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CHAPTER 1: THE K TO 12 ENGLISH  Marc Wensky (2001) calls them “digital

CURRICULUM natives” who have been exposed to
technologies
LESSON 1.1 THE K TO 12 CURRICULUM
 Bernice McCarthy proposes a model that
PHILOSOPHY, FRAMEWORK AND RATIONALE
describes four types of learners that
PHILOSOPHY AND RATIONALE teachers may encounter in the classroom.
 Language is the basis of all communication 1. IMAGINATIVE LEARNER
and the primary instrument of thought.  These type of learner are more feeling and
 Language is the foundation of all human reflective, preferring to speak about their
relationships. experiences, listening to others and
responding to them.
GUIDING PRINCIPLES  They work well with others discussing ideas,
 All languages are interrelated and brainstorming, and examining relationships.
interdependent.  They focus more on finding out “why”
 Language acquisition and learning is an active should this be learned.
process that begins at birth and continues 2. ANALYTICAL LEARNER
throughout life.  They prefer to reflect and think.
 Learning requires meaning.  They are knowledge-oriented, pondering
 Learners learn about language and how to use over concepts and acquiring facts.
it effectively through their engagement with  They have a knack for analyzing and
and study of texts. organizing experiences into concepts and
 Successful language learning involves viewing, useful information.
listening, speaking, reading and writing 3. COMMON-SENSE LEARNER
activities.  They prefer to think and learn by doing.
 The like to “get their hands dirty”, and dive
LESSON 2: THE LEARNERS IN THE EYES OF THE into problems head-on.
K TO 12 CURRICULUM  They often have difficulty in verbal
complexities and other abstract concepts
INTRODUCTION that they cannot manipulate.
 We live in the so called “digital age” where
4. DYNAMIC LEARNER
technology is a part of our everyday lives.
 They tend to favor creating and acting as
 As technology began to become a bigger parts
their way to learn.
of our lives, more and more of our learners are
 They do not simply like to learn for the sake
exposed to technology.
of learning, but rather find meaning in the
experiences they have. They often look for
TYPES OF LEARNERS IN THE K TO 12 creative ways to tackle problems through
CURRICULUM trial and error and they believe they can
 The term “Generation Z” was popularized influence what happens.
by William Strauss and Neil Howe in their
book Generations published in September LESSON 3: GOALS OF THE K-12 CURRICULUM
1992. Communicative Competence
 Learners born in his generation are  Language teaching in the K to 12 Curriculum
generally described as to have used does not only focus on the development of
technology and social media at a very communicative competence, but also on the
young age. They are comfortable in using improvement of multiliteracy in the learners.
these technologies compared with most of
the members of other generations.

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MULTILITERACY
 Multiliteracy is a term coined in the 1990s by
the New London Group, referring to an
approach to literacy pedagogy.
 This is in response to the ever-growing
paradigm shift of the education,
encompassing multiple channels of
communication and media, and the
increasing cultural and linguistic diversity.
 The approach takes in to account multiple
Grammatical/Linguistic Competence
modalities to enable learners to learn and
 Grammatical or linguistic competence refers
understand from a variety of sources.
to one’s understanding of the rules of language.
This refers to grammar, lexicon, phonology
(sounds created to make words), morphology
Literacy Elements from Commentary on
(creation of smallest units of meaning), and Multiliteracies
syntax (combination of words and phrases to  Multiliteracy approach takes on various
form sentences), among others. modes to implement in the classroom
 This is commonly the focus of many basic including:
language classes whose main goal is to teach  linguistic (words, speech, or texts)
these skills to learners.  audio (sounds, music, etc.)
 spatial (placements, buildings, or locations)
Socio-Linguistic Competence  gestures (movements)
 tactile (touch and feel)
 Sociolinguistic competence refers to
 visual (pictures, videos, or colors).
the knowledge of the appropriateness of the
language to be used in particular situations
( formal, friendly, courteous, sarcastic, etc. ) and Literacy Elements
the appropriate responses to these situation.  Viewing
 Knowing what the taboos are, what is rude or  Reading
what is polite, must be taken into account as  Writing
one engages in communication.  Listening
 Technology
 Creativity
Discourse Competence
 Talking
 This means that one must be able to combine
and organize words, phrases and sentences in LESSON 4: Components of the K-12 English
order to create conversation, talk, speeches,
Curriculum
literature, text messages, emails, articles,
and other form of communication. INTRODUCTION
 This skills enable the communicator to become  The K to 12 English Curriculum framework has
more eloquent in his/her engagement in the use described the major elements that contribute
of language. to the learning of language. It coherently
stipulates how these elements work together
Strategic Competence to ensure that the curriculum ultimately
 Strategic competence enables a speaker to keep attains it goal.
the communication channel open through the
use of various strategies including request for
clarification, repetition, slowing down of speech,
or the use of hand or facial gestures.

