K To 12 Curriculum Guide: English

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
K to 12 English Curriculum Guide December 2013 Page 2 of 166

I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.

Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √

Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing

Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume
responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are
doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In
addition, it reports the success of the curriculum and provides teachers with a framework for organizing student’s works.

Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition
combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
 Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
 Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively

KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.

GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards
social context interactions.
Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of familiar words used to communicate Shares/express personal ideas, thoughts, actions, and feelings using
personal experiences, ideas, thoughts, actions, and feelings familiar words
Oral Language
demonstrates understanding of familiar literary forms and concept of
participates actively in different oral activities
words in English for effective expression
demonstrates understanding of sounds and their meanings for appropriate manipulates skilfully the sounds in words to express meaning
Phonological use of words displays sensitivity to sounds in spoken language
Awareness demonstrates understanding of sounds and sound patterns for production manipulates skilfully the speech sounds through simple meaningful guided
of words conversations
demonstrates understanding of concepts of nouns and adjectives for correctly names people, objects, places and things through theme-based
identification and description activities
Grammar
demonstrates understanding of concepts of verbs, pronouns, and constructs grammatically correct-simple sentences in theme-based
prepositions in meaningful messages conversations using verbs, pronouns, and prepositions
demonstrates understanding of familiar English words for effective uses basic vocabulary to independently express ideas about personal,
Vocabulary communication home, school and community experiences
demonstrates understanding of word meaning for correct usage correctly uses familiar words in speaking activities
demonstrates understanding of story elements and text structures for correctly identifies elements of literary and informational texts to aid
Listening effective oral expression meaning getting
Comprehension demonstrates understanding of the elements of literary and informational uses elements of literary and informational texts to sufficiently extend
texts for effective oral expression meaning and understanding
Attitude towards
language, demonstrates understanding of literary concepts for appreciation of presents varied ideas independently and shows interest enthusiastically in
literacy, and literacy-related activities/tasks diverse literacy-related activities/tasks
literature
Domain
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies uses strategies independently in accomplishing literacy-related tasks
learning
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details  EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs  EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character  EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4
1-5 c. events  EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology  EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings and  EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
traits asking permission 1.3
4. Identify cause and/or effect of  EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
9. Identify the problem and family, one’s pets, and personal
solution experiences
6-10 10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home
EN1OL-IVd- 1.3.4
Talk about topics of interest
(likes and dislikes)

WEEK LC OL PA G V
EN1OL-IIIa-e – 1.5
Use common expressions and
polite greetings
EN1OL-IIIa-j-1.3.1
Talk about stories heard when
and where it took place
 the characters and
 some important details
of the story
EN1OL-IIIa-j-1.2.9
Participate in some sharing
activities
 News sharing
 Show and tell
 “I Spy” games
 Recite rhymes, poem

(4TH Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
social context interactions.
WEEK LC OL PA G V
EN1LC-IIIa-j- 1.1
Listen to short stories/poems and EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
Talk about pictures presented Distinguish rhyming words from Sort and Classify familiar words
1. note important details using appropriate local non-rhyming words Verbs into basic categories (colors,
pertaining to terminologies with ease and EN1G-IVa-e-3.4 shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 Recognize common action words
b. setting Supply rhyming words in in stories listened to
c. events EN1OL-IVa-j-1.3.1 response to spoken words
2. Give the correct sequence of Talk about stories heard
three events when and where it took
3. Infer the character feelings and place
1-5
traits  the characters and
4. Identify cause and/or effect of  some important details
events of the story
5. Identify the speaker in the
story or poem EN1OL-IVa-j-1.2.9
6. Predict possible ending of a Participate in some sharing
story read activities
7. Relate story events to one’s  News sharing
experience  Show and tell
8. Discuss, illustrate, dramatize  “I Spy” games
specific events  Recite rhymes, poem
9. Identify the problem and EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
solution Ask simple questions Adjectives Give the meaning of words using
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
6-10
Follow one-to-two step people, objects, things and movements, etc.)
directions places (color, shape, size,
EN1OL-IVi-j-1.17.1 height, weight, length, distance,
WEEK LC OL PA G V
Give one-to-two step directions etc.)
Listen to narrative and informational text

or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond through
discussions, illustrations, songs,
dramatization and art

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.

Domain
demonstrates understanding of grade level appropriate words used to
independently takes turn in sharing inter and intra personal experiences,
communicate inter- and intrapersonal experiences, ideas, thoughts,
ideas, thoughts, actions and feelings using appropriate words
Oral Language actions and feelings
demonstrates understanding of familiar literary texts and common
uses appropriate expressions in oral interpretation and familiar situations
expressions for effective oral interpretation and communication
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency accurately and fluently reads aloud literary and informational texts
intonation and vocal patterns as guide for fluent reading and speaking
appropriate to the grade level
demonstrates understanding of text elements to see the relationship correctly presents text elements through simple organizers to make
Listening between known and new information to facilitate comprehension inferences, predictions and conclusions
Comprehension demonstrates understanding of information heard to make meaningful uses information from theme-based activities as guide for decision making
decisions and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison to distinguishes similarities and differences of the alphabets in English and
Knowledge the alphabets of Filipino and Mother Tongue Mother Tongue/Filipino
Phonics and analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic principles of
Word ably reads and spells out grade appropriate regular and irregular words in
Mother Tongue and English to decode unknown words in English
Recognition
English
effectively transfers the knowledge of letter-sound relationship from
Phonological demonstrates understanding of the letter-sound relationship between
Mother Tongue to English
Awareness Mother Tongue and English for effective transfer of learning
correctly hears and records sounds in words
demonstrates understanding of suitable vocabulary used in different uses familiar vocabulary to independently express ideas in speaking
Vocabulary
languages for effective communication activities
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions
Reading demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Comprehension texts for creative interpretation activities

Domain
demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas,
Writing and express ideas and feelings make a draft for specific purposes
Composition demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional
audiences and purposes purposes
demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses
expression them in a variety of oral and written theme-based activities
demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written theme-
Grammar
adjectives for proper identification and description based activities
demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in
for appropriate communication different theme-based activities
demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to
Attitude
texts for appreciation familiar books
demonstrates understandings of useful strategies for purposeful literacy
Study Strategies Independently uses strategies in accomplishing literacy-related tasks
learning
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a
family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
1-5 EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
WEEK LC PA BPK AK V
OL G A SS
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih-j- b. settings Discriminate  EN2G-Id-e-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the  left to right (declarative, spoken at home
etc.) character  top to interrogative and in school
feelings and bottom )
traits  return sweep EN2VD-Id-e-1
d. Identify cause Identify the
and/or effect English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or poem or in Filipino
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
WEEK LC PA BPK AK V
OL G A SS
picture cues
EN1LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from non- English relating not present in animals, fruits, colors, shapes, retelling and
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and
6-10
query and directions with Supply words orientation pictures, realia English
clarification) picture cues that rhyme with and other ICT-
given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement EN2G-Ih-2.4 English words
knowledge based Supply rhyming skills (transfer Recognize nouns from other
on new words in skills) in simple languages
knowledge response to  left to right sentences spoken at home
formed spoken words  top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2  return sweep Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
WEEK LC PA BPK AK V
OL G A SS
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino
2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
EN1OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN1V-IIa-3 EN2A-IIa-e- EN2SS-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
 EN1OL-IIa- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
b-1.3.3 characters, and Recognize the Identify the words in reporting,
Talk about events) common terms in name and sound retelling, EN1V-IIb-c- summarizing,
one’s English relating of each conversation, etc. 12.1 retelling and
activities/res EN2LC-IIa-j- to part of book consonant Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title meaning of
at home and Listen to a page, etc.) book EN2AK-IIa-e-3 words using clues
1-5 in school variety of media orientation Give the (Total Physical
and including books, beginning letter Response
community audiotapes EN2BPK-IId-e- of the name of through realia,
 EN1OL-IIc- videos and other 5 each picture pictures, body
d-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues
topics of a. Note skills (transfer etc.)
interest important skills) EN1V-IId-e-6
(likes and details  left to right Derive meaning
dislikes) pertaining to  top to from repetitive
a. character bottom language
b. settings  return sweep structures
c. events
b. Give the
WEEK LC PA BPK AK V
OL G A SS
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify cause
and/or effect
of events
e. Identify the
speaker in the
story or poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to
EN1LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to

WEEK LC PA BPK AK V
OL G A SS
EN1LC-IId-e-
2.5
Validate ideas
made after
listening to a
story
EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-j-
1.17.2 2.2 Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2
Ask simple Identify and rhyming words environmental English that are familiar words dialogues, Engage in a
questions discuss the from non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a rhyming words Mother Recognize categories interview, TV talk to share
EN2LC-IIg-3.6 story (theme, EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g.
Follow one-to- setting, EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing,
two step characters, and 2.4 Recognize the things and places reporting,
directions events) Supply words common terms in (color, shape, EN2V-IIh-i- summarizing,
that rhyme with English relating size, height, 12.1 retelling and
EN2OL-IIh- EN2LC-IIh-i- given words to part of book weight, length, Determine the show and tell)
1.17.1 2.1 (e.g. cover, title distance, etc.) meaning of
Give one-to-two Ask and answer EN2PA-IIi-j- page, etc.) book words using clues
6-10
step directions simple questions 2.4 orientation (Total Physical
(who, what, Supply rhyming Response
EN2OL-IIi-j- where, when, words in EN2BPK-IIi-j-5 through realia,
1.6 why, and how) response to Recognize proper pictures, body
Recite about text spoken words eye movement movements,
memorized listened to skills (transfer context clues etc.
verses, short skills)
poems, and EN2LC-IIj-2.5  left to right EN2V-IIj-6
rhymes Validate ideas  top to Derive meaning
made after bottom from repetitive
listening to a  return sweep language
story structures

(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understandi read should in speech illustrations beginning Give the engage in a instructions
identifying ng of be generating sounds on the sound of EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used of texts
points and incidents depending through and letter predict consonant Distinguish in stories (e.g.
key themes and on the PWR prewriting names) what the (m,s, f, t, sentences presented poetry,
settings to lesson.) activities story may h) from non- through repetitive
EN2OL- make Show be about sentences real text)
IIIc-d-1.2 predictions understandi EN2AK- objects,
Participate ng of a EN2BPK- IIIb-1.2 EN2G- illustrations
in choral EN2LC- story IIIa-b-4 Give the IIIb-1.3 ,
speaking IIIa-j-1.1 listened to Identify the beginning Use demonstrati
and echo Listen to a through the common sound of different on and
reading of variety of following terms in each kinds of context
1-3
short media writing English consonant sentences: clues
poems, including activities: relating to (c, r, n,b, declarative
rhymes and books, EN2WC- part of g, p) (telling) EN2V-
stories with audiotapes IIIb-1.9 book (e.g. EN2AK- and IIIc-13.1
repeated videos and a. Writing cover, title IIIc-1.2 interrogativ Recognize
patterns other age- a phrase page, etc.) Give the e(asking) that some
and appropriate or beginning words
refrains in publications sentence EN2BPK- sound of EN2G- mean the
English and about an IIIb-2 each IIIc-1.6 same
a. Note illustrati Identify consonant Recognize (synonyms)
importan on title, author (d, j, w, v, punctuation
t details EN2WC- and book z, y) marks EN2V-
pertainin IIIc-1.10 illustrator (period, IIIc-d-
g to b. Completi and tell EN2AK- question 13.2
a. ng a what they IIIa-c-1.2 mark) Recognize
characte Lost and do Name the that some
Oral Alphabet Study
Language
Knowledge
r Found pictures words have
b. settings Poster that begin opposite
c. events EN2WC- its name meaning
b. Give the IIIc-1.11 with a (antonyms)
correct c. Filling in particular
sequenc blanks in consonant
e of a letter
three EN2WC- EN2AK-
events IIIc-1.12 IIIa-c-4
c. Infer the d. Drawing Give the
characte and beginning
r feelings writing consonant
and some sound of
traits words the name
d. Identify on a of each
cause birthday picture
and/or card
effect of EN2WC-
events IIIc-1.13
e. Identify e. Writing
the some
speaker words
in the about a
story or characte
poem r
EN2OL- f. Predict EN2RC- EN2PA- EN2PWR- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 possible IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and ending 2.10 Produce Read words 2.11 Spell words Nouns Give the
respond to of a Note details the sounds with short Read aloud with short Give meaning of
texts to story in of English e sound in phrases, e sound in naming short e
clarify read sentences letters CVC sentences CVC words for words
meanings g. Relate and stories using the pattern and stories pattern persons,
heard while story (controlled letter (e.g. pen, consisting places,
drawing on events words, sounds of men, . . .) of short e EN2S- things
personal to one’s short e, a.. Mother words with IIId-j-4
4-6
experiences experien .) that they Tongue as EN2PWR- appropriate Spell words EN2G-
ce read reference IIId-f-9 speed, with short e IIId-2.4
h. Discuss, Read some accuracy and a Use
illustrate EN2RC- the sight and proper sound in common
, IIId-e-2.4 words expression CVC nouns in
dramatiz Identify the pattern simple
e basic EN2PWR- sentences
specific sequence IIId-f-7.1 EN2G-
events of events Match the IIIf-9.2
i. Identify and make picture with Use the use

Oral Alphabet Study
Language
Knowledge
the relevant its of a/an +
problem predictions and sight noun
and about word
solution stories
j. Retell a EN2PWR-
story EN2RC- IIId-f-10
listened IIIf-h- Read short
to 2.17 phrases
Answer consisting
EN2LC- questions of short e
IIIb-c-2.5 to clarify words and
Use an understandi Some sight
understandi ng before, words
ng of during and
incidents, after EN2PWR-
characters reading IIIg-h-11
and Read short
settings to phrases
validate and
predictions sentences
EN2LC- consisting
IIId-e-2.4 of short e
Use words and
personal the sight
experiences words.
to make
predictions EN2PWR-
about text IIIi-j-12
viewed and Read a
listened to short story
consisting
EN2LC- of short e
IIIf-g- words and
3.15 sight words
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to
EN2OL- EN2LC- EN2G-
7-10 IIIg-1.16; IIIh-3.1 IIIg-h-3
Create and Identify Verbs

Oral Alphabet Study
Language
Knowledge
participate important
in oral details in EN2G-
dramatic expository IIIg-3.1
activities text Identify
listened action
words
EN2OL- EN2LC-
IIIh-j-1.6 IIIi-j-2.6 EN2G-
Dramatize Retell IIIh-3.4
familiar and/or Use
stories, reenact common
rhymes and events action
poems from a words in
story retelling,
conversatio
ns, etc.

4th Quarter (Beginning Reading and Writing)
Oral Alphabet Study
Language
Compre Compre Compo logical Print
Knowledge
hension hension sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2PWR- EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronouns Give the Participate/ Arrange
texts understandi read should in e the common a words in phrases, with short e meaning of engage in a words
identifying ng of be generating concept of terms in CVC sentences and a  EN2G- short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words of texts ly by the 1st
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 (e.g. letter
key themes and on the PWR prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to lesson.) activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make  EN2WC- in English cover, title EN2PWR- some sight pronouns Give the text)
2 predictions EN2RC- IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- (e.g. I, meaning of
IVa-2.2 brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
State ming words entation pictures speed, Spell words she, it, words with
details of  EN2WC- with short accuracy with short we, they) short e and
text during IVb-1.2 a words and proper e, a and i in a sounds
and after webbing expression sound in dialogues
reading)  EN2WC- CVC
EN2OL- EN2LC- EN2RC- IVc-1.3 EN1PA- pattern EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 drawing IVc-d-6.2; (see PWR) IVc-d- IVc-d-3
Participate Use an Give the Produce 4.2.3 Interpret
in choral understandi sequence speech EN2S- Use simple
3 speaking ng of of three sounds IVa-e-3.1 demonstrat maps of
and echo incidents, events in (sounds Spell 2- ive unfamiliar
reading of characters stories read and letter syllable pronouns places,
short and names) words with (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PWR- short e, a these/ symbols
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 and i sound those)
stories with predictions Infer/ Express Differentiat in CVC
repeated predict idea e and read pattern
4 patterns outcomes through correctly (see PWR)
and illustrations the short e
refrains in or and a
English storyboard words
EN2OL- EN2LC- EN2RC- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 man-men,
Listen and Use Use clues Produce tan-iten
respond to personal to make the sounds etc.)
5 texts to experiences and justify of English
clarify to make predictions letters EN2PWR-
meanings predictions before, using the IVd-14
heard while about text during and letter Write the
drawing on viewed and after sounds of names of
Oral Alphabet Study
Language
Knowledge
personal listened to reading Mother pictures
experiences (titles, Tongue as with the
pictures,) reference short a, e
words.
EN2PWR-
IVd-e-
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create and syllable phrases,
participate words sentences
in oral consisting and stories
dramatic of short e consisting
activities and a of short e,
6 (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression
EN2LC- EN2PWR- EN2F- EN2G- EN2V-
IVg-3.15 IVg-h-16 IVg-j-4.2 IVg-h-7 IVg-21
7 Recognize Read short Read Prepositio Give the
the i words in phrases, ns meaning of
difference CVC sentences EN2G- short i

Oral Alphabet Study
Language
Knowledge
between pattern and stories IVg-i-7.3 words
“made-up” (pin, big, fit consisting Use the
and “real” . . .) of 2- most
in) texts syllable frequently
listened to EN2PWR- short e, a, occurring
IVg-h-2.8 and i words preposition
Match and some (e.g. on,
pictures sight words over,
with short i with under, to,
words appropriate from,
speed, above,
EN2PWR- accuracy etc.)
IVh-17.2 and proper
Differentiat expression
EN2OL- EN2LC- e and read EN2V- EN2SS-
IVh-j-1.6 IVh-3.1 correctly IVh-j-22 IVh-1.2
Dramatize Identify the short e, Give the Interpret
familiar important a and i meaning of pictographs
8 stories, details in words 2-syllable
rhymes and expository (pan- pen- words with
poems text pin, bag- short e , a
listened beg-big) and i
EN2LC- EN2PWR- sounds
IVi-j-2.6 IVi-14.1 EN2G-
Retell Write the IIIi-j-5 ;
and/or names of Adjectives
reenact pictures
events with the EN2G-
from a short a, e IIIi-j-5.1
story and i Describe
words. people,
EN2LC- objects,
IIa-j-1.1 EN2PWR- things and
9 Listen to a IVi- places
variety of 10.1.1- using
media Read simple
including phrases, adjectives
books, short (color,
audiotapes sentences shape, size,
videos and and short height,
other age- stories weight,
appropriate consisting length,
publications of short e, distance,
and a and i etc.)
a. Note words and
Oral Alphabet Study
Language
Knowledge
importa the Who,
nt What and
details Where
pertaini questions
ng to about them
a. EN2PWR-
charact IVj-15.2
er Read 2-
b. syllable
settings words
c. consisting
events of short a,
b. Give e and i
the words
correct (pigpen,
sequen magnet . .
ce of .)
three
events EN2PWR-
c. Infer IVj-2.8
the Match the
charact 2-syllable
er words with
feelings the correct
and pictures
10 traits
d. Identify EN2PWR-
cause IVj-18
and/or Write
effect correctly
of the 2-
events syllable
e. Identify words that
the name the
speaker pictures
in the
story or EN2PWR-
poem IVj-
f. Predict 10.1.2-
possible Read
ending phrases,
of a sentences
story and short
read stories
g. Relate consisting

Oral Alphabet Study
Language
Knowledge
story of two
events syllable
to one’s words and
experie the
nce questions
h. Discuss about them
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to

GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
structure in oral and written communication, and reads with comprehension

