BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Subject: English
Grade: I
Time Allotment: 50 Minutes per day for 5 days a week
QUARTER MOST ESSENTIAL LEARNING WEE DAY
COMPETENCIES (MELC)
The children are expected to…
III Recognize rhyming words in nursery
rhymes, poems, songs heard
Recognize sentences (telling and
asking) and non-sentences.
Use words that are related to self,
family, school, and community
OBJECTIVES
K
1 1 Identify rhyming words in nursery rhymes ,
poems, songs heard.
2 Recall rhyming words in nursery rhymes ,
poems, songs heard.
3 Distinguish rhyming words from non-rhyming
words
4 Examine rhyming words in nursery rhymes ,
poems, songs heard
5 Recite rhymes and poems with proper
phrasing and correct intonation
2 1 Cite an example of a sentence from a story
read
2 Recognize that sentences are made up of
words.
3 Describe what makes up a non-sentence.
4 Distinguish sentences and non- sentences
from a set of words given.
5 Differentiate telling and asking sentences.
3 1 Recall questions about oneself and others
using short answer forms.
- e.g What is your name?
My name is _____________.
How old are you?
I am _______ years old.
What grade are you in?
I am in ______________.
2 Express one’s idea by asking and anwering
questions about oneself and others using
short answer forms.
- e.g Who is your teacher?
My teacher is ___________.
What is the name of your school?
My school is _______________.
Where do you live?
I live in __________________.
3 Describe different colors and shapes in the
environment.
4 Illustrate numbers through picture
association.
5 Use different shapes and colors in drawing
things found in the environment.
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Listen to short stories/poems
1. Note important details pertaining
to
a. character
b. setting
c. events
2.Give the correct sequence of three
events
3. Infer character feelings and traits
4. Identify cause and effect/or effect
of events
5. Identify the speaker in the story or
poem
6. Predict possible ending of a story
read
7. Relate story events to one’s
experience
8. Discuss, illustrate, dramatize
specific events
9. Identify the problem and
solution
10. Retell a story listened to
11. Ask simple questions about the
text listened to
Use/Respond appropriately to polite
expressions greetings, leave takings,
expressing gratitude and apology,
asking permission , offering help
Talk about oneself, one’s family and
4 1 Recall important details by answering who,
what, when, where and what questions from
the story listened to.
2 Discuss the setting (place), characters and
events in a story listened to.
3 Analyze what happened first, second and
last in a series of events from the story
listened to.
4 Describe sequence of natural events through
pictures.
e.g life stages of a baby
5 Order pictures in correct sequence of three
events.
5 1 Recognize the speaker in the story /poem
listened to.
2 Infer the feelings/ traits of the character in a
story listened to.
- pitch of the voice
- tone of the voice
3 Distinguish cause and effect/or effect of
events from the story read.
4 Predict possible ending of a story read.
5 Choose the possible ending of the story to a
series of pictures.
6 1 Cite examples of one’s activities/
responsibilities at home
2 Discuss about topic of interest (likes and
dislikes) of events from the story read.
3 Relate one’s experiences to the events of
story read through “ Show and Tell.”
4 Act out best-liked events of the story.
5 Illustrate through a drawing best-liked events
of the story .
7 1 Identify problems and solutions from story
listened to
2 Discuss the problems and solutions from the
story listened to.
3 Retell the story listened to.
4 Formulate questions from the text or story
listened to.
5 Evaluate by answering questions to the
problems and solutions from the story
listened to.
8 1 Identify some polite expressions in
appropriate situations like greetings ,leave
takings /asking permission, expressing
gratitude and apology and offering help
- e.g. Good morning/afternoon etc.,
- Goodbye.
 one’s personal experience
IV Recognize common action words in
stories listened to
Recognize describing words for
people, objects, things and places
(color, shape, size, height, weight,
length, distance, etc.)
Sort and Classify familiar words into
basic categories (colors, shapes,
foods, etc)
- May I leave the room.
- Thank you, etc.
- I’m sorry.
2 Use appropriate polite expressions in
different situations.
3 Practice appropriate polite expressions in
different situations.
4 Express about one’s personal experiences
pertaining to the family, one’s pet, and
personal experience.
5 Give examples through sharing one’s
personal experiences pertaining to the family,
one’s pet, and personal experience.
1 1 Recall details of the story listened to “Yes I
can! Yes I can”.
2 Describe what one can do from the story
listened to.
3 Identify common action words from the story
listened to.
4 Show appropriate action to different action
words.
Ex. jump, stand, run etc.,
5 Decide what action words to be used in a
given situation.
2 1 Read sentences using describing words for
people, objects, things and places (color,
shape, size, height, weight, length, distance,
etc.)
2 Identify describing words for people,
objects, things and places (color, shape, size,
height, weight, length, distance, etc.) from
the sentences given.
3 Provide appropriate describing words for
people, objects, things and places (color,
shape, size, height, weight, length, distance,
etc.) for the given sentences.
4 Complete a chart by grouping the describing
words according to the given
category(color,shape,height, weight,length
etc)
5 Choose the appropriate describing words to
complete a sentence.
3 1 identify familiar words introduced by the
teachers (colors,shapes,food etc.)
