2025 JHS INSET Group Workshop Output
Subject: English Grade Level: 8
Unit Topic: Persuasive Text Quarter: Second
Group Members:
I. 2025 JHS INSET Unit Curriculum Map
TOPIC/QUARTER CONTENT PERFORMANCE LEARNING ASSESSMENTS ACTIVITIES RESOURCES INSTITUTIONAL
STANDARD STANDARD COMPETENCIES CORE VALUES
ACQUISITION
Second Quarter The learners The learners A.1. Extract A.1. A.1. Cluster A.1a. Graphic A.1. Cultural
Persuasive Text demonstrate analyze the significant Identification Diagram organizer(Clus Understanding
their style, form, and information from ter Diagram) and Appreciation
multiliteracies features of persuasive texts:
and - one’s thesis [Link]: Inclusivity
informational Asian Customs
communicativ (as the main
texts (persuasive and Values
e competence argument/
texts); evaluate central idea
in evaluating
informational of the
informational
texts texts for paper)
(persuasive clarity of - supporting
meaning, arguments
texts) for
purpose, and - evidence &
clarity of data
meaning, target audience;
A.2. Distinguish A.2. Compare A.2. A.2. Fact/ A.2. Cultural
purpose, and and compose & Contrast Understanding
facts from 2-Column Opinion
target and publish claims/opinions Comparison and Appreciation
Comparison
audience as a original in persuasive Table Worksheet
foundation for multimodal texts based on 4 Inclusivity
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publishing informational types of [Link]
original texts evidence: wqmiu
informational (persuasive 1 self-evidence
texts. texts) using 2 anecdotal
appropriate evidence
forms and
structures that 3 argument from
represent their authority
meaning, 4 empirical
purpose, and evidence
target audience.
A.3. Identify the A.3. A.3. A.3. Where in A.3. Cultural
appropriate Identification Gamification the World Understanding
topic, purpose, Game and Appreciation
and target [Link]
audience for a com/8zx5759v Inclusivity
persuasive
text(text type)
A.4. Identify A.4. A.4. A.4. A.4. Cultural
components of Identification Mnemonics Persuasive Understanding
persuasive texts: Essay and Appreciation
thesis, Mnemonic
arguments, (TREE) Inclusivity
counter [Link]
arguments vuur
MAKE MEANING
Second Quarter The learners The learners A.5. Examine A.5.-A.9. A.5.-A.6. A.5.-A.6. A.5.-A.6.
Persuasive Text demonstrate analyze the text structures Claim, Sentence Sentence Cultural
their style, form, and and linguistic Evidence, Choice Choice Understanding
multiliteracies features of features for Reasoning Strategy Strategy and Appreciation
and informational clarity of (CER) Worksheet
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communicativ texts (persuasive meaning and Inclusivity
e competence texts); evaluate organizational
in evaluating informational efficiency in Text:
informational texts for persuasive texts, The Danger of
texts clarity of including: a Single Story
(persuasive meaning, - Five (5) Text (Transcript of
texts) for purpose, and structures Speech)
(Problem-Solutio delivered by
clarity of target audience;
n, Cause and Chimamanda
meaning, and compose
Effect, Ngozi Adichie
purpose, and and publish Comparison and
target original Contrast, "The Danger
audience as a multimodal Logical Order, of a Single
foundation for informational and Assertion Story" by
publishing texts and Evidence) Chimamanda
original (persuasive - Diction and Ngozi Adichie
informational texts) using style speech
texts. appropriate - Use of
forms and transition
structures that devices
represent their - Sentence
meaning, structure and
purpose, and function
target audience. A.6. Analyze
real-world issues
and supporting
evidence in
persuasive texts
to validate
assertions and
counterclaims,
including:
- Factual
knowledge
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- Statistical
inferences
- Informed
opinions
- Personal
testimony
A.7. Analyze A.7.-A.9. A.7.-A.9. A.7.-A.9.
three persuasive Sentence Stick-it-Togeth Cultural
techniques to Choice er Organizer Understanding
support an Strategy using Worksheet and Appreciation
argument: Stick-it-Togeth
● ethos er Texts: Inclusivity
● logos How to Write
● pathos About Africa
by Binyavanga
A.8. Analyze
Wainaina
propaganda
techniques used
How to Write
in informational
About Africa |
texts for political
Binyavanga
correctness:
Wainaina |
●bandwagon
Granta
vs. glittering
generalities Finding Home
●transfer in a World of
propaganda Diverse Books
techniques vs. by JoAnn Yao
half truths Finding Home
in a World of
A.9. Evaluate Diverse Books
facts, claims, or
opinions in
persuasive texts
based on types
of evidence and
claims explicitly
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or implicitly
made, including:
- Self-evidence
- Anecdotal
evidence
- Argument from
authority
- Empirical
evidence
- Claim of fact
- Claim of value
- Claim of policy
TRANSFER
Second Quarter The learners The learners A.10. Synthesize A.10-A.13. A.10.1. A.10-A.13. A.10-A.13.
Persuasive Text demonstrate analyze the significant Scaffold Level
their style, form, and information Compose and 1: PFTH Cultural
multiliteracies features of using various publish a MODELLING worksheet via Understanding
and informational techniques: multimodal [Link] and Appreciation
communicativ texts (persuasive chronological, informational tchfromthehear
e competence texts); evaluate cause and effect, text (persuasive Providing t, effective Inclusivity
text) sample pitching
in evaluating informational compare and
advocacy worksheet via
informational texts for contrast, and
campaign & [Link]
texts clarity of problem-solution Think-Aloud fectivelitching,
(persuasive meaning, . script & Jamboard
texts) for purpose, and
clarity of target audience; Raise-a-Point
meaning, and compose worksheet via
purpose, and and publish A.10.2. [Link]
target original Scaffold Level APworksheet,
audience as a multimodal 2: GUIDED Draft Writing
foundation for informational PRACTICE via
publishing texts [Link]
original (persuasive Using a mpaigndraft,
informational texts) using template for a &
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texts. appropriate campaign Feedbacking
forms and manuscript via
structures that with examples [Link]
represent their and answering Tfeedbackshee
meaning, with a peer t , Jamboard &
purpose, and Google Docs
target audience.
Revising, Final
A.10.3. Writing &
CHECKPOINT Publishing via
Using a
[Link]
checklist
peers will nalmanuscript,
evaluate their Google Docs,
work. Canva, &
Tiktok
A.11. Apply A. 11. Scaffold
multimodal Level 3:
elements ( texts, INDEPENDENT
PRACTICE
images, audio,
video, graphics, Making an
interactive advocacy
components) campaign
appropriate to based on the
the persuasive modified/evalu
text delivery/ies. ated work in
Checkpoint
A.12. Revise the A.12.
persuasive text CHECKPOINT
for coherence Evaluating
and cohesion one’s work
(diction, syntax, using the same
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style) and textual checklist and
consistency with a rubric
(tone, point of
view, and tense).
A.13. Compose A.13. Scaffold
and publish an level 4:
original PUBLISHING
multimodal (e.g.
paper-based, Editing and
digital, Publishing an
audio-visual) Advocacy
persuasive text Campaign
that reflects
Filipino roots
and
cross-cultural
understanding of
Afro-Asian
identity.
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