Domain
uses speaking skills and strategies appropriately to communicate ideas in
demonstrates understanding of speech cues for clear expression of ideas
varied theme-based tasks
Oral Language
demonstrates understanding of processes and information in text for
creatively presents information in varied ways
articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
Fluency
intonation and vocal patterns as guide for fluent reading and speaking accurately and fluently reads aloud literary and informational texts
Listening demonstrates understanding of different listening strategies to uses information from texts viewed or listened to in preparing logs and
Comprehension comprehend texts journals
uses word recognition techniques to read and understand words that
demonstrates understanding of processes in sight word recognition or
Phonics and contain complex letter combinations, affixes and contractions through
phonic analysis to read and understand words
Word theme-based activities
Recognition demonstrates understanding of familiar sight and irregularly spelled words uses familiar sight and irregularly -spelled words in meaningful oral and
for automatic recognition written tasks
Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words
demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
Writing and demonstrates understanding of sentences and paragraphs in expressing
composes three-to-five sentence paragraph
Composition ideas

Domain
demonstrates understanding of grammatical structures of English to be shows proficiency in constructing grammatically correct sentences in
Grammar
able to communicate effectively in oral and written forms varied theme-based oral and written activities
demonstrates understanding of narrative and informational texts for makes personal journals, diaries, portfolios and logs, etc. as expression of
Attitude
appreciation of literacy-related activities/tasks enthusiasm in reading books both for pleasure and learning
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies uses strategies independently in accomplishing literacy-related tasks
learning
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will forms of simple b-7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
controlled
1 with peers in a based on the
depending on the
as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
variety of stories to be PWR lesson.) to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read poems listened a and i words syllable words sentences from to repetitive text) order
Read simple to in CVC pattern with short non-sentences
EN3OL-Ib-3.6 Listen to a sentences and vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories EN3WC-Ia-j- EN3PWR-Ib- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and and 4 d-19 95-100% Show self-correct
conversational expository texts EN3RC-I0-2.2 a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- a. note details write with short o Construct of meaning of comprehension
2.1 regarding sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note character, about one’s pattern and 1.10.1 sentences through and skimming
1.19 important setting and drawing phrases and Read aloud drawing,
Express one’s details plot EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
ideas by EN3LC-Ia-j- EN3RC-I0- 5 containing prose and 1.4.1 using them in 1.1
2 presenting a 2.7 2.10 b. a note of these words poetry Use a sentences Follow
skit b. sequence b. sequence 3 advice Consisting of declarative instructions
at least 3 events EN3WC-Ia-j- EN3PWR-Ib- Long vowel sentence given orally
events (Note: different 6 d-19.1 words with
using signal comprehension c. Thank you Recognize fluency, EN3G-Ib-
words skills may recur letter more common appropriate 1.4.1.1
EN3LC-Ia-j- in different EN3WC-Ia-j- sight words in rhythm, pacing Differentiate a
2.6 quarters) 7 order to read and intonation declarative
c. retell some d. descriptive simple phrases from an
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
LC RC WC PWR V
Oral Language
and Spelling
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits g. a short Construct
of paragraph, declarative and
characters etc. interrogative
EN3LC-Ia-j- sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
EN3OL-Ic-1.3 g. draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant conclusions 2.1 Identify an Show
information Describe imperative understanding
Listen to poems literary sentence of meaning of
and elements of short u words
EN3LC-Ic- texts including EN3G-Ic-1.3 through
3 2.18 characters Use different drawing,
a. identify the setting and plot kinds of actions, and
rhyming sentences (e.g. using them in
words declarative, sentences
EN3LC-Ic- interrogative,
3.11 exclamatory,
give a simple imperative)
EN3OL-Id-1.8 paraphrase EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
specific/signific Read aloud
4 ant events short EN3G-Id-1.6
stories/poems Use appropriate
consisting of punctuation
short a,e,i and marks (e.g.
LC RC WC PWR V
Oral Language
and Spelling
o words with period, comma,
speed, question mark,
accuracy and exclamation
proper point)
EN3OL-Ie- EN3PWR-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize and with short u EN3F-Ie-j-4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns (e.g. categories (e.g.
5 shared by speed and people, animals, foods,
others proper phrasing animals, toys)
sentences and places,, things
stories with events) in EN2V-Ie-j-4.1
short u words simple Show
and other sentences understanding
EN3RC-If-j- EN3PWR-If- words EN3G-If-2.2 of meaning of
2.8 g-17.1 previously Use common 2-syllable
6 studied words
Make and Differentiate and proper
confirm words with nouns consisting of
predictions different medial EN3F-Ie-j- EN2G-Ig-h-2 short e to u
about texts vowels (eg: 4.2.1 .3 words through
7 cap- cop-cup; Read with Use plural form drawing,
fan-fin, fun) accuracy, of regular actions, and
appropriate nouns by using them in
EN3PWR-Ig- speed and adding /s/ or correctly in
h-20.1 correct /es/ (e.g., dog, sentences
Read phrases, intonation 2- dogs; wish,
sentences and syllable words wishes)
8 short stories consisting of
consisting of short e to u
short vowel words
words and the
questions about
them
EN3OL-Ii-j- EN3PWR-Ii- EN3G-Ii-j-2.4
1.10.3 15 Use plural from
Connect Read 2-syllable of frequently
9
information words occurring
heard to consisting of irregular nouns
personal short e to u (e.g. children,
LC RC WC PWR V
Oral Language
and Spelling
experience sound (basket, feet, teeth)
hotdog, sunset,
etc.)
EN3PWR-Ij-
21
Read phrases,
sentences and
short stories
10
consisting of 2-
syllable words
and the
questions about
them

2nd Quarter: Continuation of Beginning Literacy
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-IIa-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting of syllable EN3G-IIa- ng of read-along the same
directions controlled ideas represented blends (l, r 2-syllable words with b-3.4 meaning of of texts first letter
with picture depending through by written and s words with consonant Use the be- words with (e.g. poetry, but a
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different
lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second letter
EN3LC- a. EN3WC- arranged in IIa-b-23 at least 95- were) blends in alphabeti
2 IIc-e-1.1 EN3RC- IIa-1.1 a specific followed by 100% correctly in through cally order
Activate IIa-b-2.19 brainstor order short vowel accuracy sentences drawing,
prior Rereads, ming sounds (e.g. actions,
knowledge monitors b. EN3WC- black, frog, EN3F-IIa- and using
based on and self- IIb-1.2 step) j-1.10.1 them in
new correct webbing Read aloud sentences
knowledge one’s c. EN3WC- EN3PWR- from familiar EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3SS-IIc-
formed comprehensi IIc-1.3 IIc-24 prose and d-3.4 6 2 3.6
on drawing Read poetry Identify and Derive Revisit Follow one-
EN3LC- phrases, Consisting use action meaning favorite to-three step
IIa-j-2 EN3RC- EN3WC- sentences of words in from books, directions
Activate IIc-e-2.2 IId-h-3 and short Long vowel simple repetitive songs,
prior Note details Write at stories words with sentences language rhymes EN3SS-IIc-
knowledge in a given least three consisting of fluency, structures d-2.15 Use
based on text sentences words with appropriate review graphic
the stories from various initial rhythm, organizers to
to be read EN3RC- familiar consonant pacing and show
3 IIa-b-2.8 sources intonation
blends understandi
Listen to a Make simple EN3G-IId- ng of texts
variety of predictions Write EN3F-IIa- f-3.2
literary and different c-4.4 Form and
expository Read simple forms of Read with use the past
texts sentences simple accuracy, tense of
EN3LC- and levelled composition speed and frequently
IIa-j-2.1 stories and as a proper occurring
a. note EN3RC- response to phrasing regular
important II0-2.2 stories/ sentences verbs (walk
details a. note poems and stories – walked,
WEEK F S G A
Language
Compre Compre
Attitude Strategy
EN3LC- details listened to with words etc)
IIa-j-2.7 regarding EN3WC- beginning in
b. sequence character, IIa-j-4 consonant EN3G-IIe-
at least 3 setting a. draw and blends and f-3.2.1.1
events and plot write other words Use verbs in
using EN3RC-II0 sentence previously simple
signal -2.10 s about studied present
EN3OL- words b. sequence one’s EN3PWR- EN3F-IId- EN3S-IId- tense EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events drawing IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
4 1.17.1 IIa-j-2.6 (Note: EN3WC- Read words Read with Spell words Show Identify
Give one-to- c. retell different IIa-j-5 with final accuracy, with ending understandi favorite
three step some comprehensio b. a note of blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
directions parts of advice -lt, -nd, -nt, proper blends meaning of stories
recur in
the story EN3WC- IIe-f-4.1 -ft.. ) phrasing words with
different
EN3LC- quarters) IIa-j-6 Identify preceded by sentences final
IIa-j-3.15 c. Thank sounds and short e, a, and stories consonant
d. differentia you letter count i,o and u consisting of blends
te real EN3WC- syllables in words (belt, words with through
5 from IIa-j-7 words sand, raft) ending drawing,
make- d. descriptiv consonant actions,
believe e blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PWR- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and characters for a Read Locate
retell EN3LC- story phrases, information
information IIa-j-2.16 EN3WC- sentences using print
f. identify IIa-j-2.2 and short and non-
cause and f. a diary stories print sources
6 effect EN3WC- consisting of
EN3LC- IIa-j-9 words with
IIa-j-2.17 g. a short final
g. draw paragrap consonant
conclusio h, etc. blends and
ns other words
EN3WC- previously
IIi-j-2.6 studied and
WEEK F S G A
Language
Compre Compre
Attitude Strategy
EN3LC-IIf- Use the
h- 2.8 appropriate questions
Make simple punctuation about them
EN3OL- inferences marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 about IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and thoughts Read words Read with Spell words Use verbs in Show
share and feelings with initial accuracy, with simple understandi
experiences, based from and final speed and consonant present and ng of
film viewed texts consonant proper digraphs ch past tense meaning of
and story viewed/ digraph ch phrasing and sh words with
read/listene listened to sentences consonant
d to as and stories digraphs ch
springboard EN3LC-IIi- with words through
8 for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G-IIi- EN3V-IIi-j-
j-3 IIi-j-22.1 4.4.2 4.3 j-3.2.2 5.3
9 Retell Read Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of
other and short proper finalconsona meaning of
children stories phrasing nt blends words with
consisting of sentences and consonant
EN3RC- words with and stories consonant digraphs sh
IIi-j-2.10 consonant with words digraphs through
Sequence a digraph ch consisting of drawing,
series of and sh and l ch and sh actions,
10 events in a other words wordsand and using
literary previously other words them in
selection studied and previously sentences
the studied with
questions speed,
about them accuracy
and proper
phrasing
3rd Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3LC-IIIa- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa-7 EN3A-IIIa- EN3SS-IIIa-
b-2.1 text that they IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 Recognize 7 1.3
Recall details will read Participate in Read words Read grade 3 Spell words Use some words Identify Get
1 from texts should be generating with long a level texts that were demonstrativ represented favorite information
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns by common authors and from index
listened to depending on prewriting ending in e) words with during word (this,/that, abbreviations stories and table of
the PWR activities long vowel recognition these/those) (e.g. Mr. contents
EN3LC-IIIb- lesson.) EN3WC- sound with at Ave., Oct.) EN3A-IIIb- EN3SS-IIIb-
2.19 IIIb-c-3 least 95- c-2.9 i-1.2
Identify EN3RC-IIIa Write at least 100% EN1V-IIIa- Take part in Engage in a
possible 2.7.1 three accuracy c-13.1,13.2 creative variety of
solutions to Identify sentences Give the responses to ways to share
problems several from various EN3F-IIIa- synonyms stories like information
effects based familiar j-3.5.1 and antonyms preparing (e.g. role
EN3LC-IIIb- on a given sources Read grade 3 of somewords logs, journal playing,)
4 cause level texts and other oral reporting,
Infer print consisting of EN1V-IIIa- presentations summarizing,
sources EN3RC-IIIa 2-syllable j-25 retelling and
2.11 words with Show show and tell
EN3LC-IIIc- Make long vowel understandin
d-2.5 inferences sound with at g of meaning
Validate ideas and draw least 95- of long vowel
2 made after conslusions 100% words (a, i, o,
listening to a based on accuracy and u)
story texts through
(pictures, title EN3F-IIIa- drawing,
EN3LC- and content j-1.10.1 actions, and
IIIa-j-1.1 words) Read aloud using them in
Activate prior from familiar sentences
knowledge EN3RC-IIIa prose and
based on new 2.13 poetry EN3V-IIIb-
knowledge Distinguish Consisting of d-13
formed fact from Long vowel Increase
opinion words with vocabulary
EN3LC-IIIa- fluency, through
j-2 EN3RC- appropriate Synonyms
Activate prior IIIa-b-2.13 rhythm, (e.g.
knowledge Identify cause pacing and quick/fast)
PWR
WEEK LC RC WC V
Recognition
based on the and effect intonation and antonyms
EN3OL-IIIc- stories to be EN3PWR- EN3G-IIIc- (e.g.
1.16.2 read. IIIc- d-4.2.3 big/small)
Listen and Listen to a 11,12,13 Use personal
respond to variety of Read pronouns
others literary and sentences, (e.g. I, you,
3 expository stories and he, she, it,
texts poems we, they)
EN3LC-IIIa- consisting of
j-2.1 long a words
a. note and questions
important about them
EN3OL- details EN3WC- EN3PWR- EN3A-IIId-
IIId-1.16.3 EN3LC-IIIa- IIId-e-2.6 IIId-24 h-6
Follow and j-2.7 Use Read words Take books
4 b. sequence
explain appropriate with long i from home to
processes at least 3 punctuation sound (long i school or
events marks ending in e) vice-versa for
EN3OL-IIIe- using EN3RC- EN3PWR- EN3F-IIIe- EN3S-IIIe- EN3G-IIIe- EN3V-IIIe- independent /
1.16.4 signal IIIe-f-2.11 IIIe-25 f-1.8 f-5 f-4.2.4 f13.6 shared extra
Express words Make Read Read with Spell some Use Homonyms reading
opinions and EN3LC-IIIa- inferences sentences, automaticity irregularly - commonly (e.g.
feelings about j-2.6 and draw stories and 100 2nd and spelled words used flower/flour)
5 other’s ideas c. retell conclusions poems 3rd grade (e.g. have, possessive
some based from consisting of high- said, please, pronouns
parts of texts long i words frequency/sig because)
the story and questions ht words
EN3LC-IIIa- about them
j-3.15
EN3OL-IIIf- d. differentia EN3PWR-
1.16.5 te real IIIf-26
Engage in from Read words EN3G-IIIf- EN3A-IIIf-
6 make- g-5 g-1
discussions with long o
about specific believe sound (long a Adjectives Express
topics EN3LC-IIIa- ending in e) feelings,
EN1OL- j-2.8 EN3RC- EN3PWR- EN3S-IIIg- EN3G-IIIf- opinions
IIIg-h-3.2 e. infer IIIg-j-2.5 IIIg-26.1 j-2.5 g-5.3.1 through
7 Ask and feelings Use different Read Use Use EN3V-IIIg- journals, logs
respond to and traits sources of sentences, EN3F-IIIg- capitalization descriptive h-13.7 etc.
questions of information in stories and j-1.11 rules in word adjectives Homographs

PWR
WEEK LC RC WC V
Recognition
about characters reading poems Observe the and sentence (e.g., read-
informational EN3LC-IIIa- consisting of use of level (e.g. read)
texts listened j-2.16 Read simple long o words punctuations proper and
to f. identify sentences And questions including common
(environment, cause and and levelled about them commas, nouns,
health, how- effect stories and EN3WC- EN3PWR- periods and beginning
to’s, etc.) EN3LC- EN3RC- IIIh-2.4 IIIh-26.2 question words in
IIIa-j-2.17 III0-2.2 Complete Read words marks to sentences)
g. draw a. note patterned with long u guide reading
8 conclusions details for fluency
poems using sound (long a
regarding appropriate ending in e)
EN3LC-IIIe- character, rhyming
f-2.4 setting words
EN3OL-IIIi- Propose and plot EN3PWR-
j-1.9 several EN3RC-III0 IIIi-26.3
Compare and predictions -2.10 Read words
contrast about b. sequence with long a, i, EN3V-IIIi-j-
information texts/stories 3 events o, and u and 13.7
9 listened to (Note: Hyponyms-
heard phrases,
different sentences type of (e.g.
EN3LC-IIIg- comprehension guava - type
and stories
skills may recur
h-3.15 containing of fruit)
in different
Determine quarters) these words.
whether a EN3PWR-
story is IIIj-27
realistic or Read
fantasy sentences,
stories and
EN3LC-IIIi- poems
j-3.7 consisting of
Identify and long u words
10 use the and questions
elements of about them
an
informational/ EN3PWR-
factual text IIIj-15
heard Read 2-
syllable words
(fireman)
with long
PWR
WEEK LC RC WC V
Recognition
vowel sound
4th Quarter: Developing Reading and Writing
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3A- IVa – EN3SS- IVa
1 e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 c-7 -1.3
Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 3level texts that were correct favorite written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) EN3SS- IVa-
2 show and tell, factual text the PWR digraphs and b -1.2.3
radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 simple maps
broadcast/ EN3LC- IVb 95-100% Use clues of places
reporting/ -3.7.1 EN3RC-IVa- accuracy from the
poster Informational b-2.13 EN3PWR- context to EN3SS- IVc-
presenta Reports Identify cause IVc-2 EN3F-IVc-d- figure out d-1.2.7
tions) (School and effect Match words, 1.4 what words Interpret a
events, phrases and Read aloud mean pictograph
EN3OL-IVa- sports, EN3RC- IVa sentences from familiar
j-5 projects) –b-2.14 containing prose and EN3V-IVa-j-
Engage in a Show these words poetry with 12.3
3 variety of EN3LC-IVc- understandin with pictures fluency, Determine
ways to share 3.7.2 g of a story appropriate what words
information Three-step by present EN3PWR- rhythm, mean based
(e.g. role directions ing them in IVc-28 pacing and on how they
playing,) EN3LC- IVd through Read stories intonation are used in a
reporting, -3.7.3 dramatization containing sentence
summarizing, Conversations , role playing these words EN3F-IVa-j-
retelling and and other 3.5.1

PWR
WEEK LC RC WC V
Recognition
show and tell EN3LC-IVa- etc. words Read grade 3
(depending j-1.1 previously level texts
on th e Activate prior Read simple learned consisting of
selection knowledge sentences 2-syllable
presented) based on new and levelled words with
knowledge stories and EN3PWR- long vowel EN2S-IVd-f- EN3A-IVd-f-
formed EN3RC-I0- IVd-e-22 sound with at 5 2.9
4 EN3OL-IVa- EN3LC-IVa- 2.2 and 29 least 95- Spell some Take part in
j-3.2 j-2 a. note Read words 100% irregularly - creative
Ask and Activate prior details with vowel accuracy spelled words responses to
respond to knowledge regarding digraphs ea (e.g. have, stories like EN3SS- IVe-
questions based on the character, and ee and EN3F-IVa-j- said, please, preparing f -1.2.2
about stories to be setting phrases, 1.10.1 because) logs, journal
informational read. and plot Read aloud Interpret
5 sentences and other oral
texts listened Listen to a EN3RC-I0 - and stories from familiar presentations simple
to variety of 2.10 containing prose and EN3V-IVf-g- tables
(environment, literary and b. sequence these words. poetry 13.6
health, how- expository 3 events EN2WC-IVf- EN3PWR- Consisting of Use
to’s, etc) texts (Note: j-2.3 IVf-g-8 Long vowel homonyms
EN3LC-IVa- different words with correctly
6 Make a card Read words
EN3OL-IV j-2.1 comprehension fluency, (meat- meet,
skills may recur for various with vowel
a-j-1.9 a. note occasions digraphs appropriate road, -rode)
in different
Compare and important quarters) (birthday, oo(food), oa rhythm,
EN3S-IVg-i- EN3G-IVg-7 EN3A-IVg-i- EN3SS- IVg-
contrast details Christmas, (road) pacing and EN3V-IVg-i-
2.5 Prepositions 6 h -1.2.1
information EN3LC-IVa- EN3RC -IVc- New Year, intonation 9
Use Take books Interpret a
heard j-2.7 d-1.2 etc) EN3PWR- Use known
capitalization EN3G-IVg- from home to bar graphs
b. sequence Interpret IVg-2 EN3F-IVa-j- words to
rules in word h-7.3 school or
at least 3 simple maps Match words, 1.8 perform
and sentence Use the most vice-versa for
events of unfamiliar phrases and Read with artistic
level (e.g. frequently independent /
using places, signs sentences automaticity theme-based
proper and occurring shared extra
signal and symbols containing 100 2nd and activities(e.g.
7 common prepositions(e reading
words these words 3rd grade interviews,
nouns, .g. towards,
EN3LC-IVa- with pictures high- telephone
beginning beside,, into,
j-2.6 EN3RC - frequency/ conversation,
words in etc.)
c. retell IVe-g-1.2 EN3PWR- sight words role-play,
sentences)
some Interpret IVg-28 etc.) using
parts of pictographs EN3F-IVa-j- common sight
Read stories
the story 1.11 words
EN3LC-IVa- containing Use
j-3.15 these words punctuations

PWR
WEEK LC RC WC V
Recognition
d. differentiat and other including
e real words commas,
from previously periods and
make- question EN3V-Ih-i-
learned
believe marks to 26
EN3LC-IVa- guide reading Show
EN2PW-
j-2.8 for fluency EN3G-IVh- understandin
IVh-i-6
e. infer 5.6 g of the
Read words
feelings EN3RC - EN3F-IVi-j- Give the meaning of
8 with vowel
and traits IVh-j-1.2 5 synonyms words with
diphthongs
of Interpret Read poems and antonyms vowel
Oy (boy), oi
characters simple graphs with fluency, of common diphthongs by
(boil), ou
EN3LC-IVa- and tables appropriate adjectives using them in
(out)
j-2.16 rhythm,pacin EN3G-IVi-j- correct
Ow (bow)
f. identify g and 5.2 sentences in
cause and intonation Use the correct
EN3PWR-
effect degrees of sentences
IVi-2
EN3LC-IVa- adjectives in
Match these
j-2.17 making
words with
g. draw comparisons
the
conclusions (positive,
appropriate
comparative,
pictures
EN3LC- IVe- superlative)
f-3.7.
Personal EN3G-IVi-6
Recounts EN3PWR- Adverbs
9 (anecdotes, IVi-21
past Read phrases, EN3G-IVi-j-
experiences) sentences 6.1
and short Recognize
EN3LC-IVg- stories adverbs of
h-3.7.5 consisting of manner
Explanation these words
(life cycles,
and other
water cycle)
words
EN3LC-IVi- previously
j-3.5 studied EN1V-IVj-
Restate facts 27

PWR
WEEK LC RC WC V
Recognition
from EN3PWR- Read word
informational IVj-22 with affixes
texts (climate Recognize
change, and read
children’s some
10 rights, traffic irregularly
safety, etc.) spelled words
(e.g. such as
enough,
through,
beautiful)

GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.