2 Tell something about their favorite using the
familiar words learned(color,shapes,food,
etc).
3 Sort words from the graphic organizer
provided by the teacher into basic categories

Give the meaning of words using
clues (TPR, pictures, body
movements, etc.)
Follow one- step direction
Follow two step direction
Follow one-to-two step directions
(color,shapes,food, etc).
4 Connect familiar words using appropriate
pictures.
5 Show cooperation in participating varied
activities on sorting familiar words. (ex.
Games, using of flashcards)
4 1 Define the meaning of words from the poem
through pictures/ body movements.
2 Describe the meaning of words by reading
the poem : ex. ” Roses are red, violets are
blue.”
3 Show meaning of words through TPR. .
4 Complete sentences using the correct word
through picture clues.
5 Draw pictures that matches the correct
meaning of word s.
5 1 Identify short commands through songs or
poems. (ex. Sit down, Put your right hand
up/down, etc.)
2 Repeat short commands through songs or
poems. (ex. Sit down, Put your right hand
up/down, etc.)
3 Give examples of some short commands
used in the classroom by acting it out.
4 Respond correctly to one step direction
given. (ex. Come up front, shake your hands,
stand up and turn around etc.)
5 Follow one step direction individually and by
groups through varied activities like games.
6 1 Identify two-step direction from songs or
poems.
2 Read simple two-step commands/directions
(by groups, rows and individually).
3 Complete the action by following two step
direction provided.
4 Draw pictures that illustrates command using
varied activities.
5 Show alertness in following correctly one-
to-two -step direction through games/varied
activities.
7 1 Recall one- to-two -step direction. (ex. Come
up front, shake your hands, stand up and turn
around etc.)
2 Read correctly one- to-two -step direction.
(ex. Come up front, shake your hands, stand
up and turn around etc.)
3 Distinguish appropriate action to one- to-two
-step direction given.
4 Respond correctly to one- to-two -step

Give one-to-two step directions
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Subject: English
Grade: II
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING
COMPETENCIES (MELC)
The children are expected to…
I Classify/Categorize sounds heard (animal,
mechanical, objects, musical instruments,
environment, speech)
direction
5 Test alertness in following correctly one- to-
two -step direction through games/varied
activities.
8 1 Tell simple commands/direction for
individual pupils to follow.(ex. Clap your
hands three times etc. )
2 Discuss more commands and directions used
in the classroom.
3 Provide pictures depicting action showing
one-to-two step direction for the pupils to
carry out the action.
4 Demonstrate correctly drawn pictures that
illustrates command using varied activities.
5 Show correctness in performing one-to-two
step directions individually and by groups
through varied activities like games.
WEEK DAY OBJECTIVES
1 1 Classify different sounds from a
background of other sounds
2 Recognize some/different sounds
3 Read and match the different animal

Read the alphabets of English and associate
to phonemes
Recognize common or proper nouns in
simple sentences
Recognize the use of a/an + noun in simple
sentences listened to
Identify the English equivalent of words in
the Mother Tongue or in Filipino
Give the beginning letter of the name of
each picture
sounds
4 Identify the different sounds heard
from environment
5 Perform/act out the different
sounds heard (whether it is from
animal sound, mechanical, objects,
musical instrument, environment,
speech)
2 1 Read the alphabets of English
2 Identify Letters in English that are
not present in Mother Tongue/
Filipino and Vice Versa
3 Identify the name of each
consonant.
4 Identify the sound of each
consonant
5 Give the beginning name of each
picture.
3 1 Recognize names of people, objects,
things and places.
2 Identify common nouns in simple
sentence.
3 Identify proper noun in simple
sentence.
4 Give naming words for persons,
places, things and animals.
5 Use common noun and proper
nouns in simple sentences.
4 1 Listened story about an “An Apple
and A Monkey”
2 Recognize the use of a and an from
the story listened to
3 Identify the noun used from the
story using the a and an
4 Connect the correct picture or word
in a sentence using a and an
5 Write a phrase using a and an
1 Identify the English equivalent of
5 words in the mother tongue or in
Filipino.
2-3 Use theEnglish equivalent of words
in the Mother tongue or in Filipino
4 Read the English equivalent of
words in the Filipino.
5 Match the English equivalent word
in Mother Tongue or in Filipino
6 1 Recognize the beginning letter of
the name of each picture
2 Connect the picture to each correct

Recognize common action words in
retelling, conversation, etc.
Identify and discuss the elements of a story
(theme,
setting, characters, and events)
II Recognize the common terms in English
relating to part of the book
Generate ideas through free writing
activities
Writing some words, a phrase, or a
sentence about an illustrator or a character
beginning letter
3 Write the beginning letter of each
picture
4-5 Give words/objects in a given
beginning letter
7 1 Read the story “I love My Parents”
2 Tell the common action words from
the story listened to
3 Identify the action words used in the
story
4 Underline the action words in the
sentence
5 Performed the common action word
given.
8 1 Note important details pertaining to
character, settings, and events.