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Notice that at the core of the framework is III. Integration. Creating authentic class activities
“making meaning through language”, which in the teaching of language skills could be more
highlights the main goal of the curriculum. The effective if they are integrated with other skills
attainment of this ultimate goal comes by the and values. Furthermore, integrating language
harmonious interaction of the following components: lessons with other concepts from other
1. Language learning process learning areas and discipline also help learners
2. Effective language use in creating meaning.
3. Making meaning through language IV. Learner-centeredness. As the curriculum
4. Holistic assessment focuses on the learner, teachers would be able
to engage them with the use of differentiated
instruction. This should be based on the
learners' needs, skills, abilities, and interests.
V. Contextualization. As mentioned, language
learning is more effective if activities are
designed around the appropriate contexts.
Lessons could be planned around learning
outcomes, themes, or an appropriate text.
Context makes learners think about language
use to suit the audience, the situation, culture,
or purpose.
VI. Construction. As the core of the curriculum is
meaning-making, learning tasks and activities
designed around self-reflection, critical
1. Language Learning Process
thinking, and creation should take place in
Following principles for guide: language lessons.
I. Spiral progression. Based on the work of
Bruner (1960) on the spiral curriculum 2. Effective language use
following the hypothesis that even complex
How the language learners could
topics can be taught to learners at any stage of
demonstrate their skills:
development when structures are presented in
an organized manner. Key features of this
I. Understanding cultures. Learning another
language gives one another perspective of the
approach include:
world. One gets to view the things around from
a. the student revisits a topic, theme, or subject
the lens of another culture through literature
several times throughout their school career;
and communication. As such, sociolinguistic skill,
b. the complexity of the topic or theme
the ability to use language appropriately, is one
increases with each revisit;
of the main focus of the curriculum. This could
c. and new learning has a relationship with old
be expressed in the learners' capacity to apply
learning and is put in context with the old
language in a plethora of complex social
information.
situations, and to aptly respond to these
II. Interaction. As language is used in various
situations using varied strategies including
forms of communication (oral and written),
verbal and nonverbal means.
activities promoting interaction among learners
solidifies concepts learned. This could be more
II. Understanding language. In order to create
meaning, learners need to understand the
effective when activities are framed to emulate
intricacies of the language. This involves
real-life situations with real-life language
understanding of how words are formed, the
demands such as purpose, topics, and
structure of sentences, and how the little
audiences, which place the learners in
nuances in language use, accompanied by
communicative situations using authentic
nonverbal gestures contribute to meaning.
socialization skills.

