GRADE 9 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Compose clear and coherent sentence using
G 2
modals A
Express permission, obligation and prohibition using
G 1 5
modals E
G Identify parts of conditionals A 2
G 2 Use conditionals in expressing arguments B 5
Arrive at the meaning of words through formation
V (clipping, blending, acronymy, compounding, folk 4
etymology, etc.)
Note types of context clues (restatement,
V definition, synonyms, antonyms) used for a given 4
word
Provide words or expressions appropriate to a
V 4
given situation
Determine the vocabulary or jargons expected of
V 3 5
a communicative style E
Employ the appropriate communicative styles for
V 4 various situations (intimate, casual, conversational, 5
consultative, frozen) B
Quarter 2
Compare and contrast similar information
RC 6
presented in different texts
Relate text content to particular issues, concerns or
RC 5 10
dispositions in life
Explain how a selection may be influenced by
L 5
culture, history, environment or other factors
Analyze literature as means of valuing other
L 5
people and other various circumstances in life
Analyze literature as means of understanding
L 6 unchanging values in the VUCA (volatile, 10
uncertain, complex, ambiguous) world E
Quarter 3
LC Reflect on the ideas of the speaker 2
Share on the personal opinions on the ideas
LC 2
listened to
LC Form decisions based on the ideas mentioned 2
LC 7 Differentiate biases from prejudices E 5
Interpret the message conveyed in the material
VC 3
viewed
Analyze the information contained in the material
VC 3
viewed
Determine the relevance and truthfulness of the
VC 8 5
ideas presented in the material viewed E
LC Interpret the information listened to 3
Recognize unfaulty logic, unsupported facts and
LC 3
emotional appeal
Judge the relevance and worth of
LC 3
information/ideas
LC 9 Judge the validity of the evidence listened to 5
Quarter 4
Judge the relevance of the truthfulness of the
LC 4
ideas listened to
LC Judge the validity of the evidence listened to 4
Judge the relevance and worth of ideas,
RC 10 soundness of author’s reasoning and the 8
effectiveness of the presentation
Get the different sides of social, moral and
LC 4
economic issues affecting the nation
Relate text content to particular issues, concerns
RC 4
and dispositions in real life
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Take a stand on critical issues brought up in the
VC 4
material viewed
React to lay value judgment on critical issues that
LC 11 demand sound analysis and call for prompt 8
actions B
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 GRADE 10 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use information from news reports, speeches,
RC 1 informative talks, panel discussions, etc. in everyday 5
life B
Transcode information from linear to non-linear texts
RC
and vice-versa A
Explain illustrations from linear to non-linear texts and
RC
vice versa A 5
Determine the effect of textual aids like advance
RC 2 organizers, titles, non-linear illustrations, etc. on the
understanding of a text
Determine how connected events contribute to the
VC
totality of a material viewed
Appraise the unity of plot, setting and 5
VC 3 characterization in a material viewed to achieve the
writer’s purpose E
Express insights based on the ideas presented in the
VC
material viewed
Compare and contrast the contents of the materials 5
VC 4 viewed with outside sources of information in terms
of accessibility and effectiveness E
Determine the implicit and explicit signals, verbal, as
LC well as non-verbal, used by the speaker to highlight
significant points
Determine the roles of discourse markers (e.g. 5
LC conjunctions, gambits, adverbs) signaling the
functions of statements made
LC 5 Employ analytical listening in problem solving E
Explain how the elements specific to a selection build
L
its theme
Explain how the elements specific to a genre 3
L contribute to the theme of a particular literary
selection
Evaluate text content, elements, features, and
LC 6 4
properties using a set of criteria E
Evaluate listening texts in terms of accuracy, validity,
LC 7 4
adequacy, and relevance E
Quarter 2
G Use words and expressions that affirm or negate
G Observe correct grammar in making definitions
3
Observe the language of research, campaigns, and
G 8
advocacies E
Use patterns and techniques of developing an
WC
argumentative claim 4
WC 9 Identify parts and features of argumentative essays
VC Detect bias and prejudice in the material viewed
4
WC 10 Formulate a statement of opinion or assertion E
WC 11 Formulate claims of fact, policy, and value 3
Employ appropriate pitch, stress, juncture,
F
intonation, etc.
Observe the correct stance and proper stage
F
behavior as deemed necessary
4
F Establish eye contact
F Demonstrate confidence and ease of delivery
Employ the techniques in public speaking in a
F 12
sample public speaking situation E
Use appropriate multimedia resources that
F 13 4
accompany language E
Use the correct sound of English when delivering
F 2
impromptu and extemporaneous speech
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Make and deliver impromptu and extemporaneous
F 14 4
speeches with ease and confidence
Deliver special speeches like toast and roast
speeches, tributes, welcome and closing remarks,
F 15 4
speeches to introduce guest speakers/resource
persons etc. effectively in varied speech situations E
Deliver self-composed campaign speeches on
F 16 4
Advocacies, Social Issues and Concerns E
Quarter 3
Raise questions to clarify issues covered in the
VC
material viewed
Share viewpoints based on the ideas presented in
VC
the materials viewed 4
Evaluate the information contained in the material
VC
viewed in terms of accuracy and effectiveness
WC 17 Compose an argumentative essay E
Use a variety of informative, persuasive, and
WC 18 3
argumentative writing techniques
Compose an independent critique of a chosen
WC 19 4
selection
RC Identify textual details A 1
Critique a literary selection based on the following
approaches: C
RC - Overall artistic value of the structure and 4
elements of the selection
(structuralist/formalist)
- Treatment of underlying or overarching issue
RC 4
concerning human experience (moralist)
20
RC - Power struggles of characters (Marxist) 4
RC - Gender relationships of characters (feminist) 4
- Relevance of the selection to the historical
RC context during which it was produced 4
(historical)
- Personal significance of the selection to the
RC 4
reader (reader-response)
Quarter 4
Determine the definition of terminologies using
V 2
dictionary, thesaurus and online sources A
V 21 Distinguish technical terms used in research B 5
V 22 Give technical and operational definitions E 4
V 23 Give expanded definitions of words E 4
G Review subject and verb agreement A 3
G 24 Observe correct grammar in making definitions E 5
Expand ideas using principles of cohesion and
WC 2
coherence
WC Acknowledge sources by preparing a bibliography 2
WC Use writing conventions to acknowledge sources 2
Compose a research report on a relevant social
WC 25 7
issue
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.