2 Identify the element of the story
3 Give the correct sequence of three
events
4 Underline the theme, setting,
character and events of a story
5 Retell a story listened to.
1 1 Identify the parts of the book
2 Enumerate the order of the parts of
the book
3 Explain the purpose of each part of
the book
4-5 Distinguished the common terms in
English relating to part of the book
orientation
2 1 Read the story “The Little Frog
2 Ask questions about the characters
of the story
3 Write the setting of the story in a
simple sentence
4 Generate ideas from the story
through writing
5 Compose a poem based from the
story listened to
3 1 Compose a word about an illustrator
or a character
2 Compose a phrase about an
illustrator or a character
3 Compose a sentences about an
illustrator or a character
4-5 Note some word, phrase, and
sentences about an illustrator or a
character
Discuss the illustration on the cover and
predict what the story maybe about
Identify title, author and book illustrator
and tell what they do
Spell high frequency words with short a, e,
I, o, u sound in CVC pattern
Use common action words in retelling,
conversation etc.
Identify the basic sequence of events and
make relevant prediction about stories
4 1 Describe the illustration and the
cover
2 Identify the illustration and predict
what the story maybe about
3-4 Give prediction based on the cover
illustration
5 Find the clue in the illustration of
the cover to predict what the story
is all about
5 1 Read the title of the book
2 Identify the names of the author
3 Write the names of the illustrator of
the book
4-5 Tell what the author and the
illustrator do
6 1 Make a rap using words starting
word with a, e, I, o, u sound in CVC
pattern
2 Pronounce high frequency word
with short a, e, I, o, u sound in CVC
pattern
3 Read correctly the high frequency
word with short a, e, I, o, u sound in
CVC pattern
4 Practice writing high frequency
word like “mat, bat, sat, and cat”
5 Write the correct spelling of the
word with short a, e, I, o, u CVC
pattern
7 1 Read the story “I love My Parents”
2 Tell the common action words from
the story listened to
3 Identify the action words used in the
story
4 Write examples of common action
words
5 Use common actions words in
retelling/in a conversation
8 1 Present a comic strip “Its Time for
Bed”
2 Predict about the character and
about what happen
3 Arrange the events of the story
4 Sequence events using picture or
images
5 Retell the story using a Venn
Diagram
III Use clues to answer questions, clarify
understanding and justify predictions
before, during and after reading ( titles,
pictures, etc.
Create or expand word clines
Recognize that some words may have same
(synonyms) or opposite (antonyms)
Recognize the difference between “ made
up” and “real” in texts listened to.
Identify important details in expository text
listened to.
1 1 Reads story “ My Family, My Home”
2 Answer wh-questions from a story
reading/listened to.
3 Predict the outcomes of the story
before, during nad after reading by
retelling the story.
4-5 Justify predictions, using clues to
answer wh-questions from the story
listened to.
2 1 Identify word clines
2 Arrange words in their degree of
category through a cline.
3 Use appropriate word in a sentence
through making a cline.
4 Expand word in a
sentence using a cline
5 Read word clines in a sentence.
3 1 Identify some words having the
same (synonyms) or opposites
(antonym) meaning
2 Tell whether the pair of words are
synonyms or antonyms
3 Use words having the same or
opposite meaning
4 Use words in a phrase having the
same (synonyms) or opposite
(antonyms) meaning
5 Use words in a sentence having the
same (synonyms) or opposite
(antonyms) meaning
4 1 Identify the difference between
‘made up” from “ real” in text
listened to.
2 Explain the diffference between
“made up” and “real” in text
listened to.
3 Show more example between
“made up” and “real” in texts
listened to.
4 Read the given example between
“made up” and “real”.
5 Appreciate “ made up” and “real”
things
5 1 Determine what words mean from
how they are used in a sentence
2 Listened and respond to text
listened to.
3 Correlate important details in

Retell and/ or reenact events from the
story.
Talk about texts identifying major points
and key themes
Participate in choral speaking and echo
reading of short poems, rhymes and stories
with repeated patterns and refrains in
English.
IV Read words with short a, e, i, o, u i CVC
pattern.
Spell 2 syllable words with short a, e, i, o, u
sound in CVC pattern.
expository text listened to.
4 Share personal experiences about
developing good study habits.
5 Give reasons and evidence why they
believe the ideas they selected to be
important.
6 1 Know the parts of the story.
Identify the element part of the
story read.
2 Note important details pertaining to
character, setting and events
3 Give the correct sequence of events
from the story read.
4 Infer the characters feeling and
traits
5 Retelling and/or reenact events
from the story.
7 1 Use an understanding of characters,
incidents and settings to make
predictions
2 Participate in generating ideas
through prewriting activities
3 Identify the common terms in
English relating to part of the book
4 State details of text during and after
reading
5 Interpret simple text during and
after reading
8 1 Recognize/Identify words that
rhymes
2 Read in choral speaking and echo
reading of shorts poems
3 Giving appropriate heading/ topics
for a set of sentences.
4 Writing appropriate heading for a
set of sentences.
5 Listen and respond to texts to
clarify meanings heard.
1 1 Give/ Introduce words with CVC
pattern.
2 Identify/ Recognize words with CVC
pattern.
3 Read words with CVC pattern.
4 Match picture with its CVC words
2 1 Reads 2 syllables words with short a,
e, i, o, u sound in CVC pattern
2 Identify 2 syllable words with short
a, e, i, o ,u sound in a short story
listend to

Use personal pronuons (I, you, he, she, it,
we, they) in a dialogue.