Domain
demonstrates understanding of verbal cues for clear expression of ideas actively creates and participates in oral theme-based activities
demonstrates understanding of verbal and non-verbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates understanding of information derived from multi-media
creatively presents information using broadcast media
sources for clear and creative presentation
demonstrates understanding that English is stress-timed language to
Fluency reads aloud text with accuracy and automaticity
achieve accuracy and automaticity
demonstrates understanding of the elements of informational text for
Listening recalls details, sequence of events and shares ideas on texts listened to
comprehension
Comprehension
demonstrates understanding of text types to construct feedback identifies story perspective and text elements
demonstrates understanding that word meaning can be derived from
uses different resources to find word meaning
different sources
Vocabulary demonstrates understanding that words are composed of different parts
uses strategies to decode the meaning of words
and their meaning changes depending on context
demonstrates understanding that word meaning changes based on context uses strategies to decode the meaning of words in context
demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of
various texts texts for a variety of purposes
Use knowledge of text types to correctly distinguish literary from
Demonstrate understanding of text elements to comprehend various texts
Reading informational texts
Comprehension Demonstrate understanding of writing styles to comprehend the author’s Use diction (choice of words) to accurately analyze author’s tone, mood,
message and point of view
Demonstrate understanding that reading in a wide range of texts provides
Use literal information from texts to aptly infer and predict outcomes
pleasure and avenue for self-expression and personal development
Writing and
demonstrates understanding of writing as a process uses a variety strategies to write informational and literary compositions
Composition

Domain
demonstrates understanding of the importance of using varied sources of
uses varied sources of information to support writing
information to support writing
demonstrates command of the conventions of standard English grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking English
demonstrates understanding of English grammar and usage in speaking or
Grammar uses the classes of words aptly in various oral and written discourse
writing
demonstrates understanding of English grammar and usage in speaking or
uses the classes of words aptly in various oral and written discourse
writing
demonstrates understanding of non-verbal cues to communicate with applies knowledge of non-verbal skills to show respect when
others communicating with others
Attitude
demonstrates understanding of verbal and non-verbal elements of
uses paralanguage and non-verbal cues to respond appropriately
communication to respond back
Study
demonstrates understanding of library skills to research on a variety of
Strategies/ uses library skills to gather appropriate and relevant information
topics
Research
views various forms of media in order to gather and share information,
Viewing demonstrates understanding of the strategies in comprehending visual text
persuade others and understand and express ideas
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 EN4RC-Ia-b-1 EN4F-Ia-1 EN4SS-Ia-1 EN4G-Ia- EN4WC-Ia-b- EN4A-Ia-1
Note details in a 1 Use context clues Analyze a Phonological Locate b-1 1 Show
selection listened Speak clearly to find meaning narrative in terms Read words, information Use plural Write 2-3 willingness
to. using of unfamiliar of its characters. phrases, using print and form of sentences about and
1
appropriate words. poems or non-print regular the characters enthusiasm
pronunciation stories with resources nouns in a literary text in reading or
and intonation. long vowel a listened to or listening to
sound read. literary text
EN4LC-Ib-2 EN4V-Ia-d-2 EN4RC-Ia-b-2 EN4F-Ib-2 EN4SS-Ib-2
2 Note details in a Use context clues Analyze a Read words, Locate
selection listened (synoynms) to narrative in terms phrases, information

F
LC OL V RC SS WC
Oral G A
Fluency
to, to identify find meaning of of its setting. poems or using print and
setting unfamiliar words. stories with non-print
long vowel e resources
sound
EN4LC-Ic-3 EN4V-Ia-d-2 EN4RC-Ic-2 EN4F-Ic-3 EN4SS-Ic-3 EN4G-Ic-2 EN4WC-Ic-2
Note details in a Use context clues State similarities Read words, Locate Use plural Write two or
selection listened (synonyms) to and differences phrases, information form of three sentences
to find meanind of in information / poems or using print and irregular about the
3 unfamiliar words. literary text read stories with non-print nouns characters,
long vowel i resources setting, or
sound (using map) events in a
story listened to
or read
EN4LC-Id-4 EN4OL-Ia-d- EN4V-Ia-d-2 EN4RC-Id-e-3 EN4F-Id-4 EN4SS-Id-4 EN4G-Id-3 EN4WC-Id-3 EN4A-IIb-
Sequence events 2 Speak clearly Use context clues Sequence events Read words, Arrange words Use clear Write 2-3 step 2
in a story listened using (antonym) to in a story or phrases, in alphabetical and directions using Listen
to appropriate determine the narrative poems or order with the coherent signal words attentively
pronunciation meaning of stories with same first letter sentences and react
and intonation unfamiliar words long vowel o but a different using positively
(poems, sound second letter appropriate during story
4
chants, grammatical reading.
rhymes, structures:
riddles) Kinds of
Nouns-
Mass Nouns
and Count
Nouns
EN4LC-Ie-5 EN4OL-Ie-2 EN4V-Ie-f-2 EN4F-Ie-5 EN4SS-Ie-i-5 EN4G-Ie-4 EN4WC-Ie-f-4
Sequence events Give oral Use context clues Read words, Use graphic Use clear Write different
in a story listened directions (definition) to phrases, organizers to and forms of simple
to determine the poems or show coherent composition
meaning of stories with understanding sentences (thank you
5
unfamiliar words. long vowel u of texts (story using card, note,
sound sequence appropriate poster,
organizers) grammatical slogan) as a
structures response to
(quantifiers stories / poems
F
LC OL V RC SS WC
Oral G A
Fluency
of mass read or listened
nouns) to
EN4LC-If-1 EN4OL-If-3 EN4RC-If-4 EN4F-If-6 EN4SS-Ie-i-5 EN4G-If-5 - notes / letters
Infer about Express one’s Infer about Read words, Use graphic Compose - Descriptive
feelings, traits of ideas, feelings feelings, traits of phrases, organizers to clear and paragraph
characters from clearly characters in a poems or show coherent - Another
selections selection read stories with understanding sentences ending to a
listened to compound of texts (story using story
6 words sequence appropriate
organizers) grammatical
structures:
Kinds of
Nouns
(Possessive
Nouns)
EN4LC-Ig-1 EN4OL-Ig-4 EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 EN4G-Ig-6 EN4WC-Ig-h- EN4A-IIa-
Infer about Express one’s Use context clues Make inferences Read words, Identify and 5 1
feelings, traits of ideas, feelings to find meaning and draw phrases, use concrete Write a friendly Demonstrate
characters in clearly of unfamiliar conclusions poems, and nouns and letter as a respect for
selections words (definition) based on a stories with abstract response to the ideas,
listened to literary or accuracy nouns stories / poems feelings and
expository text read or listened culture of
7
EN4F-Ig-8 to the author
Read aloud of the text
grade level listened to.
texts with
accuracy and
proper
expression
EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h-
Infer about Express one’s Use context clues Read words, Use 6
feelings, traits of ideas and to find meaning phrases, collective Write forms of
characters in feelings clearly of unfamiliar poems, and nouns simple
8
selections words stories with composition as
listened to (exemplification) diphthongs a response to
accurately stories / poems
read or listened
F
LC OL V RC SS WC
Oral G A
Fluency
to -notes /
letters -
descriptive
paragraph
EN4LC-Ii-1 EN4OL-Ii-6 EN4V-Ii-5 EN4RC-Ih-4 EN4F-Ih-i-9 EN4G-Ii-8 EN4WC-Ii-6
Infer feelings, Express one’s Use context clues Infer the theme Read with Use simple Write a
traits of ideas, feelings to find meaning of literary text accuracy present response to a
characters in clearly of unfamiliar words, tense of story / poem
selections words phrases, verbs in read or listened
listened to (exemplification) poems,and sentences to -notes /
9
stories with letters
silent letters.
Read aloud
grade level
texts

SECOND QUARTER
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 EN4G-IIa-b- EN4WC-IIa- EN4A-IIa-1
Identify main 1 Identify Identify the Read with Arrange 8-10 1 1 Demonstrate
idea and Restate or meanings of important story automaticity words with Identify and Write respect for the
supporting details retell unfamiliar elements such as grade level different use personal sentences ideas, feelings
from a text information words through setting, character frequently beginning pronouns in following and culture of
listened to. from a text structural and plot. occurring letters in sentences. the author of
correct
listened to. analysis content area alphabetical the text
(compound words. order. mechanics of listened to.
words and capitalization
their and
components: punctuation.
1
one word
compound
(backyard),
two word
compound
(security
guard),
hyphenated
compound
word (sister-
in-law).
EN4LC-IIb-2 EN4OL-IIb- EN4V-IIb-2 EN4RC-IIb-2 EN4F-IIb-2 EN4SS-IIb-2 EN4G-Ii-9 EN4WC-IIb-
Recall 2 Identify Identify Read with Classify Use the 2
information from Use courteous meanings of meanings of automaticity related words, pronoun that Write a short
conversations. expressions unfamiliar unfamiliar words grade level ideas, and agrees in story with the
words through through frequently concepts gender, elements.
2
EN4LC-Iib-3 structural structural occurring according to number with
Note details from analysis analysis (words content area certain the
news (words with with affixes). words. characteristics antecedent.
reports/selections affixes). and
listened to. similarities.
EN4LC-IIc-3 EN4OL-IIc-3 EN4RC-IIc-3 EN4F-IIc-3 EN4G-IIc-3 EN4WC-IIc- EN4A-IIb-2
3 Note details by Listen and -Noting details Read with Identify and 3 Listen
asking/answering answer -Infer words, automaticity use s form of Write a attentively
F
LC OL V RC SS WC
Oral G A
Fluency
questions about questions feelings of grade level verbs. friendly letter and react
a story/poem about a story characters frequently using correct positively
listened to read/listened EN4RC-IIb-3 occurring format. during story
to. Infer the moods content area reading.
or feelings of the words.
character based Read words
on what he/she that end with
says or do. –s correctly.
EN4LC-IId-4 EN4OL-IId- EN4V-IId-3 EN4RC-IId-4 EN4F-IId-4 EN4G-IId-4 EN4WC-IId- EN4A-IIc-3
Follow a set of 4 Use context Make a two-point Recite a poem Use the 4 Express love
three-to-five step Give three-to- clues to act sentence outline. with present form Write a two- for stories and
4
directions. five step the meaning of expression of verbs that point sentence other texts.
directions. difficult words. agree with the outline
subject
EN4LC-IIe-5 EN4OL-IIe- EN4V-IIe-4 EN4RC-IIe-5 EN4F-IIe-5 EN4SS-IIc-3 EN4G-IIe-5 EN4WC-IIe- EN4A-IId-4
Interpret a story 5 Use prefixes Give possible Read with Follow Use 5 Take part in
through Relate story and root words endings to stories automaticity instructions possessive Outline a creative
dramatization events to as clues to get grade level carefully on a pronouns that paragraph responses in
5
songs or art one’s meaning of content area text. agree in with explicitly preparing
activities. experience. words. words. gender with given main logs, journal,
antecedents. idea. and other oral
presentation.
EN4LC-IIf-6 EN4OL-IIf-6 EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 EN4G-IIf-6 EN4WC-IIf-6 EN4A-IIe-5
Infer traits of React to what Use suffixes Predict outcomes Read using Fill out forms Use correct Write a Take part in
characters based the characters and root words of events in the correct giving the time paragraph creative
on what they do said in the as clues to get story intonation and appropriate expressions to based on a responses in
6
or say in a story story listened meaning of expression. instructions. tell an action two-point preparing
listened to. to. words. in the present. outline. logs, journal,
and other oral
presentation.
EN4LC-IIg-7 EN4OL-IIg- EN4V-IIg-6 EN4RC-IIg-h-7 EN4F-IIg-7 EN4SS-IIe-5 EN4G-IIg-7 EN4WC-IIg- EN4A-IIf-6
Give a possible 7 Identify and Infer the feelings Read words Get Use the past 7 Browse and
ending to a story Retell best- use simile and and traits of the with information form of Write a read news
7 heard. liked part of a metaphor in characters in the consonant from the news regular verbs. paragraph page for
story heard. the poem story. blends /tr/ page of a about one’s information of
read. and /cr/ school paper. personal a school
experience. paper.
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIh-i-8 EN4V-IIh-7 EN4F-IIh-8 EN4SS-IIf-6 EN4G-IIh-i- EN4WC-IIh- EN4A-IIg-7
Sequence events Identify and Read words Use dictionary 8 8 Request for
in a story listened use simile and with in getting the Use the past Compose more stories
8 to. metaphor in a consonant meaning of form of slogan from a to be read.
story read. blends /br/, words. irregular given stimuli.
and /gr/ verbs.
EN4OL-IIi-8 EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- EN4WC-IIi-9 EN4A-IIh-8

Connect Identify and Note important Read words Get 9 Write a news Listen
events in a use details in an with information Use the past report using attentively
9 story heard to personification. informational consonant from the news form of the facts and react
a personal text. blends /pr/, page. regular and given. positively
experience and /gr/ irregular during story
verbs. reading.

THIRD QUARTER
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- EN4G-IIIa-1 EN4WC-IIIa- EN4A-IIIa-1
Distinguish reality 1 Use context Note significant Read a poem 1 Identify and 1 Write Show love for
from fantasy. Use clues details. aloud with Use a use adjectives sentences reading by
appropriate (synonym and proper thesaurus to in sentences describing listening
expression to antonym) to expression. find synonyms persons, attentively
1
talk about find meaning and antonyms places, things during story
famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2 EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 EN4WC-IIIa- EN4A-IIIb-2
Note details from Identify Note significant Read aloud 2 Identify and 2 Rewrite Show interest
a story listened multiple details. grade level Interpret a use words pairs of in reading a
to. meaning of texts map. that show sentences travelogue.
2
words. accurately. degrees of using
comparison of connectors
objectives in
sentences
EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 EN4SS-IIIc- EN4G-IIIc-3 EN4WC-IIIc- EN4A-IIIc-3
Point out details 2 Get the Identify Read aloud 3 Use 3 Show interest
from a Use meaning of sequence of grade level Use a timeline appropriate Write simple in reading a
biographical appropriate unfamiliar events. texts to show order word signals sentences biography.
3
account. expression to words through accurately. of events. to show the using
talk about restatements. sequence of sequence
famous events in signals.
places. ssentences
EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4SS-IIId- EN4G-IIId-4 EN4WC- EN4A-IIId-4
Use indirect Identify Identify cause Read grade 4 Identify and IIId-4 Browse and
speech to clarify different and effect level texts Locate use the Write / read books for
the speaker’s meaning of relationship with meaning of correct order compose clear various
4 ideas. content appropriate words from of adjectives and coherent purposes such
specific words. speed, the dictionary. in a series in sentences as learning or
accuracy and sentences using the for pleasure.
expression correct order
of adjectives.
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIIe-5 EN4OL-IIIc- EN4V-IIIe-5 EN4RC-IIIe-5 EN4F-IIIe-5 EN4SS-IIIe- EN4G-IIIe-5 EN4WC-IIIe- EN4A-IIIe-5
Give one’s 3 Identify Identify various Read grade 5 Identify and 5 Browse and
reaction to an Use different text types level texts Locate use adverbs Write / read books
event or issue. appropriate meaning of according to with information of place in compose clear for various
5
expression to content structure. appropriate from sentences. and coherent purposes such
talk about specific words. speed. glossaries sentences as learning or
famous using adverbs for pleasure.
people. of place.
EN4LC-IIIf-6 EN4V-IIIf-6 EN4RC-IIIf-6 EN4F-IIIf-6 EN4SS-IIIf- EN4G-IIIf-6 EN4WC-IIIf- EN4A-IIIf-6
Give one’s Identify Make comparison Read grade 6 Use 6 Browse and
reaction to an different and contrast. level texts Locate appropriate Write / read books for
event or issue. meanings of with information adverbs of compose clear various
6
content appropriate from indices. time in and coherent purposes such
specific words. speed. setences sentences as learning or
using adverbs for pleasure.
of time.
EN4LC-IIIg-7 EN4OL-IIIg- EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- EN4G-IIIg-7 EN4WC-
Give one’s 4 Identify Make Read correctly 7 Use adverbs IIIg-7
reaction to an Tell / retell different generalizations. grade level Locate of manner in Write /
event or issue. familiar stories meanings of texts with information sentences compose clear
by using content intonation and from indices. and coherent
7
appropriate specific words expression. sentences
gestures and -denotation using adverbs
expressions in -connotation of manner.
complete
sentence.
EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4RC-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 EN4WC- EN4A-IIIh-7
Give one’s 5 Use word Use appropriate Read correctly 8 Use a IIIh-8 Browse and
reaction to an Tell / retell associations graphic grade level Interpret particular kind Write a one- read books for
event or issue. familiar stories (analogy) organizers to texts with charts. of sentence paragraph various
by using show the intonation, for a specific essay on a purposes such
8
appropriate sequence of expression. purpose particular as for learning
gestures and events in a text -making topic. or for
expressions in read requests pleasure.
complete (Story)
sentence.
9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- EN4G-IIIi-9 EN4WC-IIIi- EN4A-IIIi-8
F
LC OL V RC SS WC
Oral G A
Fluency
Give one’s 6 Use word Read grade 9 Use a 9 Browse and
reaction to an Relate one’s classifications level texts Interpret particular kind Write a one- read books for
event or issue. own correctly with graphs. of sentence paragraph various
experiences intonation and for a specific essay on a purposes such
and ideas expression. purpose particular topic as for learning
related to the -asking or for
topic using a permission pleasure.
variety of
words with
proper
phrasing.