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Learners can also use their understanding of A. Proximity to actual language use and
their mother tongue in order to learn a new performance. As described before,
language. activities in the classroom should consider
III. Process and strategies. As learner get to be authentic contexts of language use.
exposed to the more opportunities to use Assessments in classroom should also help
language, they get use a number of processes learners apply their understanding of
and strategies to adapt situations depending to language in situations mirroring real-life
audience, context, and purpose. They may come exercise of language.
up with novel ways to solve problems and adjust B. Holistic view of language. As language
to difficulties. They may experiment on various skills (listening, speaking. reading, and
ways to find answers such as asking questions, writing) are not used purely in isolation,
reading, or searching the internet. assessment strategies should reflect their
integrative nature. These approaches should
3. Making meaning through language also take into consideration the holistic
nature of the learners as well in terms of
As language is the major tool for communication,
their academic, social, and physical contexts.
teachers should ensure that activities presented to
C. Integrative view of learning. Assessment
learners should engage them to use language in
should not only look into the academic
varied purposes and topics. As such, every
performance of learner. Since language is
opportunity must be given to the learners to use
taken as in such an integrative approach,
language in contexts, in which they could practice
learning it should also consider the multitude
developing their own understanding and sharing
of ways learners learn. Assessment should
them with others using the five sub-strands of the
attempt to capture the different skills and
curriculum namely listening, reading, speaking,
abilities of the learners, and at the same time
writing, and viewing.
help them express themselves in the best
ways they can.
D. Developmental appropriateness. Steps
must also be taken to ensure that
assessment activities are appropriate to the
learners' cognitive, social, and academic
abilities with their level.
E. Multiple referencing. Lastly, assessments
developed for the leaner should have been
designed based on various information about
the learners. Again, the assessments should
be based on understanding the learners'
needs and abilities.

CHAPTER 2: Instructional planning

LESSON 5: INSTRUCTIONAL PLANNING

COMPONENTS
4. Holistic assessment
Assessment is an important part of the Introduction
teaching and learning process. It helps the  Instructional planning is one of the most
teachers gauge the learners’ progress and crucial skills teachers have in their arsenal in
development. their teaching journey. It helps them reflect
The following Characteristics of effective on their teaching, and make the necessary
assessment: adjustments needed to ensure that learners

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attain the intended targets of the teachers deciding how to give them instruction, keep
and the curriculum. them engaged, and have them perform
 A common adage that says, "failing to plan is better.
planning to fail," highlights the importance of 6. Identifying gaps in actual and expected
planning. This is especially true to teachers performance. it is now imperative to
who are charged to mold young minds of the understand how to bridge their current
future. Thus, it is important for teachers to understanding with the new material being
have a clear idea of how to plan for effective presented to them.
instruction.
2) then decides how to teach these identified
Algozzine (2006) suggests three major skills. To do this, the following needs to be
components of instructional planning considered:
(1) deciding what to teach;
a. Setting instructional goals. Teachers
(2) deciding how to teach
need to present the goals of instruction to
(3) communicating realistic expectations.
the learners in unambiguous terms. As
mentioned before, the simple, lower-level
1) In order to decide what to teach, teachers skills need to be presented in logical
undergoes the following process: manner that would be understandable at
1. Assessing learners' skills. Being a teacher, the level of the learners.
we have to consider that the tasks we provide b. Selecting instructional methods and
our learners are within their abilities. As such, materials. Decisions that would be made
teachers need to ensure to gather pertinent for the method and materials would be
data to assess the level of skill the learners. guided of course by the topic selected, the
This could be done using various tool such as activities or tasks for the learners, and the
their diagnostic tests, achievement tests, or learners themselves.
an assessment of the learners' performance in
previous activities. McClymont (2020) further forwards with
2. Analyzing instructional tasks. Teachers related components of instructional
analyze the task they want the learners to
planning namely:
accomplish by breaking down complex tasks
1. Clear objectives. Learners must be able to
to simpler, manageable ones that are within
have a clear view of what are expected of
the learners' skills and abilities.
them in the lesson. In order to keep the
3. Establishing logical sequence. the teacher
objective clear, they should be SMART
then, needs to sequence these tasks in a
(Specific, Measurable, Attainable, Relevant,
logical and appropriate manner based again
Time- bound) objectives.
on the learners developmental abilities. This
2. Pacing instruction appropriately. Pace is
could be done by prioritizing the lowerlevel
simply how slowly or how quickly the
ones to the more complex ones.
teacher goes through the material. Thus, the
4. Considering contextual variables. which
teacher should be able to set the appropriate
may include how long the lesson will take, the
pace when going through the material,
availability of materials needed, or the time of
basing this of course on the learners' level
the day the lesson will take place(class
and the activities the learner are tasked to
schedule).
accomplish.
5. Analyzing instructional groupings.
creating opportunities for the learners to
3) Lastly, Algozzine identifies communicating
make meaningful interactions in the
classroom needs consideration having an idea
realistic expectation as the last component
how learners work with each other helps in of instructional planning.