Use demonstrative pronouns (this/that,
these/those)
Use the most frequently occuing
preposition (e.g on, over, under, to, from,
above, etc.)
Differentiate words with different medial
vowels (e.g: cap-cop-cup; fan-fin-fun)
3 Examine 2- syllable word with short
a, e, i, o, u sound from the story
listened to
4 Supply the missing letter of a 2-
syllable words wirh short a, e, i, o, u
sound in CVC pattern.
5 Spell two syllable words to with
short a,e,I,o,u from the story
listened to.
Identify pronoun in a phrase or in a
3 1 sentence
2 Distinguished personal pronouns in
a story listened to
3 Use personal pronoun in a dialogue
from a story listened to
4 Creates a simple dialogue using
personal pronoun I, You, He, She, It,
We, and They
4 1 Identify demonstrative pronoun in a
sentence
2 Recognize demonstrative pronoun
in a phrase and in a sentence
3 Use appropriate pronouns
(this/that, these/those)
4 Supply the appropriate pronouns
(this/that, these, those)
5 Write simple sentence using
this/that), these/those)
5 1 Select the appropriate preposition
2 Use the most frequently occurring
prepositions before nouns or
pronouns
3 Supply the appropriate preposition
on the given picture
4 Write simple sentences using the
most frequently occurring
prepositions
5 Read words in a sentence using
occurring prepositions e.g. on, over,
under, to, from, above, etc.
6 1 Categorize the words with medial a,
e, I, o, u from the given phrases and
sentences
2 Give the meaning/difference of the
word with medial a, e, I, o, u from
the given phrases and sentences
3 Read the words with medial a, e, I,
o, u correctly from the given phrases
and sentences

Read phrases, short sentences and short
stories consisting
of words with short e, a, i, o,and u then
answer the Who, What, and Where
questions about them.
Writes the names of pictures with short a,
e, I, o, u words
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Subject: English
Grade: III
Time Allotment: 50 Minutes
QUARTER MOST ESSENTIAL LEARNING
COMPETENCIES (MELC)
The children are expected to…
I Write sentences describing one’s drawing
about the stories/poems listened to
Write a short descriptive paragraph about
the character or the setting in the story
4 Follow directions in learning
activities
7 1 Read phrases consisting words with
short a, e, I, o, u
2 Read short sentences consisting
words with short a, e, I, o, u
3 Read short stories consisting words
with short a, e, I, o, u and answer
wh-questions
4 Talk about personal experiences
5 Use question word (who, what and
where)
8 1 Identify the names of picture with
the short a, e, I, o, u words
2 Give the meaning of the word with
the short a, e, I, o, u sounds
3 Writing the names of the picture of
the short a, e, I, o, u word
4 Spell the names of the picture of the
short a, e, I, o, u words
5 Use words in a sentence with a, e, I,
o, u
WEEK DAY OBJECTIVES
1 1 Activate prior knowledge based on
the stories being read
2 Note important details from the
story read
3 Give the meaning of words used in
stories listened to
4 Describe/tell something about one’s
drawing on the story/poem listened
to
5 Write a sentence that describes
one’s drawing about the story/poem
listened to
2 1 Construct simple sentences
2 Infer feelings and traits of characters
listened to
Write a short paragraph providing another
ending for a story listened to
Write a diary
Identify an exclamatory sentence
Identify an imperative sentence
Use different kinds of sentences in a
dialogue(e.g. declarative, interrogative,
exclamatory, imperative)
Use common and proper nouns in a
sentence
Use plural form of regular nouns by
adding /s/ or /es/(e.g. dog, dogs, wish,
wishes)
Use plural form of frequently occurring
irregular nouns (e.g. children, feet)
Review reading and writing short e, a, i, o
and u words in CVC pattern
from the story read
3 Write a descriptive paragraph about
the character or the setting
4 Create another ending of a story
5 Write a diary
Write a short paragraph about a
given situation
3 1 Identify an exclamatory sentence
2 Identify an imperative sentence
Explain the two kinds of imperative
sentence(command and request)
3 Differentiate an imperative sentence
from an exclamatory sentence
4 Use different kinds of sentences
(declarative, interrogative,
exclamatory, imperative)
5 Use appropriate punctuation marks
(e.g. period, comma, question mark,
exclamation point)
4 1 Name nouns based on its
classification (e.g. people, animals,
places, things and events)
2 Classify common words into
conceptual categories-animals,
foods, toys
3 Identify common noun and proper
noun being used in a sentence
4 Explain the difference between
common noun and proper noun
5 Use common and proper noun in
sentences appropriately
5 1 Change singular nouns into plural
form by adding s or es
2 Use the plural form of frequently
occurring irregular nouns
3 Identify the nouns used if it is in
singular or plural in form(either
regular or irregular nouns)
4 Explain how noun agrees with the
verb
5 Use the correct form of nouns in a
sentence
6 1 Differentiate words with different
medial vowels
2 Write short e, a and I words in CVC
pattern
3 Read words phrases, sentences and
stories containing the CVC words

Read phrases, sentences and short stories
consisting of 2-syllable words and the
questions about them