FOURTH QUARTER
LC V RC F WC
OL SS
Listening Vocabulary Reading Oral G Writing VC A
Week Oral Study
Comprehensio Developme Comprehensio Reading Grammar Compositio Viewing Attitude
Language Strategy
n nt n Fluency n
EN4LC-IVa-1 EN4OL- EN4V-IVa-1 EN4RC-IVa-1 EN4F-IVa-1 EN4SS-IVa- EN4G-IVa- EN4WC- EN4VC-IVa- EN4A-IVa-
Distinguish fact IVa-1 Use Distinguish fact Read aloud 1 1 IVa-1 1 1
from opinion State a fact knowledge of from opinion grade four Take note of Identify Write Identify Express
and context clues level texts relevant prepositions sentences visual interest in
opinion to find the with accuracy information in sentences expressing elements different
1
meaning of rate of 95 to from a given fact and used in a texts by
unfamiliar 100% text opinion print/non reading
words print available
-synonyms materials print
materials
EN4LC-IVb-2 EN4OL- EN4V-IVb-2 EN4RC-IVb-2 EN4F-IVb-2 EN4G-IVb- EN4WC- EN4VC-IVb- EN4A-IVb-
Tell whether an IVb-2 Use Interpret Read aloud 2 IVb-2 2 2
action or event Express knowledge of direction in grade four Use Write 3-4 Identify the Expess
is reality or whether an context clues authentic texts level texts prepositions sentences in visual interest in
2 fantasy action or to find the i.e., with accuracy nn giving elements text by
event is meaning of medical rate of 95 to sentences directions used in a reading
reality or unfamiliar prescriptions 100% -to and from print/non available
fantasy words print print
-antonyms materials materials
EN4LC-IVc-3 EN4OL- EN4V-IVc-3 EN4RC-IVc-3 EN4F-IVc-3 EN4SS-IVc- EN4G-IVc- EN4WC- EN4VC-IVc- EN4A-IVc-
Evaluate the IVc-3 Identify the Distiguish reality Read aloud 2 3 IVc-3 3 3
likelihood that State if a meaning of from fantasy in grade four Use a Use Write 3-4 Make Express
story/event story could words with stories read level texts glossary get prepositions sentences connection interest in
3 could really really multiple with meaning of in sentences using between text by
happen happen meaning accuracy rate words -among and among and information reading
of 95 to between between viewed and available
100% personal print
experiences materials
EN4LC-IVd-4 EN4OL- EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- EN4G-IVd- EN4WC- EN4VC-IVd- EN4A-IVd-
Give conclusion IVd-4 Identify Give conclusion Read grade 3 4 IVd-4 4 4
to realistic State meaning of to humorous or level texts Use the index Use Write 3-4 Make Express
4 fiction listened conclusion words with cumulative with 118 to locate prepositions sentences connection interest in
to to realistic prefixes poem read words information in, on, showing between text by
fiction Un,in,im,dis, correctly per under and conclusion information reading
mis and re minute above in of a given viewed and available
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
sentences topic or personal print
situation experiences materials
EN4LC-IVe-5 EN4OL- EN4V-IVe-5 EN4RC-IVe-5 EN4F-IVe-5 EN4SS-IVe- EN4G-IVe- EN4WC- EN4VC-IVe- EN4A-IVe-
Give conclusion IVe-5 Identify Give conclusion Read grade 4 5 IVe-5 5 5
to humorous or State meaning of to humorous or level texts Use almanac Use Write 3-4 Explain how Express
cumulative conclusion word with cumulative with 118 to get prepositional sentences specific interest in
poem listened to to suffixes ful poem read words information phrases in showing aspects of a text by
humorous and less correctly per sentences conclusion text reading
5
or minute illustrations available
cumulative contribute to print
poem Read aloud a wht ia materials
heard cumulative conveyed by
poem the words in
a text
EN4LC-IVf-6 EN4OL- EN4V-IVf-6 EN4RC-IVf-6 EN4F-IVf-6 EN4SS-IVf- EN4G-IVf- EN4WC- EN4VC-IVf- EN4A-IVf-
Distinguish fact IVf-6 Identify Distinguish fact Read grade 5 6 IVf-6 6 6
from opinion in State facts meaning of from opinion level texts Interpret bar Use simple Write 3-4 Explain how Express
a narrative or opinion words with from a narrative with 118 and line sentence sentences specific interest in
in a suffixes er words graph -simple expressing aspects of a text by
narrative and or correctly per subject and opinion text reading
6
minute predicate illustarions available
contribute to print
what is materials
conveyed by
the words in
a text
EN4LC-IVg-7 EN4OL- EN4V-IVg-7 EN4RC-IVg-7 EN4F-IVg-7 EN4SS-IVg- EN4G-IVg- EN4WC- EN4VC-IVg- EN4A-IVg-
Distinguish fact IVg-7 Identify Distinguish Read grade 6 7 IVg-7 7 7
from opinion in Express meaning of between fact or level texts Use the Use simple Write 5-6 Explain how Express
an informational fact or words with opinion in an with 118 encyclopedia sentences sentence specific interest in
text opinion in prefixes de informational words to get with paragraph aspects of a text by
7 an and dis text correctly per information compound about a text reading
information minute subject and given topic illustarions available
al text simple contribute to print
predicate in what is materials
giving fact conveyed by
and opinion the words in
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
a text
EN4LC-IVh-8 EN4OL- EN4V-IVh-8 EN4RC-IVh-8 EN4F-IVh-8 EN4SS-IVh- EN4G-IVh- EN4WC- EN4VC-IVh- EN4A-IVh-
Distinguish fact IVh-8 Identify Distinguish Read grade 7 8 IVh-8 8 8
from opinion in Express meaning of between fact or level texts Use Use simple Write 5-6 Explain how Express
a narrative text fact or words with opinion in a with 118 strategies in sentences sentence specific interest in
opinion in a suffixes ly narrative text words takin`g test with simple paragraph aspects of a text by
narrative and y correctly per subject and about given text reading
8
text minute compound topic or idea illustarions available
predicate in contribute to print
giving what is materials
suggesting conveyed by
solutions to the words in
problems a text
EN4LC-IVi-9 EN4OL- EN4V-IVi-9 EN4RC-IVi-9 EN4F-IVi-9 EN4SS-IVi- EN4G-IVi- EN4WC- EN4VC-IVi- EN4A-IVi-9
Distinguish IVi-9 Identify Distinguish Read grade 8 9 IVi-9 9 Express
between fact or Express meaning of between fact or level texts Follow steps Use Write 5-6 Explain how interest in
opinion in a fact or words with opinion in a with 118 in a process compound sentence specific text by
informational opinion in suffixes able informational words sentences in paragraph aspects of a reading
text an and ible text correctly per comparing about given text available
9
information minute contrasting topic or idea illustarions print
al text persons/ani contribute to materials
mals/places/ what is
object/event conveyed by
s/ideas the words in
a text

GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9
Note significant 2.6.1 and 13 Self-corr 225.38 4BT/F2 9 Tf1 0 0 1 414.17 410.47 Tm1 0 0 rg1 0 0 RG[(2)-26.6929u nBT Tm1 0 0 rg1 0 0 RG[(2)-26.6
details Use appropriate Infer the
facial meaning of
expressions unfamiliar
words
(compound)
based on given
context clues
(synonyms,
antonyms,
word parts)
and other
strategies
1
BEAM English 5 DLP
Module 3
Decoding words
with prefixes
BEAM English 5 DLP

Module 4
Decoding words
with suffixes
BEAM English 5 DLP

Module 8
Using synonyms
BEAM English 5 DLP

Module 9
Using antonyms

LC OL V RC F WC
SS G VC A
literary texts tures words Making accuracy rate appropriate composition film and
inferences
(compound) of 95 – 100% grammatical using an moving pictures
based on given structures: outline/other (lights,
context clues -Aspects of blocking,
graphic
(synonyms, verbs direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 Read aloud Compose clear 2.2.4 Describe Observe
Identify the informal Infer the Summarize grade level and coherent Write two to different forms politeness at all
elements of English when meaning of narrative appropriate sentences three- and times
literary texts appropriate to unfamiliar texts based text with an using paragraph conventions of
task and words accuracy rate appropriate film and
on composition
situation ( affixed) based of 95 – 100% grammatical moving pictures EN5A-Ic-17
on given elements structures: based on the (lights, Show
3 context clues -Theme -Modals prepared blocking, tactfulness
(synonyms, -Setting outline direction, when
antonyms, -Characters characterization communica
word parts) (Heroes and , acting, dialog, ting with others
and other Villains) setting or set-
strategies -Plot up)
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) based occurring grammatical EN5A-Id-17
on given elements content area structures: based on the Show
4 prepared
context clues -Theme words -Modals tactfulness
(synonyms, -Setting (Art) outline when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and

LC OL V RC F WC
SS G VC A
ending)
EN5LC-Ie- EN5OL-Ie-3.9 EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G-Ie- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16

2.11.1/2.11.2 Use formal and and 13 Analyze a 1.8.1.2 8.3/8.4 1.8.2 Distinguish Observe
/2.11.3 informal Infer the 2-stanza Read with Compose clear Revise writing among various politeness at all
Analyze sound English when meaning of poem in automaticity and coherent for clarity types of times
devices appropriate to unfamiliar grade level sentences - correct viewing
terms of its
(onomatopoeia, task and words frequently using spelling materials
situation ( blended) elements occurring appropriate EN5A-Ie-17
alliteration, (rhymes,
5 based on given content area grammatical Show
assonance) context clues sound words structures: tactfulness
(synonyms, devices, (Math) -conjunctions when
antonyms, imagery communica
word parts) and ting with others
and other
figurative
strategies
language)
EN5LC-If- EN5OL-If-3.9 EN5V-If-12 EN5RC-If-2.3 EN5F-If- EN5G-If- EN5WC-If- EN5A-If-16
2.8.1/2.8.2/2 Use formal and and 13 Analyze 1.8.1.3 8.3/8.4 1.8.1 Observe
.8.3 informal Infer the figures of Read with Compose clear Revise writing politeness at all
Infer the English when meaning of speech automaticity and coherent for clarity times
speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words frequently using marks EN5A-If-17
purpose situation ( blended) metaphor, occurring appropriate Show
6 personificati
based on given content area grammatical tactfulness
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts) text
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
unfamiliar grade level sentences -transition/
(simile,
7 words frequently using signal words
( clipped) metaphor, occurring appropriate EN5A-Ig-17
based on given personificati content area grammatical Show
context clues on, words structures: tactfulness
(synonyms, hyperbole) (Health) -conjunctions when
antonyms, in a given communica-

LC OL V RC F WC
SS G VC A
word parts) text ting with others
and other
strategies
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G-Ih- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade 8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose clear politeness at all
fantasy meaning of speech 118 words and coherent times
unfamiliar correct per sentences
(simile,
words minute using
( clipped) metaphor, appropriate EN5A-Ih-17
8 personificati
based on given grammatical Show
context clues on, structures: tactfulness
(synonyms, hyperbole) -conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
EN5OL-Ii-1.8 EN5VD-Ii- EN5F-Ii-1.13 EN5G-Ii- EN5A-Ii-16
Recount events 8.1/8.2/8.3 Read grade 8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
of words using 118 words and coherent times
dictionaries, correct per sentences
9 thesaurus, minute using EN5A-Ii-17
and/or online appropriate Show
resources grammatical tactfulness
structures: when
BEAM English 5 DLP -conjunctions communica-
Module 5
Using dictionary
ting with others
EN5OL-Ij-1.8 EN5V-Ij- EN5F-Ij-1.13 EN5A-Ij-16
Recount events 8.1/8.2/8.3 Read grade Observe
effectively Clarify meaning level text with politeness at all
of words using 118 words times
dictionaries, correct per
thesaurus, minute
10
and/or online EN5A-Ij-17
resources Show
tactfulness
when
communica-
ting with others

SECOND QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used
sentences appropriate composition to influence EN5A-IIa-17
and grammatical using an viewers Show
supporting structures: outline/other EN5VC-IIa- tactfulness
1 details of a -subject-verb graphic 7.1 when
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2
Point of view
EN5VC-IIa-
7.3
Propagandas
EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC-IIb- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16

3.19 1.26 20.2.1 2.21 1.5.3 Compose clear 2.2.5 Determine Observe
Identify Give precise Identify Identify Use card and coherent Write images/ideas politeness at all
informational information on different main idea, catalog to sentences paragraphs that are times
text-types a given topic meanings of key locate using showing explicitly used
content specific sentences resources appropriate -cause and to influence EN5A-IIb-17
words and grammatical effect viewers Show
(denotation supporting MISOSA English 6 structures: EN5VC-IIb- tactfulness
Using the Card
and details of a -subject-verb 7.1 when
2 Catalogue
connotation) given agreement Stereotypes, communica-
(Science) paragraph (intervening EN5VC-IIb- ting with others
phrases) 7.2
Point of view
EN5VC-IIb-
7.3
Propagandas

LC OL V RC F SS WC
G VC A
EN5LC-IIc- EN5OL-IIc- EN5V-IIc- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G-IIc- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 20.1.1 3.2.1 1.8.1 1.4 2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish Read with Gather relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing explicitly used
of information Identify purpose frequently sources sentences -cause and to influence EN5A-IIc-17
presented different -To classify or occurring -glossaries using effect viewers Show
meanings of describe content area appropriate EN5VC-IIc- tactfulness
3
content specific words grammatical 7.1 when
words structures: Stereotypes, communica-
(denotation -irregular EN5VC-IIc- ting with others
and nouns and verb 7.2
connotation) agreement Point of view
(Science) EN5VC-IIc-
7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-IId- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 1.4 2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish Read with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times
opinions after Identify according to grade level from various and coherent clarity explicitly used
reflection different purpose frequently sources sentences -correct to influence EN5A-IId-17
meanings of -To classify or occurring -Dictionaries using spelling viewers Show
content specific describe content area appropriate EN5VC-IId- tactfulness
4 words words grammatical 7.1 when
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others
connotation) nouns and verb 7.2
(Science) agreement Point of view
EN5VC-IId-
7.3
Propagandas
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used
5
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
words information adjectives marks Stereotypes, communica-
LC OL V RC F SS WC
G VC A
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times
support 20.2.2 according to grade level from various using showing explicitly used
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show
meanings of content area references structures: EN5VC-IIf- tactfulness
6
content specific words -order of 7.1 when
words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe
EN5V-IIg- Make when reading Gather relevant and coherent Write images/ideas politeness at all
20.2.3 generalizati information sentences paragraphs that are times
Identify ons from various using showing explicitly used
different sources appropriate -comparison to influence EN5A-IIg-17
meanings of -Online grammatical and contrast viewers Show
content specific references structures: EN5VC-IIg- tactfulness
7
words -degrees of 7.1 when
(denotation adjectives Stereotypes, communica-
and EN5VC-IIg- ting with others
connotation) 7.2
(Health) Point of view
EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe
8 Make an level text with Organize and coherent Revise writing images/ideas politeness at all
EN5V-IIh- outline from a accuracy, information sentences for clarity that are times
20.2.3 selection read appropriate from primary using - correct explicitly used
LC OL V RC F SS WC
G VC A
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
MISOSA English 6 7.3
Organizing Ideas
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16
Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all
outline from a accuracy, for clarity that are times
selection read EN5F-IIi-1.6 - appropriate explicitly used
appropriate punctuation to influence EN5A-IIi-17
rate and marks viewers Show
EN5F-IIi-1.7 EN5WC-IIi- EN5VC-IIi- tactfulness
9
proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
signal words EN5VC-IIi- ting with others
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
10
and proper accurately 7.1 when
expression (school forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others
withdrawal 7.2
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas
THIRD QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide evidence (compound, -To persuade 1.6 writing, appropriate Show
to support affixed) based appropriate reporting and grammatical tactfulness
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
1 20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
to support to stay on topic meaning of text-types when reading from primary and coherent times
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17
(compound, (structural and writing, appropriate Show
2 affixed) based language) reporting and grammatical tactfulness
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
LC OL V RC F SS WC
G VC A
word parts)
and
EN5V-IIIb-
20.5
other strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary EN5G-IIIa- times
understanding of others unfamiliar according to accuracy, sources in 1.8.3
words features EN5F-IIIc- preparation for Use a EN5A-IIIc-17
(compound, (structural and 1.6 writing, particular kind Show
affixed) based language) appropriate reporting and of sentence tactfulness
on -Problem and rate and similar for a specific when
EN5V-IIIc- solution EN5F-IIIc- academic tasks purpose and communica-
3 20.4 1.7 in collaboration audience ting with others
given context proper with others -asking
clues expression permission
(Synonyms -making
Antonyms requests
word parts)
and
EN5V-IIIc-
20.5
other strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
composition
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness
4 outline/other
on -Problem and similar purpose and when
EN5V-IIId- solution academic tasks audience graphic communica-
20.4 in collaboration -asking organizers ting with others
given context with others permission
clues -responding to
(Synonyms questions
Antonyms
word parts)
LC OL V RC F SS WC
G VC A
and
EN5V-IIId-
20.5
other strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
5 20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - appropriate tactfulness
6 on -Cause and similar -giving punctuation when
EN5V-IIIf- effect academic tasks information marks communica-
20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
LC OL V RC F SS WC
G VC A
EN5V-IIIf-
20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
-comparison expressions in similar -making 7.1 when
7 and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G-IIIh- EN5WC-IIIh- EN5VC-IIIh-7 EN5A-IIIh-16

3.17 3.2. 7 1.3 Organize 1.8.10 1.8.2/1.8.1/1 Determine Observe
Identify point- Distinguish EN5F-IIIh- information Use a .8.3 images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind Revise writing that are times
according to Observe sources in of sentence for clarity explicitly used
features accuracy, preparation for for a specific - correct to influence EN5A-IIIh-17
(structural and appropriate writing, purpose and spelling viewers Show
language) rate and proper reporting and audience - appropriate EN5VC-IIIh- tactfulness
8 -comparison expressions in similar -expressing punctuation 7.1 when
and contrast choral, echo academic tasks opinions/ marks Stereotypes, communica-
and shadow in collaboration Emotions -transition/ EN5VC-IIIh- ting with others
reading with others signal words 7.2
Point of view
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G-IIIi- EN5WC-IIIi- EN5A-IIIi-16
3.17 Organize 1.8.10 2.2.7 Observe
9
Identify point- EN5F-IIIi-1.7 information Use a Write a 3- politeness at all
Observe from secondary particular kind paragraph times

LC OL V RC F SS WC
G VC A
of-view accuracy, sources in of sentence feature article
appropriate preparation for for a specific EN5A-IIIi-17
rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading in collaboration Emotions ting with others
with others
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16

3.17 Organize 1.8.10 Observe
Identify point- EN5F-IIIj-1.7 information Use a politeness at all
of-view Observe from secondary particular kind times
accuracy, sources in of sentence
appropriate preparation for for a specific EN5A-IIIj-17
10 rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading in collaboration Emotions ting with others
with others

FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
reading to meet various needs .
LC OL V RC F WC
SS G VC A
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17
2 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
connotation)
(Science)
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
3
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
LC OL V RC F WC
SS G VC A
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show
content specific language) relationship of selected topic the meaning of tactfulness
words -Time-order ideas a text when
(denotation (sequence, communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences to for clarity visual and times
heard in one’s broadcast Identify organizers in 128 words information show - correct multimedia
own words different texts read correct per cause and spelling elements EN5A-IVe-17
5 meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences to three- that are times
from various broadcast Identify y to 128 words information show paragraph explicitly used
text types different messages correct per cause and descriptive to influence EN5A-IVf-17
meanings of of different minute effect essay on self- viewers Show
6
content specific authentic selected topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(TLE) Point of view
EN5VC- IVf -
LC OL V RC F WC
SS G VC A
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC-IVg- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 2.12 Self-correct 2.3 1.9.2 1.8.1/1.8.3 Determine Observe
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness
7 words ideas signal words 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe
Summarize non-verbal cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to three- connections times
from various broadcast Identify 1.14 projects on a show paragraph between
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show
unfamiliar appropriate relationship of selected topic personal tactfulness
8 words rate, proper ideas experiences when
(denotation expressions communica-
and and correct ting with others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi - EN5A-IVi-16

3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short Make politeness at all
9 information in a TV EN5F-IVi- research connections times
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
LC OL V RC F WC
SS G VC A
appropriate personal tactfulness
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16

3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show
appropriate personal tactfulness
10
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer meaning EN6RC-Ia- when reading Compose clear Write a 3- Describe politeness at all
2.3.3 experience of idiomatic 2.3.3 and coherent line 4- different forms times
EN6LC-Ia- appropriate to expressions EN6RC-Ia- sentences stanza and
2.3.2 the occasion using 2.3.2 using poem conventions of MISOSA English 6
Using Courteous
EN6LC-Ia- -context clues EN6RC-Ia- appropriate film and Expressions
2.3.6 2.3.9 grammatical moving pictures
EN6LC-Ia- BEAM English 6 DLP Analyze structures: (lights)
Module 12 EN6A-Ia-17
2.3.8 Common Idioms
sound -Pluralization of Show
1 EN6LC-Ia- devices regular nouns tactfulness
2.3.7 (onomatop when
Analyze sound oeia, BEAM English 6 DLP
Module 12 communicating
devices alliteration, Using the Plural with others
(onomatopoeia, assonance, Form of Nouns
alliteration, consonance EN6A-Ia-18
assonance, ) Show openness
personification, to criticism
irony and
hyperbole) in a
text heard
EN6LC-Ib- EN6OL-Ib- EN6V-Ib- EN6RC-Ib-6.1 EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 12.4.2.1 EN6RC-Ib-6.2 Read aloud 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 grade level Compose clear Write a 3- Describe politeness at all
devices experience of idiomatic EN6RC-Ib-6.4 appropriate and coherent line 4- different forms times
(personification appropriate to expressions Analyze text with an sentences stanza and
) in a text the occasion using poem with accuracy rate using poem conventions of EN6A-Ib-17
heard -affixes 4 or more of 95 – 100% appropriate film and Show
2 stanzas in grammatical moving pictures tactfulness
BEAM ENG6 DLP terms of its structures: (blocking) when
Module 2
Words with Affixes
elements -Pluralization of communicating
(rhymes, irregular nouns with others
sound
devices, MISOSA 5 EN6A-Ib-18
Module 5 Using The
imagery Plural Form Of
Show openness
LC OL V RC F SS WC
G VC A
and Nouns to criticism
figurative
language)
EN6LC-Ic- EN6OL-Ic- EN6V-Ic- EN6RC-Ic-6.5 EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16
2.3.8 1.17 12.4.1.1 EN6RC-Ic-6.6 Read aloud Compose clear 5.1.3 Observe
EN6LC-Ic- Relate an Infer meaning EN6RC-Ic-6.7 grade level and coherent Describe politeness at all
2.3.7 experience of idiomatic Determine appropriate sentences different forms times
Analyze sound appropriate to expressions tone, mood, text with an using and
devices (irony the occasion using and purpose of accuracy rate appropriate conventions of EN6A-Ic-17
and hyperbole) -roots the author of 95 – 100% grammatical film and Show
in a text heard structures: moving pictures tactfulness
MISOSA English 6 -tenses of (direction) when
Determining the
3 Purpose of the
verbs communicating
Author with others
BEAM English 6 DLP EN6A-Ic-18

Module 12
Using the Plural Show openness
Form of Nouns to criticism
BEAM English 6 DLP
Module 12
Determining the
Purpose of the
Author
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id-6.9 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- Analyze grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 figures of appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- speech text with an using and
2.11.3 the occasion 12.4.2.2 (simile, accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning metaphor) of 95 – 100% grammatical film and Show
speaker’s tone, of figurative MISOSA ENGLISH 6 structures: moving pictures tactfulness
Using Figures of
mood and language using Speech
-aspects of (characterizatio when
4
purpose -context clues verbs n) communicating
-affixes and BEAM ENG6 DLP with others
BEAM English 6 DLP roots Module 2
Module 51 Using
Determining the
-other Figurative EN6A-Id-18
Purpose of the strategies Language Show openness
Author to criticism
BEAM English 6 DLP
Module 13
Using Figurative
Language
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
5
2.11.1 12.3.2 6.10 1.8.1 Compose clear 5.1.5 Observe
LC OL V RC F SS WC
G VC A
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
2.11.3 12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
Infer the Infer meaning speech occurring grammatical film and Show
speaker’s tone, of figurative (hyperbole, content area structures: moving pictures tactfulness
mood and language using irony) words -modals (acting) when
purpose -context clues communicating
-affixes and with others
roots
-other EN6A-Ie-18
strategies Show openness
to criticism
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Observe
EN6LC-If- Analyze automaticity EN6G-If- Describe politeness at all
2.11.2 figures of grade level 4.4.3 different forms times
EN6LC-If- speech frequently EN6G-If- and
2.11.3 (culture- occurring 4.4.2 conventions of EN6A-If-17
Infer the based content area Compose clear film and Show
speaker’s tone, euphemism words and coherent moving pictures tactfulness
mood and ) sentences (dialog) when
6 purpose using communicating
appropriate with others
grammatical
structures:
-Pronoun- EN6A-If-18
reference Show openness
agreement to criticism
(number, case,
gender)
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16

2.24.1 1.8.1 4.4.1 5.1.7 Observe
EN6RC-Ig- Read with EN6G-Ig- Describe politeness at all
2.24.2 automaticity 4.4.3 different forms times
Evaluate grade level EN6G-Ig- and
7 narratives frequently 4.4.2 conventions of EN6A-Ig-17
based on occurring Compose clear film and Show
how the content area and coherent moving pictures tactfulness
author words sentences (setting ) when
developed using communicating
the appropriate with others
LC OL V RC F SS WC
G VC A
elements: grammatical
-Setting structures: EN6A-Ig-18
-Characters -Pronoun- Show openness
(Heroes and reference to criticism
Villains) agreement
(number, case,
BEAM English 5 DLP gender)
Module 37
Evaluating and
Making
Judgments on
Oral Texts
EN6RC-Ih- EN6F-Ih-1.13 EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16
2.24.3 Read grade Compose clear 5.1.8 Observe
Evaluate level text with and coherent Describe politeness at all
narratives 135 words sentences different forms times
based on correct per using and
how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show
developed structures: moving pictures tactfulness
the -Subject-verb (set-up) when
8 elements: agreement communicating
-Plot with others
(chronological-
sequential, en EN6A-Ih-18
medias res, Show openness
flashback) to criticism
MISOSA ENG6
Identifying The Plot
Of A Story
EN6RC-Ii- EN6F-Ii-1.13 EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16
2.24.4 Read grade Compose clear 3.3.1 Observe
EN6RC-Ii- level text with and coherent EN6VC-Ii- politeness at all
2.24.5 135 words sentences 3.3.2 times
Evaluate correct per using EN6VC-Ii-
narratives minute appropriate 3.3.3 EN6A-Ii-17
based on grammatical Analyze the Show
9
how the structures: characters used tactfulness
author -Subject-verb in print, non- when
developed agreement print, and communicating
the digital materials with others
elements: (Age and
-theme gender, Race EN6A-Ii-18
-point of view and nationality, Show openness
LC OL V RC F SS WC
G VC A
Attitude and to criticism
behavior)
EN6VC-Ii-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
EN6F-Ij-1.13 EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
Read grade Compose clear 3.3.1 Observe
level text with and coherent EN6VC-Ij- politeness at all
135 words sentences 3.3.2 times
correct per using EN6VC-Ij-
minute appropriate 3.3.3 EN6A-Ij-17
grammatical Analyze the Show
structures: characters used tactfulness
-Subject-verb in print, non- when
agreement print, and communicating
digital materials with others
(Age and
gender, Race EN6A-Ij-18
10
and nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ij-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)

SECOND QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
actual text speaking, 12.4.2.3 of the different information using (biodata, EN6A-IIa-17
adjusting Infer meaning authentic texts from various appropriate application Show
language, of borrowed sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
1 BEAM English 5 DLP
and volume content specific -indices -Order and communicating
Module 12
according to terms using degrees of Filling out Forms
with others
audience and -context clues regular Correctly
purpose -affixes and adjectives EN6A-IIa-18
roots Show openness
-other BEAM English 6 DLP to criticism
Module 11
strategies Using Adjectives in
(Math) Series
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriatel Read grade 1.4.1 5.2.1 composition audience times
informational/f style of EN6V-IIb- y to the level text with Gather relevant Compose clear using an
actual text speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17
adjusting Infer meaning of the appropriate from various sentences graphic Show
language, of borrowed different rate and proper sources using organizers tactfulness
gestures, rate, words and authentic expression -Dictionary appropriate when
2
and volume content specific texts -Thesaurus grammatical communicating
according to terms using structures: with others
audience and -context clues -Order and
purpose -affixes and degrees of EN6A-IIb-18
roots irregular Show openness
-other adjectives to criticism
strategies
(Science)

LC OL V RC F SS WC
G VC A
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
actual text speaking, 12.4.2.3 texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting Infer meaning appropriate from various grammatical tasks Show
language, of borrowed rate and proper sources structures: tactfulness
3 gestures, rate, words and expression - -Adverbs of when
and volume content specific -Almanac intensity communicating
according to terms using -Encyclopedia with others
audience and -context clues
purpose -affixes and EN6A-IIc-18
roots Show openness
-other to criticism
strategies
(Health)
EN6LC-IId- EN6OL-IId-5 EN6V-IId- EN6RC-IId- EN6F-IId-1.6 EN6SS-IId- EN6G-IId-6.7 EN6WC-IId- EN6VC-IId- EN6A-IId-16
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note significant EN6F-IId-1.7 Gather relevant and coherent Write a 4- Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text heard interest 12.4.2.3 texts accuracy, sources appropriate showing EN6A-IId-17
Infer meaning appropriate -Online grammatical Show
of borrowed rate and proper references structures: -comparison tactfulness
words and expression -Adverbs of and contrast when
content specific frequency communicating
4 terms using with others
-context clues BEAM English 5 DLP
Module 38
-affixes and Using Adverbs of
EN6A-IId-18
roots Manner and Show openness
-other Frequency to criticism
strategies
MISOSA 5
(Literary terms) Module 8
Using adverbs of
time, place ,
manner and
frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
5 Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
information topics of EN6V-IIe- sources in using EN6WC-IIe-

LC OL V RC F SS WC
G VC A
from text heard interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
terms using in collaboration manner - appropriate with others
-context clues with others punctuation
-affixes and BEAM English 5 DLP marks EN6A-IIe-18
Module 38
roots Using adverbs of
-transition/ Show openness
-other manner and signal words to criticism
strategies frequency
(ICT terms)
MISOSA 5
Module 8
Using adverbs of
time, place ,
manner and
frequency
EN6OL-IIf-5 EN6V-IIf- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC-IIf- EN6A-IIf-16
Share brief 12.3.3 Self-correct Organize Compose clear 2.2.5 Observe
impromptu EN6V-IIf- when reading information and coherent Write a 4- politeness at all
remarks about 12.4.1.3 from secondary sentences paragraph times
topics of EN6V-IIf- sources in using composition
interest 12.4.2.3 preparation for appropriate showing EN6A-IIf-17
Infer meaning writing, grammatical -cause and Show
of borrowed reporting and structures: effect tactfulness
6 words and similar when
content specific academic tasks -Adverbs of communicating
terms using in collaboration place with others
-context clues with others and time
-affixes and EN6A-IIf-18
roots Show openness
-other to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16
Share brief EN6F-IIg-1.3 7.3.1 1.8.2 Observe
impromptu EN6F-IIg-1.7 EN6G-IIg- EN6WC-IIg- politeness at all
remarks about Read grade 7.3.2 1.8.1 times
7 topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise writing Show
rate and proper using for clarity tactfulness
expression appropriate - correct when

LC OL V RC F SS WC
G VC A
grammatical spelling communicating
structures: - appropriate with others
-Prepositions punctuation
and marks EN6A-IIg-18
prepositional -transition/ Show openness
phrases signal words to criticism
MISOSA 5
Module 6
Using prepositions
and prepositional
phrase
BEAM English 5 DLP

Module 40
Using prepositions
and prepositional
phrase
EN6OL-IIh-6 EN6F-IIh-1.6 EN6G-IIh-8.3 EN6WC-IIh- EN6A-IIh-16
React on the EN6F-IIh-1.3 EN6G-IIh-8.4 2.2.9 Observe
content of the EN6F-IIh-1.7 Compose clear Write a 4- politeness at all
material Read grade and coherent paragraph times
presented level text with sentences composition
accuracy, using showing EN6A-IIh-17
appropriate appropriate -problem and Show
8 rate and proper grammatical solution tactfulness
expression structures: when
-Subordinate communicating
and coordinate with others
conjunctions
EN6A-IIh-18
Show openness
to criticism
EN6OL-IIi-6 EN6F-IIi-1.6 EN6G-IIi-8.3 EN6WC-IIi- EN6A-IIi-16
React on the EN6F-IIi-1.3 EN6G-IIi-8.4 1.8.2 Observe
content of the EN6F-IIi-1.7 Compose clear EN6WC-IIi- politeness at all
material Read grade and coherent 1.8.1 times
presented level text with sentences EN6WC-IIi-
accuracy, using 1.8.3 EN6A-IIi-17
9
appropriate appropriate Revise writing Show
rate and proper grammatical for clarity tactfulness
expression structures: - correct when
-Subordinate spelling communicating
and coordinate - appropriate with others
conjunctions punctuation

LC OL V RC F SS WC
G VC A
marks EN6A-IIi-18
signal words to criticism
EN6G-IIj-8.3 EN6A-IIj-16
EN6G-IIj-8.4 Observe
Compose clear politeness at all
and coherent times
sentences
using EN6A-IIj-17
appropriate Show
grammatical tactfulness
10 structures: when
-Subordinate communicating
and coordinate with others
conjunctions
EN6A-IIj-18
Show openness
to criticism

THIRD QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIIa- EN6OL-IIIa- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a particular Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary kind of composition 6.2 times
support Clarify meaning according to sources in sentence for a using an Identify real or
opinions of words using purpose and preparation for specific outline/other make-believe, EN6A-IIIa-17
dictionaries, language writing, purpose and graphic fact or non-fact Show
1 thesaurus features reporting and audience organizers images tactfulness
-Enumeration similar -asking when
MISOSA Eng6 academic tasks permission communicating
Using a dictionary
in collaboration with others
with others
EN6A-IIIa-18
Show openness
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary kind of paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a editorial Identify real or
speakers opinion resources purpose and 1.7 preparation for specific article make-believe, EN6A-IIIb-17
language Read grade writing, purpose and fact or non-fact Show
2 features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when
(sequence, appropriate academic tasks questions communicating
recounts, rate and proper in collaboration with others
process) expression with others
EN6A-IIIb-18
Show openness
to criticism
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a particular EN6WC-IIIc- Identify the politeness at all
3
and propaganda based on 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
devices used by informed Infer meaning according to EN6F-IIIc- sources in sentence for a EN6WC-IIIc- suggested in
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
LC OL V RC F SS WC
G VC A
words using language Read grade writing, purpose and Revise writing media Show
-context clues features level text with reporting and audience for clarity tactfulness
-affixes and -Comparison accuracy, similar -making - correct when
roots and contrast appropriate academic tasks requests spelling communicating
-other rate and proper in collaboration - appropriate with others
strategies expression with others punctuation
marks EN6A-IIIc-18
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- information Use a particular Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 from secondary kind of composition values times
strategies to words using graphic EN6F-IIId- sources in sentence for a using an suggested in
keep a roots organizers in 3.6 preparation for specific outline/other the visual EN6A-IIId-17
discussion texts read Observe writing, purpose and graphic media Show
going accuracy, reporting and audience organizers tactfulness
4 appropriate similar -following and when
rate and proper academic tasks giving communicating
expressions in in collaboration directions with others
dialogs with others
EN6A-IIId-18
Show openness
to criticism
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16

3.1.13 3.7 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe
Make a stand Use Infer meaning EN6F-IIIe- information Use a particular Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary kind of paragraph times
strategies to words using EN6F-IIIe- sources in sentence for a editorial
keep a prefix 3.6 preparation for specific article EN6A-IIIe-17
discussion Observe writing, purpose and Show
5 going accuracy, reporting and audience tactfulness
appropriate similar -expressing when
rate and proper academic tasks opinions/ communicating
expressions in in collaboration Emotions with others
dialogs with others
EN6A-IIIe-18
Show openness
to criticism
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
6
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
LC OL V RC F SS WC
G VC A
Remind others Infer meaning EN6F-IIIf-3.6 information Use a particular EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary kind of 1.8.1 times
words using accuracy, sources in sentence for a EN6WC-IIIf-
suffix appropriate preparation for specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise writing Show
expressions in reporting and audience for clarity tactfulness
dialogs similar -asserting - correct when
academic tasks spelling communicating
in collaboration - appropriate with others
with others punctuation
marks EN6A-IIIf-18
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show
viewpoints on of content accuracy, reporting and tactfulness
7 an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIg-18
-other Show openness
strategies to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh-4 EN6A-IIIh-16

1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIh - EN6F-IIIh- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIh - EN6F-IIIh- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIh-17
differing Infer meaning Observe writing, Show
8 viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIh-18
LC OL V RC F SS WC
G VC A
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16
1.19 12.3.3 EN6F-IIIi-3.2 Organize Observe
Present a EN6V- IIIi - EN6F-IIIi-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIi - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIi-17
differing Infer meaning rate and proper writing, Show
viewpoints on of content expressions in reporting and tactfulness
9
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
roots EN6A-IIIi-18
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16

1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIj-17
differing Infer meaning rate and proper writing, Show
viewpoints on of content expressions in reporting and tactfulness
10
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
roots EN6A-IIIj-18

FOURTH QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 7.1 Observe
Restate Summarize EN6V- IVa - Distinguish grade level Take down Use various Plan a EN6VC-IVa- politeness at all
portions of a information 12.4.1.3 text-types appropriate text relevant notes types and kinds composition 7.2 times
text heard to conveyed EN6V- IVa - according to with an of sentences using an EN6VC-IVa-
clarify meaning through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17
discussion Infer meaning language of 95 – 100% communication graphic Determine Show
of borrowed features of information/ organizers images/ideas tactfulness
words using -Cause and ideas that are when
1 -context clues effect (compound explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other MISOSA Eng6 Using (Stereotypes, EN6A-IVa-18
Compound
strategies Sentences
Point of view, Show openness
Propagandas) to criticism
BEAM Eng5 Dlp
Module 23 Using
Variety Of
Sentences
According To
Structure
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all
portions of a information 12.4.1.3 text-types appropriate text credibility of types and kinds three- 7.2 times
text heard to conveyed EN6V- IVb - according to with an sources of of sentences paragraph EN6VC-IVb-
clarify meaning through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
discussion Infer meaning language of 95 – 100% communication essay on self- Determine Show
2 of borrowed features of information/ selected topic images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism
3 EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16

