to protect the latter• Demonstrate a heightened sensitivity to the needs ofothers for a better understanding of man• Discover through literature the links between one’s lifeand the lives of people throughout the world• Highlight the need for a more just and equitabledistribution of resourcesQuarter 2•The learnerdemonstratesunderstanding of howsignificant humanexperiences are bestcaptured in various literaryforms that inspire humans tobring out the best in them.Quarter 2The learner creativelycompiles Afro-Asianliterary pieces asaccounts ofexperiential learning.Quarter 2• Show understanding and appreciation for the differentgenres with emphasis on types contributed by Asiancountries (i.e. Haiku, Tanka, etc.)•• Point out the elements of plays and playlets• Determine the macro discourse patterns of essays andthe macro discourse signals used to establish meaningrelationships in the essay• Determine the author’s tone and purpose for writing the24
  • essay• Point out how the choice of title, space allotment,imagery, choice of words, figurative language, etc.contribute to the theme Explain figurative language used Express appreciation for sensory images in literaryforms Show understanding of the text by paraphrasingpassagesQuarter 3• The learnerdemonstratesunderstanding of thedifferent genres to heightenliterary competence.Quarter 3The learner produces acritical review ofarticles with the samethemes but differentgenres.Quarter 3• Discover Philippine and Afro Asian literature as a meansof expanding experiences and outlook and enhancingworthwhile universal human values• Express appreciation for worthwhile Asian traditionsand the values they represent• Assess the Asian identity as presented in Asianliterature and oneself in the light of what makes one anAsian• Identify oneself with other people through literaturetaking note of cultural differences so as to get to the heartof problems arising from themQuarter 4• The learnerdemonstratesunderstanding of howliterature mirrors therealities of life and depictsQuarter 4The learner producesan e-literary folio whichcaptures significanthuman experiences.Quarter 4• Point out the role of literature in enabling one to grow inpersonhood• Discriminate between what is worthwhile and whatis not through literature25
  • human aspirations. • Distinguish as positive values humility,resourcefulness, self-reliance and the ability to look intooneself, and accept one’s strengths and weaknessessViewingComprehensionQuarter 1• The learnerdemonstratesunderstanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in themQuarter 1The learner producesprogram portfolio thatmonitors his/herprogress as a viewer(in terms of interest,preference, andreflections on individualviewing behaviors).• Organize information extracted from a program viewed• Compare and contrast basic genres of programs viewed• Narrate events logically• Validate mental images of the information conveyed by aprogram viewed• Respond to questions raised in a program viewedQuarter 2•The learnerdemonstratesunderstanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them.Quarter 2The learner effectivelywrites reactions tomovies viewed. (moviereview)The learner presents areview of a programviewed.Quarter 2• Discern positive and negative messages conveyed by aprogram viewed• React appropriately and provide suggestions based onan established fact• Decode the meaning of unfamiliar words using structuralanalysis• Follow task- based directions shown after viewing• Interpret the big ideas/key concepts implied by the facialexpressions of interlocutorsQuarter 3• The learnerQuarter 3The learner produces areaction paper to aQuarter 3• Analyze the elements that make up reality and fantasy26
  • demonstratesunderstanding of the variousanalytical and evaluativetechniques employed incritical viewing.program viewed. from a program viewed• Compare and contrast one’s own television-viewingbehavior with other viewers’ viewing behavior• Organize an independent and systematic approach incritiquing various reading or viewing selectionQuarter 4• The learnerdemonstratesunderstanding of howviewing conventions affectthe way viewers grasp,interpret, and evaluate themeaning of a programviewed.Quarter 4The learner puts up amodel televisionproductionincorporating viewingconventions.Quarter 4• Recognize the principles of lay outing in viewing amaterial• Explore how colors appeal to viewer’s emotions• Identify basic camera angles• Ascertain how balance created by symmetry affectsvisual response to a program viewed• Differentiate between vantage points and viewingWriting Quarter 1• The learnerdemonstrates understandingof giving valuable personalinformation and informationon social events and issuesby accomplishing differentforms to effectively functionin school and incommunity. .Quarter 1The learnerproficiently prepares abrochure on thedangers ofsmoking/drugs andother social issuesand concerns.The learner writes apersonal narratives.The learner creates aQuarter 1• Accomplish forms and prepare notices• Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc.• Write notices (e.g. posters, slogans, advertisements27
  • blog on the internetcommenting onsocial/economic issuesand concerns.that relate to social eventsQuarter 2• The learnerdemonstrates understandingof the power of languagestructures and forms inshaping people’s reactions,perceptions, points of view,and beliefs in local, nationaland global communities.Quarter 2The learner conductsan opinion poll,interprets, andpresents the findingshaving a local-based ornational issue asreference.Quarter 2• Use non-linear texts and outlines to show relationshipsbetween ideas Transcode ideas from texts to concept maps Make a write-up of ideas presented in conceptmaps Use three-step words, phrasal and sentenceoutlines to organize ideas• Transcode information from linear to non-linear texts andvice versa Employ concept mapping (circle, bubble, linear,etc.) as aids in taking down notes and organizing ideas Use outlines to sum up ideas taken from texts Use non-linear text outlines and notes as aids inthe preparation of a research paperQuarter 3• The learnerdemonstrates understandingof how to have a goodcommand and facility of theEnglish Languagenecessary to producewriting in different genresQuarter 3The learner producesan e-journal of poetry& prose entries withemphasis on contentand writing style.Quarter 3• Use specific cohesive and literary devices to constructintegrative literary and expository reviews, critiques, researchreports, and scripts for broadcast communication texts,including screenplays• Produce different text types and sub-types28