Initiate conversations with peers in a
variety of school settings
Synthesis Restate information shared by
others
II Use the be-verbs (am, is, are was, were)
correctly in sentences
Use simple verbs (past, present, future) in
sentences
and sight words
Read phrases , sentences, and
stories using short a, e, i, o and u
4 Show understanding of meaning of
short o words by using them in
sentences
5 Read aloud poems consisting of
short a, e, i, and o words with speed
and accuracy
7 1 Participate in a read- along of text
2 Recognize more common sight
words in order to read simple
phrases and sentences
3 Read with accuracy, appropriate
speed and correct intonations of a 2-
syllable words
4 Show understanding of meaning of
2-syllable words by using them
correctly in sentences
5 Read phrases, sentences and short
stories consisting of 2-syllable words
and questions about them
8 1 Participate in a conversation in a
variety of school settings
2 Express ideas in a conversational
manner
3 Connect information heard to
personal experience
4 Give a simple paraphrase
5 Draw conclusions about a given
situation
1 1 Identify what are be-verbs and how
are these being used
Use graphic organizers to show
understanding of the text
2 Choose the correct be-verb (am, is,
are) to use to complete a sentence
3 Choose the correct be-verb (was,
were) to use to complete a sentence
4 Ask simple questions using do/does
5 Use be-verbs in constructing
sentences
2 1 Identify and use action words in
simple sentences
2 Use verbs in simple present tense
3 Form and use the past tense of the
frequently occurring regular verbs
(walk-walked, etc.)

Read words with initial consonant blends
Read words with final consonant blends
Read phrases, sentences and short stories
consisting of words with initial and final
consonant blends
Read words, phrases, sentences and short
stories consisting of words with consonant
4 Use verbs in simple future tense
5 Follow a set of verbal three-step
directions with picture cues
3 1 Read words with initial consonant
blends(l, r, s blends)followed by
short vowel sounds (e.g. black, frog,
step)
2 Give the meaning of words with
initial consonant blends through
drawing, actions, and using them in
sentences
3 Read with accuracy, speed and
proper phrasing, sentences and
stories with words beginning in
consonant blends and other words
previously studied
4 Identify words with initial consonant
blends used in story/poem listened
to
5 Use one-two syllable words with
initial consonant blends (e.g. pl, tr)
in sentences
4 1 Name objects with final consonant
blends
2 Identify words with final consonant
blends
3 Read words with final blends(-st, -lt,
-nd, -nt, -ft)
4 Identify words with final consonant
blends used in story/poem listened
to
5 Use one-two syllable words with
final consonant blends (e.g. pl, tr) in
sentences
5 1 Participate /engage in a read-along
of texts (e.g. poetry, repetitive text)
2 Identify sounds and count syllables
in words
3 Familiarize words with initial and
final consonant blends
4 Read phrases and sentences
consisting of words with initial and
final consonant blends
5 Read short stories/poems consisting
of words with final consonant blends
and other words previously studied
and the questions about them
6 1 Read words with consonant digraph
like ch and sh
 digraph ch and sh and other words
previously studied
Spell one-to two-syllable words with initial
and final consonant blends (e.g. pl, tr)
Spell one-to two-syllable words with
consonant digraphs (ch and sh)
III Identify commonly used possessive
pronouns and use them in a sentence
Identify several effects based on a given
cause
Make inferences and draw conclusions
based on texts (pictures, title and content
words)
Distinguish fact from opinion
2 Read with accuracy, speed and
proper phrasing, sentences and
stories with words consisting of
initial and final ch and sh and other
words previously studied
3 Show understanding of meaning of
words with consonant digraph ch
through drawing, actions, and using
them in sentences
4 Write a descriptive paragraph based
in the stories/poems listened to
5 Write a short paragraph based from
the stories/poems listened to
7 1 Tell how spoken words are
represented by written letters that
are arranged in a specific order
2 Arrange words with initial consonant
blends in alphabetical order
3 Arrange words with final consonant
blends in alphabetical order
4 Spell words with initial consonant
blends
5 Spell words with final consonant
blends
8 1 Have a drill on words with consonant
digraphs
2 Arrange words with initial consonant
digraphs in alphabetical order
3 Arrange words with final consonant
digraphs in alphabetical order
4 Spell words with initial and final
consonant digraphs(ch)
5 Spell words with initial and final
consonant digraphs(sh)
1 1 Use demonstrative pronouns
(this,/that, these/those)
2 Use personal pronouns (e.g. I, you,
he, she, it, we, they)
3 Use commonly used possessive
pronouns
4 Point out several effects based on a
given cause
5 Make inferences and draw
conclusions based on texts (pictures,
title and content words)
2 1 Determine whether a story is
realistic or fantasy
2 Mark factual information from a
Use different sources of information in
reading
Recognize some words represented by
common abbreviations (e.g. Mr. Ave., Oct.)