LC OL V RC F SS WC
G VC A
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 1.8.2 7.1 Observe
Restate Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
portions of a information of borrowed text-types sources of types and kinds 1.8.1 7.2 times
text heard to conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc-
clarify meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show
features for of information/ for clarity images/ideas tactfulness
-Problem and correctness/vali ideas - correct that are when
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others
sentences) punctuation viewers
marks (Stereotypes, EN6A-IVc-18
-transition/ Point of view, Show openness
signal words Propagandas) to criticism
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information information of borrowed text-types level text with research types and kinds composition connections times
from a text conveyed words using according to 145 words projects on a of sentences using an between
heard through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
4 features of information/ organizers personal tactfulness
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use appropriate Read grade Conduct short Use various Compose a Make politeness at all
information information of borrowed graphic level text with research types and kinds three- connections times
from a text conveyed words using organizers in 145 words projects on a of sentences paragraph between
heard through Suffix texts read correct per relevant issue for effective persuasive information EN6A-IVe-17
discussion minute communication essay on self- viewed and Show
5
of information/ selected topic personal tactfulness
ideas experiences when
(compound, communicating
complex with others
sentences)
EN6A-IVe-18
Show openness
LC OL V RC F SS WC
G VC A
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Summarize the Summarize EN6V- IVf - Use appropriate 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
information information 12.4.1.3 graphic EN6F- IVf - research types and kinds 1.8.1 connections times
from a text conveyed EN6V- IVf - organizers in 3.6 projects on a of sentences EN6WC-IVf- between
heard through 12.4.2.3 texts read EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness
6 specific terms accuracy, ideas - correct experiences when
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 2.15.2 EN6F- IVg - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use appropriate 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 graphic EN6F- IVg - research types and kinds three- connections times
conveyed EN6V- IVg - organizers in 3.6 projects on a of sentences paragraph between
through 12.4.2.3 texts read EN6F- IVg - relevant issue for effective persuasive information EN6A-IVg-17
discussion Infer meaning 3.11 communication essay on self- viewed and Show
of content- Observe of information/ selected topic personal tactfulness
7 specific terms accuracy, ideas experiences when
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVg-18
-other pronunciation Show openness
strategies in oral to criticism
communication
group task
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 2.15.2 EN6F- IVh - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use appropriate 3.2 Conduct short Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 graphic EN6F- IVh - research types and kinds 1.8.1 connections times
8
conveyed EN6V- IVh - organizers in 3.6 projects on a of sentences EN6WC-IVh- between
through 12.4.2.3 texts read EN6F- IVh - relevant issue for effective 1.8.3 information EN6A-IVh-17
LC OL V RC F SS WC
G VC A
specific terms accuracy, ideas - correct experiences when
roots and correct marks EN6A-IVh-18
communication
group task
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16
3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVi - Use appropriate 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 graphic EN6F- IVi - research types and kinds three- connections times
conveyed EN6V- IVi - organizers in 3.6 projects on a of sentences paragraph between
through 12.4.2.3 texts read EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
discussion Infer meaning 3.11 communication essay on self- viewed and Show
of content- Observe of information/ selected topic personal tactfulness
9 specific terms accuracy, ideas experiences when
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVi-18
-other pronunciation Show openness
strategies in oral to criticism
communication
group task
EN6OL-IVj- EN6V-IVj- EN6RC-IVj- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj- EN6A-IVj-16
3.6 12.3.3 2.15.2 EN6F- IVj - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVj - Use appropriate 3.2 Conduct short Use various EN6WC-IVj- Make politeness at all
information 12.4.1.3 graphic EN6F- IVj - research types and kinds 1.8.1 connections times
conveyed EN6V- IVj - organizers in 3.6 projects on a of sentences EN6WC-IVj- between
through 12.4.2.3 texts read EN6F- IVj - relevant issue for effective 1.8.3 information EN6A-IVj-17
10 specific terms accuracy, ideas - correct experiences when
roots and correct marks EN6A-IVj-18
communication
group task
GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-Ia-7: EN7LC-Ia-5: EN7VC-Ia-8: Use EN7V-Ia-22: EN7LT-Ia-1: EN7WC-Ia-4: EN7F-Ia-3.11: EN7G-Ia-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-Ia-2: EN7WC-Ia-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-Ia-22.1: Describe the Recognize the EN7F-Ia-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-Ia-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-Ia-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-Ia-2.1: paragraphs using
points signalled by and slang Identify the the correct
volume, projection, distinguishing production of vowel
1
pitch, stress, features of and consonant
intonation, juncture, proverbs, myths, sounds, diphthongs,
and rate of speech and legends blends and glides
EN7LC-Ia-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

RC LC VC V WC F G
LT
Literature
EN7SS-Ib-1.5.1: EN7LC-Ib-5.1: EN7VC-Ib-8: Use EN7V-Ib-22.1: EN7LT-Ib-1: EN7WC-Ib-4.2: EN7OL-Ib-1.14: EN7G-Ib-11:
Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-Ib-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-Ib-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
2 volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-Ib-1.14.2:
and rate of speech Observe the correct
that affect meaning pitch levels (high,
medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-Ic-7.1: EN7LC-Ic-5.1: EN7VC-Ic-3.1.3: EN7V-Ic-10.2: EN7LT-Ic-1: EN7WC-Ic-4.2: EN7OL-Ic-1.14.2: EN7G-Ic-11:
Read intensively Listen for important Give the meaning of Use appropriate Discover literature Differentiate literary Observe the correct Observe correct
to find answers to points signalled by given signs and idiomatic as a means of writing from pitch levels (high, subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing medium, low) when agreement
pitch, stress, signs, prohibited variety of basic significant past reading lines of
intonation, juncture, signs, etc.) interpersonal EN7LT-Ic-2.2.1: poetry, sample
and rate of speech communicative Express sentences and
3
EN7LC-Ic-5.2: situations appreciation for paragraphs
Note the changes in sensory images
volume, projection, used
pitch, stress,
and rate of speech
that affect meaning
EN7RC-Id-7.1: EN7LC-Id-5.1: EN7VC-Id-6: EN7V-Id-10.2: EN7LT-Id-1: EN7WC-Id-4.3: EN7OL-Id-1.14.3: EN7G-Id-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic Use the correct Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds stress (primary, subject-verb
specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph secondary, tertiary agreement
pitch, stress, trailer, news flash, variety of basic significant past. and weak) when
4
intonation, juncture, internet-based interpersonal EN7LT-Id-2.2.2: reading passages
and rate of speech program, communicative Explain the literary
documentary, video, situations devices used
EN7LC-Id-5.2: etc.)
Note the changes in
RC LC VC V WC F G
LT
Literature
volume, projection,
pitch, stress,
and rate of speech
that affect meaning
EN7RC-Ie-2.15: EN7LC-Ie-5.1: EN7VC-Ie-6: EN7V-Ie-22.2: EN7LT-Ie-1: EN7WC-Ie-4.3: EN7OL-Ie-1.14.3: EN7G-Ie-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic Use the correct Observe correct
visuals as points signalled by of a material viewed appropriate as a means of features and kinds stress (primary, subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph secondary, tertiary agreement
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past EN7WC-Ie-2.8.1: and weak) when
EN7SS-Ie-1.2: intonation, juncture, internet-based expression as a EN7LT-Ie-2.2.2: Recognize the parts reading passages
Transcode orally and rate of speech program,documenta substitute for Explain the literary of a simple
5 and in writing the ry, video, etc.) another word or devices used paragraph
information EN7LC-Ie-5.2: expression
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
and rate of speech
that affect meaning
EN7SS-If-1.2: EN7LC-If-5.1: EN7VC-If-9: EN7V-If-22.2: EN7LT-If-1: EN7WC-If-2.8.1: EN7OL-If-1.14.4: EN7G-If-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts Use the rising Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple intonation pattern subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph with Yes-No and agreement
presented in pitch, stress, idiomatic word or significant past tag questions; the
diagrams, charts, intonation, juncture, expression as a EN7LT-If-2.2.3: rising-falling
table, graphs, etc. and rate of speech substitute for Determine the tone, intonation with
6 another word or mood, technique, information-
EN7LC-If-5.2: expression and purpose of the seeking questions,
Note the changes in author option questions
volume, projection, and with
pitch, stress, statements
and rate of speech
that affect meaning
EN7SS-Ig-1.2: EN7LC-Ig-5.1: EN7VC-Ig-9: EN7V-I-g22.3: EN7LT-Ig-1: EN7WC-Ig-4.4: EN7OL-Ig-1.14.4: EN7G-Ig-11:
Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in Use the rising Observe correct
given signs and points signaled by information from a predominance of as a means of writing a simple intonation pattern subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph with Yes-No and tag agreement
7
signs, prohibited pitch, stress, idiomatic significant past questions; the
signs, etc.) intonation, juncture, expressions in oral EN7LT-Ig-2.3: rising-falling
and rate of speech communication Draw similarities intonation with
and differences of information- seeking
RC LC VC V WC F G
LT
Literature
EN7LC-Ig-5.2: the featured questions, option
Note the changes in selections in relation questions and with
volume, projection, to the theme statements
pitch, stress,
and rate of speech
that affect meaning
EN7SS-Ih-1.2: EN7LC-Ih-5.1: EN7VC-Ih-10: EN7V-Ih-22.3: EN7LT-Ih-1: EN7WC-Ih-2.2: EN7OL-Ih-1.14.5: EN7G-Ih-11:
Give the meaning of Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
signs, etc.) intonation, juncture, expressions in oral EN7LT-Ih-2.3: when reading
and rate of speech communication Draw similarities sample passages
8 and differences of (prose or poetry)
EN7LC-Ih-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
and rate of speech
that affect meaning
EN7RC-Ii-14: EN7LC-Ii-5.1: EN7VC-Ii-10: EN7V-Ii-22.3: EN7LT-Ii-1: EN7WC-Ii-2.2: EN7OL-Ii-1.14.5: EN7G-Ii-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, juncture, expressions in oral when reading
and rate of speech communication EN7LT-Ii-3: sample passages
9 Explain how a (prose or poetry)
EN7LC-Ii-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors
and rate of speech
that affect meaning
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
RC LC VC V WC F G
LT
Literature
EN7SS-IIa-1: Use EN7LC-IIa-6: Use EN7VC-IIa-1/2: EN7V-IIa-10.1: EN7LT-IIa-4: EN7WC-IIa-5: EN7OL-IIa-4: Use EN7G-IIa-1: Use
appropriate listening strategies Note details, Discriminate Discover the Extract information verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
the library for familiarity with the relationships of figurative language in literary selections summary, precis, conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-IIa-10.1.1: and the need to and paraphrase dialogs, and meaningfully
EN7SS-IIa-1.5.3: difficulty of short Classify sample resolve those interviews
Use the card texts listened to texts into literal or conflicts in non- EN7OL-IIa-4.1:
1 catalog, the online EN7LC-IIa-6.1: figurative violent ways Use appropriate
public access Extract information EN7LT-IIa-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to distinguishing developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-IIb-1.5.3: EN7LC-IIb-3.3: EN7VC-IIb-1/2: EN7V-IIb-10.1.1: EN7LT-IIb-4: EN7WC-IIb-5: EN7OL-IIb-4.1: EN7G-IIb-1: Use
Use the card Recognize main/key Note details, Classify sample Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and texts into literal or conflicts presented from a text using a verbal and non- and sentences
public access relationships of figurative in literary selections summary, precis, verbal cues when appropriately and
catalog, or ideas and events and the need to and paraphrase developing, meaningfully
2
electronic search resolve those maintaining and
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II0-4.2: dialogs
Identify the

RC LC VC V WC F G
LT
Literature
distinguishing
features of poems
and short stories
EN7SS-IIc-1.5.3: EN7LC-IIc- EN7VC-IIc-11: EN7V-IIc-10.1.2: EN7LT-IIc-4: EN7WC-IIc-5: EN7OL-IIc-2.7: EN7G-IIc-1: Use
Use the card 2.1/3.1: Note Narrate events Identify figures of Discover the Extract information Employ correct phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented from a text using a turn-taking, turn- and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections summary, precis, giving and topic appropriately and
catalog, or the text listened to logically based on a metaphor, and the need to and paraphrase control strategies in meaningfully
electronic search material viewed personification) resolve those conversations and
engine to locate conflicts in non- dialogs
3 specific resources violent ways
EN7LT-IIc-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-IId- EN7LC-IId- EN7VC-IId-11: EN7V-IId-10.1.2: EN7LT-IId-4: EN7WC-IId-5.1: EN7OL-IId-2.7: EN7G-IId-1: Use
1.3/1.4: Get 2.1/3.1: Note Narrate events Identify figures of Discover the Identify key ideas Employ correct phrases, clauses,
information from specific chronologically/ speech that show conflicts presented turn-taking, turn- and sentences
the different parts details/elements of Arrange ideas comparison (simile in literary selections giving and topic appropriately and
of a book and from the text listened to logically based on a metaphor, and the need to control strategies in meaningfully
general references material viewed personification) resolve those conversations and
in the library conflicts in non- dialogs
violent ways
EN7LT-IId-2.2:
Explain how the
4
a genre contribute
to the theme of a
particular literary
selection
EN7LT-IId-2.2.1:
Express
appreciation for
sensory images
used
EN7SS-IIe- EN7LC-IIe-4: EN7VC-IIe-11: EN7V-IIe-10.1.2: EN7LT-IIe-4: EN7WC-IIe-5.1: EN7OL-IIe-3.7: EN7G-IIe-1: Use
1.3/1.4: Get Recognize signals/ Narrate events Identify figures of Discover the Identify key ideas Use appropriate phrases, clauses,
5 information from cues to determine chronologically/ speech that show conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas comparison (simile in literary selections strategies when appropriately and
of a book and from events logically based on a metaphor, and the need to asking questions meaningfully
RC LC VC V WC F G
LT
Literature
general references material viewed personification) resolve those and eliciting
in the library conflicts in non- answers
violent ways
EN7LT-II0-2.2.2:
Explain the literary
devices used
EN7SS-IIf- EN7LC-IIf-2.13: EN7VC-IIf-1.3: EN7V-IIf-10.1.3: EN7LT-IIf-4: EN7WC-IIf-5.2: EN7OL-IIf-3.7: EN7G-IIf-1: Use
1.3/1.4: Get Determine the tone Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from and mood of the the material viewed speech that show conflicts presented details techniques and and sentences
the different parts speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
of a book and from characters in the pictures, and oxymoron, paradox) and the need to asking questions meaningfully
general references narrative listened to excerpts of the resolve those and eliciting
6 in the library material viewed conflicts in non- answers
violent ways
EN7LT-IIf-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7SS-IIg-2.1: EN7LC-IIg-2.8.3: EN7VC-IIg-1.3: .EN7V-IIg-10.1.3: EN7LT-IIg-4: EN7WC-IIg-5.2: EN7OL-IIg-2.6.2: EN7G-IIg-1: Use
Gather current Infer the purpose of Predict the gist of Identify figures of Discover the Identify supporting Observe and use phrases, clauses,
information from the text listened to the material viewed speech that show conflicts presented details the appropriate and sentences
newspapers and based on the title, contrast (irony, in literary selections gestures (hand- appropriately and
other print and non- pictures, and oxymoron, paradox) and the need to body) that meaningfully
print media excerpts of the resolve those accompany oral
material viewed conflicts in non- language
7
violent ways
EN7LT-IIg-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-IIh-2.1: EN7LC-IIh-2.5: EN7VC-IIh-12: EN7V-IIh-10.1.3: EN7LT-IIh-4: EN7WC-IIh-5.3: EN7OL-IIh-1.14: EN7G-IIh-1: Use
Gather current Make predictions Raise questions Identify figures of Discover the Simplify ideas Use the correct phrases, clauses,
information from about the contents about a material speech that show conflicts presented pitch, juncture, and sentences
newspapers and of the texts listened viewed contrast (irony, in literary selections stress, volume and appropriately and
other print and non- to oxymoron, paradox) and the need to projection and meaningfully
8
print media resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
EN7LT-IIh-3: dialogs
Explain how a
RC LC VC V WC F G
LT
Literature
selection may be
influenced by
culture, history,
environment, or
other factors
EN7SS-IIi-2.1: EN7LC-IIi-6.2: EN7VC-IIi-12: EN7V-IIh-10.1.3: EN7LT-IIi-4: EN7WC-IIi-5.3: EN7OL-IIi-1.14: EN7G-IIi-1: Use
Gather current Infer thoughts and Raise questions Identify figures of Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material speech that show conflicts presented pitch, juncture, and sentences
newspapers and in the text listened viewed contrast (irony, in literary selections stress, volume and appropriately and
other print and non- to oxymoron, paradox) and the need to projection and meaningfully
print media resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
9
EN7LT-II-0-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
EN7RC-IIIa-8: EN7LC-IIIa-7: EN7VC-IIIa-13: EN7V-IIIa-13.11: EN7LT-IIIa-5: EN7WC-IIIa-2.2: EN7OL-IIIa-1.3: EN7G-IIIa-1: Link
Use one’s schema Use different Determine the key Categorize words or Discover literature Compose simple Express ideas, sentences using
to better listening strategies message conveyed expressions as a tool to assert narrative texts opinions, feelings logical connectors
understand a text based on purpose, in the material according to shades one’s unique EN7WC-IIIa- and emotions that signal
EN7RC-IIIa-8.1: topic and levels of viewed of meaning identity and to 2.2.12: Identify during interviews, chronological and
Use one’s schema difficulty of simple EN7V-IIIa- better understand features of narrative group/panel logical sequence
as basis for informative and 13.11.1: Identify other people writing discussions, and summation
conjectures made short narrative texts collocations used in EN7LT-IIIa-5.1: forums/fora,
1 about a text EN7LC-IIIa- a selection Identify the debates, etc.
2.1/3.1: Note distinguishing EN7OL-IIIa-5:
specific details of features of Use the appropriate
the text listened to literature during the prosodic features of
Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-IIIb-8.1: EN7LC-IIIb- EN7VC-IIIb-13: EN7V-IIIb- EN7LT-IIIb-5: EN7WC-IIIb-2.1: EN7OL-IIIb-3: EN7G-IIIb-1: Link

Use one’s schema 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the sentences using
as basis for Recognize main message conveyed collocations used in as a tool to assert and factual recounts appropriate oral logical connectors
points and in the material a selection one’s unique language and that signal
2 conjectures made
supporting ideas in viewed identity and to stance in an chronological and
about a text the text listened to better understand interview, a panel logical sequence
other people discussion, in a and summation
forum and in a
EN7LT-IIIb-5.2: debate
Identify the
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels
EN7RC-IIIc-8.2: EN7LC-IIIc-6.2: EN7VC-IIIc-13: EN7V-IIIc- EN7LT-IIIc-5: EN7WC-IIIc- EN7OL-IIIc-3: EN7G-IIIc-2: Use
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
other people discussion, in a
3
EN7LT-IIIc-2.2: forum and in a
Explain how the debate
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IIId-8.2: EN7LC-IIId- EN7VC-IIId-13: EN7V-IIId-13.8: EN7LT-IIId-5: EN7WC-IIId- EN7OL-IIId-3: EN7G-IIId-2: Use
Use the universe of 3.18: Determine Determine the key Determine words or Discover literature 2.2.13: Compose Employ the the passive and
the text to activate the order of ideas message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues in the material genus-species one’s unique on a significant language and meaningfully in
viewed (hyponymous) identity and to personal stance in an varied contexts
4 relations in a better understand experience. interview, a panel
selection other people discussion, in a
EN7LT-IIId-2.2.2: forum and in a
Explain literary debate
devices used
EN7RC-IIIe-2.8: EN7LC-IIIe-3.6: EN7VC-IIIe-14: EN7V-IIIe-13.8: EN7LT-IIIe-5: EN7WC-IIIe- EN7OL-IIIe-3: EN7G-IIIe-3: Use