  • and modes.  Expand ideas in well-constructed paragraphsobserving cohesion, coherence and appropriate modes ofparagraph development• Give and respond to feedback on one’s paper in therevision process Use grammatical structure and vocabulary neededto effectively emphasize particular points• Use appropriate modes of paragraph developmentto express one’s ideas, needs, feelings andattitudes• Use a variety of cohesive devices to make theflow of thoughts from one sentence to anothersmoothly and effortlessly• Write short personal narratives to support anassertion• Organize information gathered from primary andsecondary sources using a graphic organizer anda simple topic outline• Do self and peer editing using a set of criteria• Revise a piece of short personal writing in terms ofcontent, style, and mechanics collaboratively andindependently.Quarter 4•The learnerdemonstrates understandingQuarter 4The learner makes awrite-up of anQuarter 4• Organize one’s thoughts and adopt the appropriatewriting style in letters, resumes, critiques, etc. using29
  • of how to have a goodcommand and facility of theEnglish Language necessaryto produce writing in differentgenres and modes.interview. appropriate styles (formal and formal)and audience inmind• Employ interactional functions of language in differentgenres and modes of writing (pen-pal letters, letters ofinvitation, a “yes” and “no” letters, book reviews,interview write-ups, journal entries, etc.)• Write reflections on learning experiences in diary andjournal entries• Write summaries of books read• Employ varied strategies (condensing, deleting,combining, embedding) when summarizing materialsread• Write reactions to books read• Show respect for intellectual property rights byacknowledging citations made• Acknowledge citations by indicating in a bibliographysources used• Use writing conventions to indicate acknowledgementof resources• Use quotation marks or hanging indentations for directquotes• Use in-text citation• Arrange bibliographic entries of text cited from books30
  • and periodicals•Grammar Quarter 1The learner demonstratesunderstanding of well-constructed paragraphsusing appropriate modes ofdevelopment and languagestructures to express one’sideas, needs, feelings andattitudesThe learner demonstratesunderstanding of howlanguage is instrumental incommunicating thoughts, andfeelings.Quarter 1The learner effectivelywrites a personalnarrative or informativetext.The learner proficientlywrites a description ofa process.Quarter 1Uses:o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorso other appropriate devices for emphasisFormulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressionso meaningful expanded sentence (following balance,parallelism, and modification)•Quarter 2• The learnerdemonstratesunderstanding of howgrammatically correctsentences ensure aneffective discourse.• The learnerdemonstratesunderstanding of how theknowledge of grammarenables one tosuccessfully deliverinformation.Quarter 2The learner composesa meaningful andgrammatically correctcomposition.The learner writes aprogress/ interim reportof a program oradvocacyQuarter 2Uses:o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorsother appropriate devices for emphasis• formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressionmeaningful expanded sentence (following balance, parallelism,31
  • and modification)Quarter 3• The learnerdemonstratesunderstanding of howthe use of StandardEnglish conventionsfacilitates interactionand transaction.Quarter 3The learner creativelyproduces a touristguide brochureQuarter 3Uses:o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorsother appropriate devices for emphasis• formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressionsmeaningful expanded sentence (following balance, parallelism,and modification)Quarter 4• The learnerdemonstrates understandingof the set of structural rulesthat govern variouscommunication situations.Quarter 4The learnerinnovatively presentsan Ad promoting agovernment bill or acity ordinance.Quarter 4Uses:o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorsother appropriate devices for emphasis• formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressionsmeaningful expanded sentence (following balance, parallelism,and modification)32
  • Attitude towardslanguage, literacyand literature(Subsumed in alldomains)Quarter 1• Ask sensible questionson his/her initiativeQuarter 2• Express a differentopinion without beingdifficultQuarter 3• Give credence towell-though out ideasQuarter 4• Set new goals forlearning on the basisof self- assessmentmadeStudy Strategies(Subsumed inReading,Literature, andWriting)Quarter 1The learnerdemonstrates understandingof how to gather data usinglibrary and electronicresources to locateinformation that bring aboutdiversity and/or harmonyamong Afro – Asians throughthe study of their traditionsand beliefs.Quarter 1The learnercreatively writes aninteresting CulturalReport.Quarter 1Gather data using library and electronic resourcesconsisting of general references: atlas, periodical index,periodicals and internet sources/ other websites to locateinformation• Use periodical index to locate information in periodicals• Gather data using the general references: encyclopedia,dictionary• Get and assess current information from newspaper andother print and non-print mediaQuarter 2The learnerdemonstrates understandingof how proper citations ofreferences and materials usedestablish the credibility of aQuarter 2The learnerproduces researchappendices followingthe correct citationentries and formatQuarter 2Acknowledge citations by preparing the bibliography ofthe various sources used• Observe correct format in bibliographical entries• Use writing conventions to indicate acknowledgement ofsources33
  • report or a research paper.Quarter 3The learnerdemonstrates understandingof how information gatheringskills and data collectionstrategies ensure qualityresearchQuarter 3The learnerproduces a clip reporton the various sourcesof data collectedQuarter 3Derive information from various text types and sourcesusing the card catalog, vertical file, index, microfiche (microfilm)CD ROM, internet etc.• Use locational skills to gather and synthesize informationfrom general and first-hand sources of information• Get vital information from various websites• Extract accurately the required information from sourcesread and viewed to reject irrelevant detailsQuarter 4The learnerdemonstrates understandingof how the employment ofstudy strategies coupled withresearch skills lead to a well-written paperQuarter 4The learnerproduces a researchpaper based on school/community problem.Quarter 4• Use multi step word and phrasal outlines to organizeideas• Engage in systematic conduct of a research by goingthrough series of processes• Organize logically information gathered• Apply the correct treatment of data and the soundness ofresearch conclusion.34
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