Synonyms and Antonyms
Homonyms (e.g. flower/flour)
Homographs (e.g., read-read)
Hyponyms – type of (e.g. guava - type of
fruit)
Identify possible solutions to problems
Identify the elements of an
informational/factual text hear
Read words with long a, i, o , u sound
(ending in e)
selection being read and able to
identify opinions
3 Get information from index and
table of contents
4 Identify print sources of information
5 Infer print sources
3 1 Recognize some words represented
by common abbreviations (e.g. Mr.
Ave., Oct.)
2 Read and write abbreviations
correctly
3 Determine words that have the
same meaning (e.g. beautiful-pretty)
4 Identify set of words opposite in
meaning (e.g. good-bad)
5 Increase vocabulary through: -
Synonyms (e.g. quick/fast) and
antonyms (e.g. big/small)
Give the synonyms and antonyms of
some words
4 1 Identify homonyms in a given
sentence
2 Identify Homographs words in a
given sentence (e.g., read-read)
3 Recognize the Hyponyms – type of
words in a given sentences (e.g.
guava - type of fruit)
4 Choose the right to word to use in a
sentence
5 Familiarize homonyms, homographs,
and hyponyms through various
practice of its usage
5 1 Recall details from texts viewed/
listened to
2 Identify possible solutions to a given
situation
3 Make inferences and draw
conclusions based from the texts
4 Show variety of ways of solving a
problem
5 Engage in discussions about specific
topics to come up with the right
solution
6 1 Identify the elements of an
informational/factual text hear
Retell some parts of the story
2 Read words with long a sound (long

Read phrases, sentences, stories and
poems consisting of long a, i, o, and u
words
Ask and respond to questions about
informational texts listened to
(environment, health, how-to’s, etc.)
Compare and contrast information heard
Read word with affixes
IV Write a simple story
Use the degrees of adjectives in making
comparisons (positive, comparative,
superlative)
a ending in e)
3 Read words with long i sound (long i
ending in e)
4 Read words with long o sound (long
o ending in e)
5 Read words with long u sound (long
u ending in e)
7 1 Read sentences, stories and poems
consisting of long a words and
questions about them
2 Read sentences, stories and poems
consisting of long i words and
questions about them
3 Read sentences, stories and poems
consisting of long words and
questions about them
4 Read sentences, stories and poems
consisting of long u words and
questions about them
5 Ask and respond to questions about
informational texts listened to
(environment, health, how-to’s, etc.)
8 1 Express opinions and feelings about
other’s ideas
2 Compare information heard
Validate ideas made after listening
to a story
3 Engage in discussions about specific
topics
4 Identify the affixes used from the
given texts
5 Read words with affixes in a given
sentence
1 1 Take part in creative responses to
stories like preparing
logs and other oral presentations
2 Give appropriate ending for a given
situation
3 Share stories heard at home through
story telling
4 Make a card for various occasions
like birthday, Christmas, etc.
5 Write a journal or a diary
2 1 Identify the degree of comparison
2 Make use of the degrees of
adjectives in making comparisons
(positive,
comparative, superlative)
Recognize adverbs of manner
Interpret simple maps of unfamiliar places,
signs and symbols
Interpret simple graphs, tables, and
pictographs
Read word with affixes
Restate facts from informational texts
(climate change, children’s rights, traffic
safety, etc.) listened to
Read words containing vowel digraphs - ai,
ay, ea, ee, oo, oa
Read phrases, sentences and stories with
vowel digraphs - ai, ay, ea, ee, oo, oa
Read words with vowel diphthongs: oy
(boy), oi (boil), ou (out) ow (bow)
Read phrases, sentences and short stories
consisting vowel diphthongs: oy, oi, ou, ow
Recognize and read some irregularly
spelled words (e.g. such as enough,
3 Infer feelings and traits of characters
4 Read given sentences and recognize
adverbs
5 Use the adverbs of manner in
sentences
3 1 Interpret simple maps of places
Make a map of familiar places
2 Expound the maps of unfamiliar
places, signs and symbols
3 Interpret simple graphs, tables and
pictographs
4 Interpret a pictograph
Interpret a bar graph
5 Create a simple graph based from
the facts given
4 1 Read and Identify word with affixes
in a given sentence
2 Activate prior knowledge based on
new knowledge formed
3 Identify and use the elements of an
informational report
4 Personal Recounts (anecdotes, past
experiences)
5 Identify cause and effect
5 1 Read words containing vowel
digraphs - ai, ay
2 Read words containing vowel
digraphs - ea, ee, oo, oa
3 Read phrases, sentences with vowel
digraphs - ai, ay, ea, ee, oo, oa
4 Read short selections/stories/poems
with vowel digraphs - ai, ay, ea, ee,
oo, oa
5 Match words, phrases and sentences
containing these words with pictures
6 1 Read words with vowel diphthongs:
oy (boy), oi (boil), ou (out) ow (bow)
2 Read words with vowel diphthongs:
ou (out) ow (bow)
3 Read phrases and sentences with
vowel diphthongs oy, oi, ou, ow
4 Read short stories with vowel
diphthongs oy, oi, ou, ow
5 Select/identify words with vowel
diphthongs oy, oi, ou, ow
7 1 Recognize some irregularly spelled
words
 through, beautiful)
Present information in varied artistic ways
(e.g. role playing, show and tell, radio
play/podcast/broadcast/reporting/poster
presentations)
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Subject: English
Grade: IV
Time Allotment: 50 Minutes
QUARTE MOST ESSENTIAL LEARNING
R COMPETENCIES (MELC)
The children are expected to…
I Recognize the parts of a simple paragraph
Get the meaning of words using a dictionary,
Use clues from the context to figure
out what words mean
2 Read accurately some irregularly
spelled words
3 Spell correctly the irregularly spelled
words
4 Show understanding of the words
being presented by using it correctly
in conversation
5 Use these irregularly spelled words
in sentences
8 1 Identify different ways of presenting
information
2 Present information in a varied
artistic ways (role playing, reporting,
retelling, show and tell, etc.)