Make predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the direct and reported
about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral speech
genus-species one’s unique on a significant language and appropriately in
5 (hyponymous) identity and to personal experience stance in an varied contexts
relations in a better understand interview, a panel
selection other people discussion, in a
EN7LT-IIIe-2.2.2: forum and in a
Explain literary debate

devices used
EN7RC-IIIf-2.8: EN7LC-IIIf-2.7: EN7VC-IIIf-14: EN7V-IIIf-13.8: EN7LT-IIIf-5: EN7WC-IIIf- EN7OL-IIIf-3.4.1: EN7G-IIIf-3: Use
Make predictions Sequence a series Make a stand on the Determine words or Discover literature 2.2.14: Compose a Express ideas and direct and reported
about the text of events mentioned material viewed expressions with as a tool to assert travelogue opinions based on speech
in the listened to genus-species one’s unique text listened to appropriately in
(hyponymous) identity and to varied contexts
relations in a better understand
6
selection other people
EN7LT-IIIf-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7RC-IIIg-9: EN7LC-IIIg-7.1: EN7VC-IIIg-14: EN7V-IIIg- EN7LT-IIIg-5: EN7WC-IIIg- EN7OL-IIIg- EN7G-IIIg-3: Use
Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-IIIg-2.13: stand of the part-whole identity and to listened to varied contexts
Distinguish fact speaker based on (partitive) relations better understand
7 from opinion, explicit statements other people
fantasy from reality made EN7LT-IIIg-2.3:
in the text Draw similarities
and differences of
the featured
to the theme
EN7RC-IIIh-2.13: EN7LC-IIIh-7.1: EN7VC-IIIh-14: EN7V-IIIh- EN7LT-IIIh-5: EN7WC-IIIh- EN7OL-IIIh- EN7G-IIIh-3: Use
Distinguish fact Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
from opinion, speaking and material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations better understand in public
explicit statements other people forums/panel
8
made EN7LT-IIIh-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
EN7RC-IIIi-2.1.7: EN7LC-IIIi-2.5: EN7VC-IIIi-14: EN7V-IIIi- EN7LT-IIIi-5: EN7WC-IIIi- EN7OL-IIIi-1.3.1: EN7G-IIIi-3: Use
9 React to assertions Formulate Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a Raise sensible, the past and past
made by the author predictions about material viewed words or as a tool to assert personal letter to a challenging thought perfect tenses
in the text the contents of the expressions with one’s unique friend, relative, and provoking questions correctly in varied
text part-whole identity and to other people in public contexts
(partitive) relations better understand forums/panel
other people discussions, etc.
EN7LT-IIIi-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Literature
EN7RC-IVa-3.2: EN7LC-IVa-8: EN7VC-IVa-6.1: EN7RC-IVa-12.3: EN7LT-IVa-6: EN7WC-IVa-2.2: EN7OL-IVa 3: EN7G-IVa-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to on a material understanding the need to work EN7WC-IVa- language, stance giving instructions
1 explanation, EN7LC-IVa-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, persuasive) Determine the and expressions responsibly in features of personal giving information,
intentions of today’s global essays instructions, making
speakers by village explanations, and
focusing on their EN7LT-IVa-6.1: narrating events in
RC LC VC V WC F G
LT
Literature
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IVa-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IVb-10: EN7LC-IVb-8: EN7VC-IVb-6.1: EN7RC-IVb-12.3: EN7LT-IVb-6: EN7WC-IVb- EN7OL-IVb-1.26: EN7G-IVb-4: Use
Use appropriate Process information Differentiate reality Use lexical and Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based contextual cues in Philippine literature between and among and concise prepositions when
for various text text listened to on a material understanding the need to work a capsule information, giving instructions
types EN7LC-IVb-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IVb-10.1: Determine the and expressions responsibly in biographical sketch, instructions in
Give and follow intentions of today’s global and feature article varied oral
2 instructions and speakers by village. communication
directions focusing on their EN7LT-IVb-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IVc-2.12: EN7LC-IVc-2.5: EN7VC-IVc-15: EN7V-IVc-23: EN7LT-IVc-6: EN7WC-IVc-1.3: EN7OL-IVc-1.7: EN7G-IVc-5: Use
Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IVc-23.1: responsibly in organizer appropriate verbal
3 the speakers Supply other words today’s global and non-verbal cues
or expressions that village
complete an EN7LT-IVc-2.2.1:
analogy Express
appreciation for
sensory images
used
EN7RC-IVd-10.2: EN7LC-IVd-2.7: EN7VC-IVd-15: EN7V-IVd-23: EN7LT-IVd-6: EN7WC-IVd- EN7OL-IVd-1.7: EN7G-IVd-5: Use
Distinguish between Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
4
general and specific of events materials viewed to relationships Philippine literature information about a events in factual information and
statements mentioned in the other sources of presented in the need to work chosen subject and personal making
RC LC VC V WC F G
LT
Literature
text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IVd-23.1: responsibly in topic outline appropriate verbal
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IVd-2.2.2:
analogy Explain the literary
devices used
EN7RC-IVe-2.10: EN7LC-IVe-2.7: EN7VC-IVe-15: EN7V-IVe-9: Give EN7LT-IVe-6: EN7WC-IVe- EN7OL-IVe-3.10: EN7G-IVe-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate multi- information and
information mentioned in the other sources of identified the need to work of a person media resources making
text listened to information (print homonymous or cooperatively and interviewed when orally giving explanations
and radio) polysemous words responsibly in information,
5 or expressions today’s global instructions, making
village explanations and
EN7LT-IVe-2.2.3: narrating events in
Determine tone, personal or factual
mood, technique, recounts
and purpose of the
author
EN7RC-IVf-10.3: EN7LC-IVf-2.8: EN7VC-IVf-16: EN7V-IVf-9: Give EN7LT-IVf-6: EN7WC-IVf- EN7OL-IVf-3.10: EN7GS-IVf-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IVf-6.2:
6 in the text listened polysemous words responsibly in information, Formulate who,
to or expressions today’s global instructions, making what, when, where,
village explanations and why, and how
narrating events in questions
personal or factual
recounts
EN7RC-IVg-10.4: EN7LC-IVg-8.2: EN7VC-IVg-16: EN7V-IVg-3.11: EN7LT-IVg-6: EN7WC-IVg- EN7OL-IVg-3.10: EN7G-IVg-6.2:
Cite evidence to Determine the Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
support a general worth of ideas beliefs/convictions expressions used in Philippine literature biographical sketch appropriate multi- what, when, where,
statement mentioned in the based on a material a selection that the need to work based on a personal media resources why, and how
text listened to viewed show varying cooperatively and interview and when orally giving questions
shades of meaning responsibly in background information,
7
EN7RC-IVg- (gradients) today’s global research instructions, making
3.1.13: Make a village explanations and
stand EN7LT-IVg-2.3: narrating events in
Draw similarities personal or factual
and differences of recounts
the featured
RC LC VC V WC F G
LT
Literature
to the theme
EN7RC-IVh- EN7LC-IVh-8.3: EN7VC-IVh-16: EN7V-IVh-23.2: EN7LT-IVh-6: EN7WC-IVh- EN7OL-IVh-5: Use EN7G-IVh-6.1:
2.15.1: Organize Express Express one’s Create or expand Discover through 2.8.6.2: Compose a correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
into an outline entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
8 punch lines village explanations and
EN7LT-IVh-3: narrating events in
Explain how a personal and factual
selection may be recounts
influenced by
culture, history,
environment,
orother factors
EN7RC-IVi-10.5: EN7LC-IVi-8.3: EN7VC-IVi-16: EN7V-IVi-23.2: EN7LT-IVi-6: EN7WC-IVi- EN7OL-IVi-5: Use EN7G-IVi-6.1:
Narrate events Express Express one’s Create or expand Discover through 2.8.6.2: Compose a correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
punch lines village explanations and
9 narrating events in
EN7LT-IV0-7: personal and factual
Explain the recounts
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task

GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers ideas using a an informative speech
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
1
collocations Identify the organizers
distinguishing
features of
notable African
chants, poems,
folktales, and
short stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
2
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
collocations Identify the sentence outline
distinguishing forms
features of
notable African
chants, poems,

folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, to determine the idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ic-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
3 theme of a
particular literary
selection
EN8LT-Ic-
2.2.1: Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2: Explain
the literary
devices used.
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships composed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
4
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers Arrange notes an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of
meaning expressions Explain how the graphic organizers
elements specific
to a genre
5
contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
6 reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative speech
purpose that affect meaning noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers Arrange notes in Use the correct an informative speech
7
that affect meaning genres noting context EN8LT-Ig-2.3: one-step word, stance and
clues Draw similarities phrase, and behavior
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative speech
that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9
reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative speech
purpose that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
1 experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2:  general to
background knowledge listening strategies and negative Identify the particular
with longer stories messages conveyed distinguishing  claim and
in a material features of counterclaim
viewed notable East  problem-
Asian poems, solution
folktales, and  cause-effect
short stories  and others
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2
Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb-9.2: introduce a topic  general to
background knowledge thoughts and feelings and negative Identify the particular
expressed in the text messages conveyed distinguishing  claim and

listened to in a material features of counterclaim
viewed notable East  problem-
Asian poems, solution
folktales, and  cause-effect
short stories  and others
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use

Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IIc- and effectively or expressions
EN8RC-IIc-2.1.7: long descriptive and pictures, and situational, and contribute to the 2.2.1: Develop when delivering an suitable to each
React to assertions narrative texts excerpts dramatic types of theme of a related support entertainment pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences speech development:
3 the text Determine the tone Discern positive examples of each selection  general to
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages conveyed 2.2.1: Express  claim and
in the narrative in a material appreciation for counterclaim
listened to viewed sensory images  problem-
used solution
 cause-effect
 and others
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively or expressions
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an suitable to each
narrative texts excerpts dramatic types of theme of a variety of entertainment pattern of idea
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to speech development:
4 Determine the tone Discern positive examples of each selection formulate a  general to
and mood of the and negative EN8LT-IId- conclusion particular
speaker or characters messages conveyed 2.2.2: Explain  claim and
in the narrative in a material the literary counterclaim
listened to viewed devices used  problem-
solution
 cause-effect
 and others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use
Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate Develop Use appropriate appropriate
relationships illustrated listening skills and the material viewed between literal literature as an paragraphs that non-verbal cues grammatical signals
5 in tables, graphs, and strategies suited to based on the title, art form inspired illustrate each text when delivering or expressions
and figurative
information maps long descriptive and pictures, and and influenced type (narrative in lines in an suitable to each
found in expository narrative texts excerpts language by nature literature, entertainment pattern of idea
texts EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech development:
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, factual  general to
Transcode information the text listened to and negative and personal particular
from linear to non- messages conveyed recount,  claim and
linear texts and vice- in a material persuasive) counterclaim
versa viewed  problem-
solution
 cause-effect
 and others
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, entertainment pattern of idea
texts EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, speech development:
6 EN8RC-IIf-11: Formulate predictions Discern positive selection explanatory, factual  general to
Transcode information about the contents of and negative EN8LT-IIf- and personal particular
from linear to non- messages conveyed 2.2.3: Determine recount,  claim and
the listening text.
linear texts and vice- in a material tone, mood, persuasive) counterclaim
versa viewed technique, and  problem-
purpose of the solution
author  cause-effect
 and others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Deliver a self- appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, needed speech pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
7 EN8RC-IIg-11: Listen to paraphrase Discern positive selection explanatory, factual EN8OL-IIh-3.13:  general to
Transcode information information/ideas and negative EN8LT-IIg- and personal Maintain the particular
from linear to non- messages conveyed 2.2.3: Determine recount, interest of the  claim and
linear texts and vice- in a material tone, mood, persuasive) audience by counterclaim
versa viewed technique, and delivering punch  problem-
purpose of the lines effectively solution
author  cause-effect
 and others
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Draw similarities Develop Deliver a self- appropriate
8 relationships illustrated listening skills and the material viewed figures of speech and differences paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis selections in type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and relation to the literature, needed speech pattern of idea
texts EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, conventions development:
EN8RC-IIh-2.15: Employ projective Discern positive explanatory, factual  general to
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer stories messages conveyed recount,  claim and
maps in a material persuasive) counterclaim
viewed  problem-
solution
 cause-effect
 and others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3: EN8G-IIi-9: Use
Explain visual-verbal Employ appropriate Predict the gist of Discriminate Explain how a Develop Deliver a self- appropriate
relationships illustrated listening skills and the material viewed between literal selection may be paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, influenced by illustrate each text entertainment or expressions
and figurative
information maps long descriptive and pictures, and culture, history, type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts language environment, or literature, needed speech pattern of idea
texts EN8LC-IIi-7.2: EN8VC-IIi-17: other factors expository, conventions development:
9 EN8RC-IIi-2.15: Employ projective Discern positive explanatory, factual  general to
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer stories messages conveyed recount,  claim and
maps in a material persuasive) counterclaim
viewed  problem-
solution
 cause-effect
 and others
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa- EN8RC-IIIa-10:
Recognize propaganda Determine the target 3.4/4.4/5.4: Explain the Identify the Organize 3.11: Use the Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a correct sounds of opinion-marking
given text listening text and the target audience of word through genres chosen subject English during signals
objective/s of the a material viewed structural analysis contributed by using a graphic speech delivery EN8G-IIIa-3.6: Use
speaker (prefixes, roots, Southeast Asian organizer modals appropriately
suffixes) writers
EN8LT-IIIa-
11.1: Identify
1
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance 3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
2 given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
listened to a material viewed structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
(prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
suffixes) writers

EN8LT-IIIb-
11.1: Identify
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of a secondary sources persuasive speech appropriate
3 listening text suffixes) particular literary documentation
selection EN8G-IIIc-3.6: Use
EN8LT-IIIc- modals appropriately
2.2.1: Express
appreciation for
sensory images
used
EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Compose Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements an informative correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a essay pitch, and juncture EN8G-IIId-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of a persuasive speech
4
particular literary
selection
EN8LT-IIId-
2.2.4: Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for 1.14: Use modals appropriately
asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property appropriate EN8G-IIIe-12: Use
5 in a text given issue presented presented in the clues mirror to a rights by persuasive devices emphasis markers for
in the text listened to material viewed shared heritage acknowledging persuasive purposes
of people with citations made in
diverse an informative
backgrounds essay
EN8SS-IIIe-
1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use
Evaluate the details Distinguish facts from Judge the Arrive at meanings 2.2: Explain how Show respect for Deliver a self- modals appropriately
that support assertions opinion cited in the relevance and through context the elements intellectual property composed EN8G-IIIf-12: Use
in a text text listened to worth of ideas clues specific to a rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of a citations made in
6 particular literary an informative
selection essay.
EN8LT-IIIf- EN8SS-IIIf-
2.2.5: Determine 1.6.3:
key ideas, tone, Acknowledge
and purposes of sources by creating
the author a bibliography.
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg- EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for 1.14: Use Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual property appropriate opinion-marking
author suited to the topic, worth of ideas expressions used specific to a rights by persuasive devices signals
purpose, and level of presented in the in propaganda genre contribute acknowledging EN8G-IIIg-3.6: Use
difficulty of the material viewed techniques to the theme of a citations made in modals appropriately.
7 listening text particular literary an informative EN8G-IIIg-12: Use
selection essay emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes
2.2.5: Determine 1.6.4: Use
key ideas, tone, conventions in
and purposes of citing sources
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a self- Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property composed opinion-marking
author economic issues worth of ideas expressions used differences of the rights by persuasive speech signals
discussed in the text presented in the in propaganda featured acknowledging EN8G-IIIh-3.6: Use
8 listened to material viewed techniques selections citations made in modals appropriately
an informative EN8G-IIIh-12: Use
essay emphasis markers for
EN8SS-IIIh- persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC-IIIi- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the Use appropriate Explain how a 2.2.16: Compose Use appropriate Share ideas using
strategies to process social, moral, and relevance and strategies for selection is an informative verbal and non- opinion-marking
information in a text economic issues worth of ideas unlocking influenced by essay verbal cues when signals
discussed in the text presented in the unfamiliar words culture, history, delivering a EN8G-IIIi-11: Use
listened to material viewed environment persuasive speech appropriate
9
documentation
EN8G-IIIi-3.6: Use
modals appropriately
EN8G-IIIi-12: Use
emphasis markers for
persuasive purposes
10 Culminating Task

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
topic sentence follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
1 the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence a text listened to aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
2
viewed meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVb- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing

the distinguishing declamation or in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers opinion article, manuscript or appropriate modifiers
material viewed EN8LT-IVc- feature article, and memorized speech
13.1: Identify sports news article) in an oration, in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that make strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text up reality and decoding the contributed by journalistic writing sounds of English writing
rules and regulations listened to fantasy based on a meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
material viewed Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5: EN8G-IVe-14: Use
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the appropriate direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts prosodic features of speech in journalistic
literature, text listened to. aspect of a material decoding the expression of speech like pitch, writing
instructions, viewed meaning of words philosophical and stress, juncture, EN8G-IVe-3: Use
5
explanation, factual religious ideals volume, and past and past perfect
and personal recount, projection, tenses in journalistic
persuasive, intonation and writing
expository) to process speech rate EN8G-IVe-15: Use
information in a text appropriate modifiers
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: Use EN8G-IVf-13: Use
Distinguish between Process speech Compare and Use various Explain how the Use primary and the appropriate active and passive
general and specific delivered by making contrast one’s strategies in elements specific secondary sources prosodic features of constructions in
statements inferences from what beliefs/convictions decoding the to a genre to develop a topic speech like pitch, journalistic contexts
has been listened to with those meaning of words contribute to the for journalistic stress, juncture, EN8G-IVf-16: Use
presented in a theme of a writing volume, and appropriate logical
material viewed particular literary projection, connectors for
selection intonation and emphasis
6 EN8LT-IVf- speech rate
2.2.1: Express
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use
Evaluate the accuracy Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported
of a given information and worth of ideas elements that make strategies in Explain how the intellectual property manuscript/memori speech in journalistic
presented in the text up reality and decoding the elements specific rights by zed oral speech writing
listened to fantasy based on a meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
material viewed contribute to the sources of fluency before an appropriate modifiers
theme of a information in audience EN8G-IVg-16: Use
7 particular literary journalistic writing appropriate logical
selection connectors for
EN8LT-IVg- emphasis
2.2.5:
Determine key
ideas, tone, and
purposes of the
author
8 EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective non- active and passive
from a set of details delivered by making about a particular strategies in similarities and conventions to verbal constructions in
inferences from what aspect of a material decoding the differences of the indicate communication journalistic contexts
has been listened to viewed meaning of words featured acknowledgement strategies: gestures EN8G-IVh-14: Use
selections of sources and body direct and reported
EN8LT-IVh-3: movements and speech in journalistic
Explain how a eye contact, etc. writing
selection is
influenced by
culture, history,
environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15: EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
Synthesize essential Summarize Compare and Use various Appreciate Compose Deliver a active and passive
information found in information from the contrast one’s strategies in literature as an journalistic texts manuscript/ constructions in
a given text text listened to beliefs/convictions decoding the expression of memorized oral journalistic contexts
with those meaning of words philosophical and speech with ease EN8G-IVi-14: Use
presented in a religious ideals and fluency before direct and reported
material viewed an audience speech in journalistic
writing
EN8G-IVi-3: Use
9
past and past perfect
tenses in journalistic
writing
EN8G-IVi-15: Use
appropriate modifiers
EN8G-IVi-16: Use
appropriate logical
connectors for
emphasis
10 Culminating Task

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: literary writing. prosodic features of Use appropriate
following instructions Identify the speech when punctuation marks
1
distinguishing delivering lines of and capitalization to
features of poetry and prose in convey meaning
notable Anglo- a speech choir, jazz EN9G-Ia-18: Use
American lyric chants and raps. interjections to
poetry, songs, convey meaning
poems, sermons,
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the among informative, of English) and the writing
2 material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning