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This involves grousing the teachers' demonstrate their understanding and/or

expectations around realistic goals that the learners achievement of the learning activities. This is
can actually achieve given the time and their level of in the form of assessment strategies teachers
skills must use for the lesson. Key questions that
the teachers need to ponder here are: "How
1. Learning materials. This would help the do I know that my learners have achieved the
teacher make adjustments to his/her instruction objectives of the lesson?' and "What will be
based on these. the acceptable pieces of evidence of my
2. Active background knowledge. Tapping into learners' proficiency and understanding?"
the learners' prior knowledge about the topic, These shall provide the pieces of evidence the
lesson, or material helps make a connection teacher needs to gauge whether the learners
with the learners. were able to absorb the lesson.
3. Direct instruction. This is the where the 3. Instructional Activities
teacher presents the concepts or skills as  At this stage, the teacher now begins to
indicated in the objectives.
think about how to teach his/her learners.
4. Learner practice. Learners must be given the
Here, the teacher will now plan for the
opportunity to practice the concepts or the skills
teaching strategies and learning activities
they learned in class.
that will be used in the classroom. With
This has a three-step process, including:
the objectives set and the assessment
a. Guided practice - where learners are given
practice with the teacher leading them; strategies in place, the teacher would
b. Collaborative practice - where learners are now need to think about the learning
provided with practice with their classmates. experiences, information, and resources
c. Independent practice where the learners the learners need to achieve the goals of
are provided with activities that they will the lesson. Teachers would have to
perform on their own. consider “What enabling knowledge,
5. Closure. After the lesson, the teacher then skills, and values will the learners need to
prepares to synthesize the concepts presented achieve the objectives?”, “What activities
in the lesson. It can be in the form of an activity will the learners need to equip
where the learners can participate. themselves with this knowledge, skills,
6. Demonstration of learning. This is in the form and values?”, “Which of these knowledge,
of an assessment that assesses the learners'
skills, and values should be taught or
understanding of the concepts presented in the
coached, and what’s the best way to
lesson. This is also an opportunity to gather data
about the learners' performance.
teach them?” , and “What materials and
resources are needed to best attain the
LESSON 6: INSTRUCTIONAL PLANNING CYCLE objectives?”
4. Reflection
1. Learning Objectives  After the implementation of the instructional
 At this stage, the teacher is compelled to ask, plan, the teacher then reflects about his/her
"What should I teach my learners?" . These teaching. At this stage, the teacher reviews
can be the skills, knowledge, or values found what happened at the implementation of the
in the curriculum document. This can also be plan. This involves the reaction of the learners
big concepts or ideas that need to be learned with the strategies, the results of the
or mastered by the learners. It is here that the assessment, and the learners who struggled
teacher decides the content of the lesson. with the activities or assessment. The teacher
2. Assessment Strategies can use the data from these observations to
 After the teacher decides on the objectives,
he/she needs to identify how the learners can