3 Show understanding of a story by
presenting them through
dramatization
4 Use role playing to present
information clearly
5 Engage in a variety of ways to share
information
WEE DA OBJECTIVES
K Y
1 1 Identify the parts of a simple
paragraph.
2 Write the main idea of the poem “I Like
Bugs”
3 Identify the main idea and the
supporting details in each stanza and
write them on the graphic organizer.
4 Recognize the main idea and
supporting details of the given
paragraph of the story.
5 Identify the main idea, key sentences
and supporting details of a given
paragraph
2 1 Locate meaning of words from the
thesaurus, and/or online
resources.
Note significant details of various text types.
Identify various text types according to
structure, purpose and
language features: problem and solution,
description, procedural/
sequence
Identify meanings of unfamiliar words
through structural analysis of the word
composition.
Identify meanings of unfamiliar words
through structural analysis on
prefixes and suffixes.
Identify different meanings of content
specific words (denotation and
dictionary
2 Gather relevant information from
Thesaurus
3 Locate information using print and non
-print resources
4 Get the meaning of words from the
internet
5 Find the meaning of words using the
glossary.
3 1 Note details in a selection listened to
2 Identify the important story elements
such as setting, character, and plot
3 Note details by asking/ answering
questions about a story/poem listened
to
4 Analyze a story in terms of its setting
5 Sequence events in a story or narrative
4 1 Identify various text types according to
structure (problem and solution
2 Identify the problem and the possible
solutions using the graphic organizer.
3 Identify various text types according to
structure (description
4 Identify various text types according to
structure (procedural/ sequence)
5 Arrange the events to form a story.
5 1 Identify meanings of unfamiliar words
through structural analysis of words.
2 Identify meanings of one – word
compound words.
3 Identify meanings of two – word
compound words.
4 Give the meaning of a hyphenated
compound words.
5 Identify the meaning of an unfamiliar
word through the context in the
sentence.
6 1 Identify meaning of words with prefixes
un-, in-, im-, dis-, mis- and re
2 Identify meaning of words with prefixes
de- and dis
3 Identify meaning of word with suffixes
-ful and –less
4 Identify meaning of words with suffixes
-ly and -y
5 Identify meaning of words with suffixes
-er and –o
7 1 Differentiate denotation from
connotation
 Connotation
Get the meaning of words through word
association (analogy) and
classification
II Use context clues to find meaning of
unfamiliar words :definition and
exemplification
Use clear and coherent sentences employing
appropriate grammatical structures: Kinds of
Nouns – Mass Nouns and Count Nouns,
Possessive Nouns, collective nouns
Use personal pronouns in sentences.
2 Identify different meanings of content
specific words (denotation and
connotation) (Science)
3 Identify different meanings of content
specific words (denotation and
connotation) (Mathematics)
4 Identify different meanings of content
specific words (denotation and
connotation) (Health)
5 Identify the denotative and connotative
meaning of given group of words
8 1 Get the meaning of words through word
association (analogy)
2 Complete an analogy by writing the
correct word
3 Get the meaning of words through word
classification
4 Classify words according to use and
kind.
5 Find the right classification of the words.
1 1 Use context clues to act the meaning of
difficult words.
2 Identify the meaning of words through
exemplification with the aid of pictures.
3 Use antonyms as context clues to find
the meaning of unfamiliar words.
4 Use synonyms as context clues to find
the meaning of unfamiliar words.
5 Identify and use the meaning of
unfamiliar words through definition.
2 1 Identify mass and count nouns.
2 Use mass and count nouns in a
sentence.
3 Use quantifiers of mass nouns.
4 Identify and use possessive nouns in
sentences
5 Identify and use collective nouns
properly and appropriately.
3 1 Use personal pronouns and their
antecedent.
2 Use pronouns that agree with its
antecedents.
3 Identify a correct personal pronoun to
substitute a specific noun in the
sentence
4 Use the pronouns that agree in gender
with their antecedents.
5 Use personal pronouns in sentences
correctly.
Use simple present tense of verbs in
sentence.
Use correct time expressions to tell an action
in the present time.
Use adjectives ( Degree of comparison
order) in sentences.
Use adjectives ( Degree of comparison
order) in sentences.
Use the past form of regular and irregular
verbs
4 1 Identify the verbs in the sentence.
2 Identify the tense of the verb used in
the sentence.
3 Use the present form of verb that
agrees with the subject.
4 Use the correct form of the verb that
agrees with the subject in number.
5 Use the correct time expression for an
action in the present.
5 1 Give the time expressions that denote
the present tense from a selection read.