RC LC VC V WC F G
LT
Literature
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the among informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3
to a genre poetry and prose in convey meaning
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to
particular literary EN9F-Ic-3.1: convey meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN9LT-Id- volume and Use appropriate
4
mentioned 2.2.1: Express projection when punctuation marks
appreciation for delivering lines of and capitalization to
sensory images poetry and prose in convey meaning
used dramatic and EN9G-Id-18: Use
conventional interjections to
speech choirs convey meaning.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in creative
author’s purpose material viewed word formation discovering the stress, intonation, writing
5
(clipping, self rate of speech, EN9G-Ie-1.6/1.7:
blending, EN9LT-Ie- volume and Use appropriate
acronymy, 2.2.2: Explain projection when punctuation marks
compounding, folk the literary delivering lines of and capitalization to
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LT
Literature
etymology, etc.) devices used poetry and prose in convey meaning
dramatic and EN9G-Ie-18: Use
conventional interjections to
speech choirs convey meaning
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use
Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the appropriate normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. gestures (hand, word order in creative
author’s purpose. presented worth of ideas word formation discovering the face, and body) writing
presented in the (clipping, self EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If- Use appropriate
6
acronym, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization to
etymology, etc.) technique, and convey meaning
purpose of the EN9G-If-18: Use
author. interjections to
convey meaning
EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use
a connection between generalizations and Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
the present text and conclusions from the relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
previously read texts material listened to worth of ideas (restatement, discovering the face, and body) writing
presented in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. technique, and convey meaning.
purpose of the EN9G-I0-18: Use
author interjections to
convey meaning
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech EN9G-Ih-1.6/1.7:
synonyms, EN9LT-Ih-2.3: choir presentations. Use appropriate
8
antonyms) used Draw similarities punctuation marks
for a given word and differences and capitalization to
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to
theme convey meaning
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
9 Identify advance Summarize 1.5/2.5: Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, sub- information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
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LT
Literature
titles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
etc. given in a text the material viewed definition, self expected of speech EN9G-Ii-1.6/1.7:
synonyms, EN9LT-Ii-3: choir presentations Use appropriate
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
culture, history, EN9G-Ii-18: Use
environment, or interjections to
other factors convey meaning
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
RC LC VC V WC F G
LT
Literature
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa-19:
Compare and Shift from one Establish Give the Analyze literature Distinguish the Employ varied Use adverbs in
contrast similar listening strategy to connections of appropriate as a means of features present in verbal and non- narration.
information another based on events and how communicative valuing other poetry and in verbal strategies to
presented in topic, purpose, and these lead to the styles for various people and their prose. create impact on
different texts. level of difficulty of ending of a situations (intimate, various the audience while
the argumentative material. casual, circumstances in delivering lines in a
or persuasive text. conversational, life. Readers Theatre or
consultative, EN9LT-IIa-15.1: in a Chamber
frozen). Identify the Theatre.
distinguishing
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LT
Literature
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.
2 EN9RC-IIb-19: EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-19:
Get information Listen to get Summarize the Give the Analyze literature Distinguish the Employ varied Use adverbs in
from various print important information appropriate as a means of features present in verbal and non- narration.
media like information from contained in the communicative valuing other poetry and in verbal strategies to
brochures, argumentative/ material viewed. styles for various people and their prose. create impact on
pamphlets, persuasive texts. situations (intimate, various the audience while
periodicals, and EN9LC-IIb-2.8: casual, circumstances in delivering lines in a
audio-video Make inferences conversational, life. Readers Theatre or
recordings. from what was consultative, EN9LT-II0-14.2: in a Chamber
said. frozen). Explain how the Theatre.
a selection build its
theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc-3.11.1: EN9G-IIb-19:
Get information 3.12/3.14: Listen Summarize the Give the Analyze literature Distinguish the Use the correct Use adverbs in
from various print to paraphrase and information appropriate as a means of features present in production of narration
media like summarize contained in the communicative valuing other poetry and in English sounds:
brochures, information from material viewed. styles for various people and their prose. vowels sounds,
pamphlets, persuasive texts. situations (intimate, various consonant sounds,
periodicals, and casual, circumstances in diphthongs, etc.
audio-video conversational, life.
recordings. consultative, EN9LT-IIc-2.2:
frozen). Explain how the
a genre contribute
to the theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId-3.11.1: EN9G-IId-19:
Get information Anticipate the Agree or disagree Give the Analyze literature Distinguish the Use the correct Use adverbs in
from various print points that will be with the ideas appropriate as a means of features present in production of narration.
media like made based on the presented in the communicative valuing other poetry and in English sounds:
brochures, speaker’s purpose. material viewed. styles a situation people and their prose. vowels sounds,
pamphlets, (intimate, casual, various consonant sounds,
periodicals, and conversational, circumstances in diphthongs, etc.
audio-video consultative, life.
recordings. frozen). EN9LT-IId-2.2.1:
Express
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LT
Literature
appreciation for
sensory images
used.
5 EN9RC-IIe-19: EN9LC-IIe-12: EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: Use EN9G-IIe-20:
Get information Make a stand Agree or disagree Give the Analyze literature Distinguish the the appropriate Use conditionals
from various print based on the text with the ideas appropriate as a means of features present in prosodic features of in expressing
media like listened to. presented in the communicative valuing other poetry and in speech when arguments
brochures, material viewed. styles for various people and their prose. delivering lines in a
pamphlets, situations (intimate, various Readers Theatre or
periodicals, and casual, circumstances in in a Chamber
audio-video conversational, life. Theatre.
recordings. consultative, EN9LT-IIe-2.2.2:
frozen). Explain the literary
devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: EN9VC-IIf-23: EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: Use EN9G-IIf-20:
Sense the Draw conclusions Share personal Determine the Analyze literature Compose forms of the appropriate Use conditionals
difference between based on the text opinion about the vocabulary or as a means of literary writing. prosodic features of in expressing
linear and non- listened to. ideas presented in jargons expected of valuing other EN9WC-IIf-9.2: speech when arguments.
linear texts. the material a communicative people and their Identify types and delivering lines in a
viewed. style. various features of short Readers Theatre or
circumstances in prose. in a Chamber
life. Theatre.
EN9LT-IIf-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-20:
Interpret React and share Share personal Determine the Analyze literature Compose forms of Employ effective Use conditionals
information found personal opinion opinion about the vocabulary or as a means of literary writing. and appropriate in expressing
in non-linear texts about the ideas ideas presented in jargons expected of valuing other EN9WC-IIg-9.2: non-verbal arguments.
such as diagrams, listened to. the material a communicative people and their Identify types and communication to
maps, charts, etc viewed. style. various features of short convey meaning in
circumstances in prose. a Readers or
life. Chamber Theatre.
EN9LT-IIg-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author.
8 EN9RC-IIh- EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: Use EN9G-IIh-20:
11.1.1: Match Analyze the content Judge the Determine the Analyze literature Compose forms of the appropriate Use past
diagrams with their and feeling levels relevance and vocabulary or as a means of literary writing. prosodic features of conditionals in
RC LC VC V WC F G
LT
Literature
corresponding of utterances in worth of ideas jargons expected of valuing other EN9WC-IIh-9.3: speech when expressing
write-ups. persuasive texts. presented in the a communicative people and their Use literary devices delivering lines in a arguments.
material viewed. style. various and techniques to Readers Theatre or
circumstances in craft short prose in a Chamber
life. forms. Theatre.
EN9LT-IIh-2.3:
Draw similarities
and differences of
the featured
selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-20:
Organize Judge the Judge the Determine the Analyze literature Compose forms of the appropriate Use conditionals
information in relevance and relevance and vocabulary or as a means of literary writing. prosodic features of in expressing
various ways worth of ideas worth of ideas jargons expected of valuing other EN9WC-IIi-9.3: speech when arguments.
(outlining, graphic, presented. presented in the a communicative people and their Use literary devices delivering lines in a
representations, material viewed. style. various and techniques to Readers Theatre or
etc.) circumstances in craft short prose in a Chamber
life. forms. Theatre.
EN9LT-IIi-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
CONTENT STANDARD
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies the message the technical as a means of literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre world. Identify types and while performing in
elements specific to a Extract important (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/ the distinguishing Produce the English
development of its persuasive texts features of sounds correctly
theme Anglo-American and effectively
one-act plays when delivering
lines in a one-act
play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

Analyze a one-act Reflect on the ideas 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals.
play of the speaker the message the technical as a means of literary writing sounds correctly
EN9LT-IIIb-20.1: conveyed in a vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively
Explain how the material viewed drama and theatre world Identify types and when delivering
2 elements specific to a (like stage EN9LT-IIIb- features of a play lines in a one-act
one-act play directions) 16.1: Identify synopsis. play.
contribute to the the distinguishing
development of its features of
theme Anglo-American
one-act plays
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
3 Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. information listened the message the technical as a means of literary writing prosodic features of
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LT
Literature
EN9LT-IIIc-20.1: to conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when
Explain how the poster drama and theatre world Identify types and delivering lines in a
elements specific to a (like stage EN9LT-IIIc- features of a play one-act play
one-act play directions) 16.1: Identify synopsis.
contribute to the the distinguishing
development of its features of
theme Anglo-American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId- features of a play one-act play
4 used directions) 2.3: Draw synopsis
EN9LT-IIId-20.2: similarities and
Explain the literary differences of the
devices used featured
selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe-9.5: speech when
Express appreciation context or situation material viewed drama and theatre world Use literary devices delivering lines in a
for sensory images (like stage EN9LT-IIIe- and techniques to one-act play
5 used directions) 2.3: Draw craft a play
EN9LT-IIIe-20.2: similarities and synopsis
selections in
relation to the
theme
EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
play and critical feedback/ the information the technical as a means of literary writing appropriate non-
EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIf-9.5: verbal
6 Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf- and techniques to strategies
used directions) 2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
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LT
Literature
selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use
Determine tone, Share personal Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing appropriate non-
purpose of the author ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: verbal
the material viewed drama and theatre world Use literary devices communication
(like stage EN9LT-IIIg-3: and techniques to strategies
7
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of 3.10: Use verbals.
mood, technique, and and feeling levels of feedback to the the technical as a means of literary writing appropriate multi-
purpose of the author utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh-9.5: media resources to
persuasive texts the material viewed drama and theatre world Use literary devices accompany the oral
(like stage EN9LT-IIIh-3: and techniques to delivery of lines
8
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use
Determine tone, Judge the relevance Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and worth of feedback to the the technical as a means of literary writing multi-media
purpose of the author information/ ideas idea presented in vocabulary for connecting to the EN9WC-IIIi-9.5: resources to
EN9LC-IIIi-8.6: the material viewed drama and theatre world Use literary devices accompany the oral
Form decisions based (like stage EN9LT-IIIi-3: and techniques to delivery of lines
9
on the ideas directions) Explain how a craft a play
mentioned selection may be synopsis
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
PERFORMANCE STANDARD based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content to Listen to lay value Determine the Get familiar with Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the the technical as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for understanding communication
dispositions in real life sound analysis and ideas presented in drama and theater unchanging strategies when
call for prompt the material viewed (like stage values in a performing in a full-
actions directions) changing world length play
1
EN9LT-IVa- EN9F-IVa-3.11:
17.1: Explain Produce the sounds
how the of English
elements specific effectively when
to full-length delivering lines in a
plays build its full-length play
theme
EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use
Relate text content to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
the material viewed (like stage values in a full-length play
2
directions) changing world
EN9LT-IVb-
17.1: Explain
how the
elements specific
to full-length

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LT
Literature
plays build its
theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:
Relate text content to Employ analytical Determine the Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the the technical as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for understanding non-verbal prohibition.
dispositions in real life ideas presented in drama and theater unchanging communication
the material viewed (like stage values in a strategies
3
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
Relate text content to Compare and contrast 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social ideas listened to Formulate the technical as a means of review and appropriate obligation, and
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition
dispositions in real life on the material drama and theater unchanging communication writing an evaluation
5 viewed (like stage values in a strategies
EN9LT-IVe-
2.2.2: Explain
the literary
devices used
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change
Judge the relevance Differentiate biases 1.3/2.3: Get familiar with Analyze literature Compose a play Use the appropriate direct to indirect
and worth of ideas, from prejudices Formulate the technical as a means of review suprasegmentals: speech and vice versa
6 soundness of author’s predictions based vocabulary for understanding pitch, stress,
reasoning, and the on the material drama and theater unchanging juncture,
effectiveness of the viewed (like stage values in a intonation, etc.
presentation directions). changing world
RC LC VC V WC F G
LT
Literature
EN9LT-IVf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:
Judge the relevance Judge the relevance Take a stand on Get familiar with Analyze literature Compose a play Use the appropriate Change direct to
and worth of ideas, and truthfulness of critical issues the technical as a means of review suprasegmentals: indirect speech and
soundness of author’s the ideas listened to brought up in the vocabulary for understanding pitch, stress, vice versa
reasoning, and the material viewed drama and theater unchanging juncture,
effectiveness of the (like stage values in a intonation, etc.
7 presentation directions) changing world
EN9LT-IVg-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24: Use
Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media evaluation
soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
8 EN9LT-IVh-
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:
Judge the relevance Make generalizations Take a stand on Get familiar with Analyze literature Compose a play Use appropriate Observe tense
and worth of ideas, critical issues the technical as a means of review multi-media consistency in writing
soundness of author’s brought up in the vocabulary for understanding resources an evaluation
9 reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
EN9LT-IVi-3:
Explain how a
RC LC VC V WC F G
LT
Literature
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task
GRADE 10
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
RC LC VC V WC F G
LT
Literature
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia-13.9: EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4: Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in Determine how formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from connected events informal elements specific persuasive texts
1
titles, non-linear news reports, contribute to the definitions of to a selection
illustrations, etc. on speeches, informative totality of a words build its theme
the understanding of talks, panel material viewed
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
2
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts of public speaking
RC LC VC V WC F G
LT
Literature
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the speaking
illustrations, etc. on used by the speaker material viewed words theme of a
3
the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ic-
2.2.2: Explain
the literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear material viewed definitions of contribute to the sample public
illustrations, etc. on words theme of a speaking situation
4
the understanding of particular literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie-25: EN10V-Ie-13.9: EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the Express insights Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
5
illustrations, etc. on hold the attention of words theme of a 12.3: Compose a speaking situation
the understanding of the listener particular literary persuasive text of
a text selection three paragraphs
EN10LT-Ie- expressing one’s
2.2.3: Determine stand on an issue
RC LC VC V WC F G
LT
Literature
tone, mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
6
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
7 learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
8 learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
9 learnings be repaired or conclusions based informal way of using a variety speaking in a
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
LT
Literature
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa-5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim impromptu and
3 its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed 3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
4
particular literary extemporaneous
selection speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use
Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5
selection eye contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving material viewed definitions specific to a hanging stage behavior as affirm or negate
information genre contribute indentations for deemed necessary
to the theme of a direct quotes EN10OL-IIf-
particular literary 2.6.2: Establish
6
selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8
a set of criteria exaggerations message conveyed definitions culture, history,
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

Evaluate text content, Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
elements, features, unsupported experiences as operational literature as a argumentative impromptu and expressions that
and properties using generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
a set of criteria. exaggerations message conveyed expressing and speeches with ease
9 by a material resolving and confidence
viewed conflicts between
and among
individuals or
groups

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection (structuralist/ evaluate information material viewed words genre contribute cohesion and behavior when
formalist) to expand, review, or to the theme of a coherence giving a roast and a
1 update knowledge particular literary toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
to the theme of a argumentative giving a roast and a
2
particular literary writing techniques toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
devices used
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:
3
Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
RC LC VC V WC F G
LT
Literature
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively
the text listened to contained in the definitions of technique, and rights by prosodic features of
material viewed in words purpose of the acknowledging speech
terms of accuracy author citations made in
and effectiveness the critique
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5
(historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct and Use structures of
the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification
reader (reader- argument presented in the definitions of influenced by sources by language when
response) materials viewed words culture, history, preparing a giving a toast or a
6
environment, or bibliography tribute to someone
other factors and when
delivering welcome
and closing
remarks
RC LC VC V WC F G
LT
Literature
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
response) material viewed in words in expressing and selection speeches, tributes,
terms of accuracy resolving welcome and
7 and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed words featured selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed words in expressing and selection speeches, tributes,
resolving welcome and
9 conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
LT
Literature
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of a coherence campaign
1 or update knowledge sources of particular literary speeches.
information in selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
Distinguish the with outside to the theme of a argumentative campaign speeches
2
important points from sources of particular literary writing techniques
less important ones in information in selection
any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness the literary
devices used
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
3
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language
RC LC VC V WC F G
LT
Literature
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue local or global issues setting and used in research technique, and sources by stance and campaigns, and
EN10LC-IVc-16.1: characterization in purpose of the preparing a behavior when advocacies
Distinguish the a material viewed author bibliography persuading others
important points from to achieve the in a campaign
less important ones in writer’s purpose speech
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4
characterization in featured sources effectively advocacies
a material viewed selections in
to achieve the relation to the
writer’s purpose theme
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the ideas using prosodic features of of research,
issues discussed in up reality and used in research elements specific principles of speech campaigns, and
the text listened to fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
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writing techniques
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
7 the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
RC LC VC V WC F G
LT
Literature
with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

Distinguish between Summarize important Evaluate how the Get familiar with Evaluate Compose a Deliver self- Observe the language
general and specific points discussed in elements that make technical terms literature as an research report on composed of research,
statements the text listened to up reality and used in research instrument to a relevant social Campaign campaigns, and
fantasy affect express and issue Speeches on advocacies
9
viewing habit resolve conflicts Advocacies, Social
EN10VC-IVi- within, between, Issues and
30:Assess one’s and among Concerns
viewing behavior societies

GLOSSARY
account - reason given for a particular action or even

acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of
a musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed
to the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires
apostrophe - a punctuation mark (') used to indicate either possession or the omission of letters or numbers
archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions
argumentative texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing
the pros and cons of an issue
articulation - the clear and precise pronunciation of words
aside - a comment by a character that the audience hears but other characters on stage do not
assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights
of others. Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and are
strong advocates for themselves while being very respectful of the rights of others.

B
bias – a mental preference, leaning, or inclination, especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a
partial perspective and a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas
bullying - any deliberate action that inflicts physical
or psychological harm
C
capsule biography- a brief summary to condense or summarize an account of a person’s life written, composed, and produced by another; a biography in which all the
important elements of the person's life are included
cast of characters - a list of people who play a part in the story
character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by the actor in a play
character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person
characterization - the process of creating a believable character by exploring the character's physical, social, and psychological aspects of the role
characters – people involved in the story
climax- the point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution
comedy - a theatrical work that is intentionally humorous
conceptualize - to form (an idea, picture, etc.) of something in your mind
conclusion- the last main division of a discourse usually containing a summary of points and a statement of opinion or decisions
conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not have to be quarrels and argument; more often it
is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of
context–appropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and
instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends

D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures of
the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series of
beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our personal
feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed

S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll
get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it
quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides
soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage – the platform on which the actors perform
stage directions – instructions (in italics); they describe the setting and tell about the action
static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a series of crises
and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a
target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people
outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater – a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical
performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or moral standing through
their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos
themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students
workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to
develop viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its
own that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I Phonological Awareness PA
Lowercase Letter/s Reading Comprehension RC

*Put a hyphen (-) in between
letters to indicate more than a
Week Week six f Spelling S
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency
appropriate grammatical
2.5
structures Writing and Composition WC

K To 12 Curriculum Guide: English

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K To 12 Curriculum Guide: English

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Republic of the Philippines

K to 12 English Curriculum Guide December 2013 Page 2 of 166

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

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COMPONENT 1: Language Learning Process

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COMPONENT 2: Effective Language Use

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COMPONENT 3: Making Meaning through Language

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Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

12. Listening Comprehension √ √

13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

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Domains K-3 4-6 7-10 11-12

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

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Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

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Content Standards Performance Standards at the end of Grade 3

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KEY STAGE STANDARD

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Content Standard Performance Standard

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Listen to narrative and informational text

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(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation

Content Standard Performance Standard

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1st Quarter (Continuation of Oracy)

2nd Quarter (Continuation of Oracy)

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3rd Quarter – Beginning Reading and Writing

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4th Quarter (Beginning Reading and Writing)

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