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make adjustments and improve the next  Ensure the instructional content are
instructional plan. structured sequentially and logic
CONCLUSION 6. Instructional Strategies
 In conclusion, the learning process involves  Design the instructional strategies in
several stages, including deciding what to such a way that individual learners
teach, selecting appropriate assessment would be able learn the content and
strategies, planning instructional activities, attain the learning outcomes
and reflecting on the teaching experience. By 7. Designing the Message
following these steps, teachers can ensure  Plan the instructional message and the
that their lessons are effective, engaging, and appropriate mode of delivery
tailored to the needs of their learners. 8. Instructional Delivery
Ongoing reflection and adjustment are also  Develop the necessary instruments in
essential to continually improve teaching and order to effectively achieve the
learning outcomes. instructional goals and objectives, taking
into consideration the materials
LESSON 7: INSTRUCTIONAL PLANNING
available to the teacher
MODELS FOR TEACHING ENGLISH
9. Evaluation Instruments
1. KEMPS DESIGN MODEL  Design and development of the
WHAT IS KEMPS DESIGN MODEL? appropriate formative and summative
 The Kemp Design Model (also known as assessments to determine whether the
the Morrison, Ross, and Kemp Model) instructional goals and objectives were
follows a circular structure, and its attained
elements should be taken as
independent elements. One advantage 2. ARCS MODEL
of this model is that teachers and WHAT IS ARCS MODEL?
instructional designers are given the  The ARCS model is developed by John Keller
flexibility to begin the design process in the 1980s. The model's unique feature is
from any of the elements rather than that it focuses more on the motivation of the
work in a linear fashion as would other learners, ensuring that they are kept
models. engaged during instruction.
9 Kemps Model Elements: 4 Arcs Model Components:
1. INSTRUCTIONAL PROBLEM 1. ATTENTION
 Determine the specific goals and identify  This refers to the interests of the learners.
the instructional issues that could arise This is a critical part of the model as it is the
2. Learner Characteristics initial hook of the learners' attention.
 Identify the traits and characteristics of 2. RELEVANCE
learners that should be taken into  This component refers to the usefulness of
consideration in the planning process the learning content so that the learners
3. TASK ANALYSIS could create a connection between it and the
 Identify the traits and characteristics of real world.
learners that should be taken into 3. CONFIDENCE
consideration in the planning process  This component develops the expectation of
4. INSTRUCTIONAL OBJECTIVES success and progress among the learners,
 Define the instructional objectives and and at the same time gives the learners the
the desired learning outcomes opportunity to control their learning
5. Content Sequencing processes.
4. SATISFACTION

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 As there is a direct correlation between equipment and materials necessary to

motivation and satisfaction, the learners deliver the lesson are all complete and
should have a sense of success and working like computers, storage devices,
fulfillment after achieving their learning goals internet connection, or the number of
and objectives during the learning process. copies of materials.
5. EVALUATION
3. ADDIE MODEL  In the evaluation phase, the teacher looks
WHAT IS ADDIE MODEL? into the learners' score results and the
 The ADDIE model is one of the popular notes that were taken during the
models because of its simplicity and implementation phase. The teacher can
practicality. then analyze these and make appropriate
 The model is traditionally used not just in adjustments in the next sessions.
classrooms, but also in training programs and
analyzing existing curricula.
5 Addie Model Elements:
1. ANALYSIS
 Analysis step is where the instructional
goals and objectives are established the
learning environment is also determined,
and the learners' existing skills and
knowledge are identified. The teacher
analyzes the context of the learning
environment in order to identify these
factors.
2. DESIGN
 The design phase deals with creating an
outline of the instruction. This is where the
learning objectives, learning content,
strategies to be used, activities, materials,
assessment, and other media needed are
put in place. The design phase is logical and
sequential. It should consider how the
lesson will be delivered to the learners.
3. DEVELOPMENT
 The development phase is where activities,
materials, media, and other content
necessary to deliver the instruction based
on the design phase are put together. Here,
the teacher needs to take into
consideration the methods of delivery
determined by the design phase.
4. IMPLEMENTATION
 During the implementation phase, the
instruction is given to the learners and the
teacher should take some time to observe
how the learners react to the instruction
provided to them. Furthermore, the teacher
would also need to ensure that all

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