2 Use the correct time expression to
complete a given sentence.
3 Write the correct time expression in a
given sentence.
4 Answer questions in complete sentence
with correct time expression and verbs.
5 Write a simple sentence with correct
verb and time expression that agrees
with the action.
6 1 Identify the adjective that best
describes a person, animal, place, thing.
2 Identify the degrees of comparison of
adjectives.
3 Apply the rules in forming the
comparative and superlative degree of
adjectives.
4 Identify the adjectives in a sentence and
write the degree of comparison.
5 Use adjectives in a sentences with
correct degree of comparison.
7 1 Identify adjectives in a series
2 Arrange the series of adjectives in the
correct order.
3 Arrange the series of adjectives in the
correct order in a given sentence.
4 Describe a noun using the correct order
of adjectives in a series.
5 Write a paragraph describing a
person ,animal or thing using two to
three adjectives which are properly
arranged.
8 1 Identify the past form of the verb in the
sentence.
2 Identify the past form of the regular
verbs.
3 Use past form of regular verbs in
sentence.
4 Identify the past form of some common

III Use adverbs (manner, place, time) in
sentences.
Use directions using signal words
Distinguish between general and specific
statements.
Identify the main idea, key sentences and
supporting details from text listened to
irregular verbs.
5 Use past form of irregular verbs in a
sentence.
1 1 Define adverbs as part of speech.
Discuss adverb of manner with
examples using pictures.
2 Give examples of adverb of time as used
in the sentence. Identify adverb of place
in the sentence.
3 Tell whether the sentences contain
adverbs of manner, place and time.
4 Label the sentence according to the
words that is being used for (tomorrow-
time). Rewrite the sentences and put a
marks using appropriate adverbs.
5 Complete the sentences using
appropriate adverbs.
2 1 Define what is a signal words or words.
Recall the different signal words used in
the sentence.
2 Count signal words as it appears in the
sentence. Show how signal words can
be used to indicate specific direction.
3 Examine sentences using signal words
to show directions.
4 Determine the signal words in the
sentence to show proper arrangements
in the paragraph.
5 Apply signal words to create to create
paragraphs. Tell signal words found in
the paragraphs.
3 1 Define the word general statement.
Describe specific statements using
examples.
2 Write down general and specific
statements.
3 Identify the difference between general
and specific statements using clues. Tell
whether the sentence contain a general
or specific statement.
4 Predict the statement carefully whether
general or specific statement is used.
Compare general statements from
specific statements.
5 Evaluate statements carefully whether it
is general or specific statements.
4 1 Define the word main idea as used in a
story or paragraph. Recognize key
sentences in the story or paragraph.

Use appropriate graphic organizers in text
read
Infer the speaker’s tone, mood and purpose
2 Select supporting details found in the
text listened to or read about. Tell
whether the details listened to is a main
idea, key sentence or a supporting
details.
3 Associate the sentence as to main idea,
key sentence or supporting details.
4 State the main idea in a simple texts
listened to. Infer main idea from
supporting details.
5 Summarize main idea and supporting
details in a text listened to.
5 1 Explain what is a graphic organizer.
Describe what is a graphic organizer.
2 Draw the different graphic organizers.
3 Show how each graphic organizer is
used in a story or paragraph to
emphasize a point. Discuss how to use
Venn Diagram.
4 Explain story flower power diagram
used in a story.
5 Choose one graphic organizer
appropriate to the story. Recommend
one best graphic organizer appropriate
to the story.
6 1 Explain the speaker’s tone, mood and
purpose of the selection.
2 Discuss how to identify the mood of the
story such as:
-disappointed
-angry
-happy
-sad
-lonely
Cite the different purpose of the story
such as:
-convince
-inform
-persuade
3 Illustrate the speaker’s tone, mood and
purpose through pictures of the story or
selection.
4 Cite at least 3 examples of the author’s
purpose through pictures of the story or
selection. Show examples of author’s
purpose to convince, to inform, to
persuade
5 Create one tone or mood or purpose of
the speaker by drawing. Justify the

Analyze in terms of its elements
Differentiate each elements (character,
setting, plot)
IV Write a short story (fiction/ non fiction) with
its complete elements
Compose a clear and coherent sentences
using appropriate grammatical structures
(verb tense, conjunctions, adverbs)
Write a reaction about the story read
author’s purpose in a story by showing
basis or proof that it is to convince,
inform etc. using guide words or clues.
7 1 Define the elements of the story.
Describe the elements of the story
through examples.
2 Discuss briefly the character elements of
the story and give examples. Tell
whether the selection contains
character from setting or plot.
3 Identify the story the story elements
whether it is a character, setting or plot.
Differentiate a character from setting
and plot of the story
4 Examine the story and identify the
elements found in it.
5 Create a personal story showing the
character, setting and the plot
8 1 Identify how character appear in the
story
2 Locate the setting found in a simple
story read
3 Predict the plot of the story
4 Inspect the elements according to how
it appears in the story
5 Recommend that the elements of the
story does not appear in order
1 1 Define fiction and non fiction about
2 Retell the information from the story
listened to… (The poor bunny’s magic
present)
3-4 Identify the story element (setting,
character and plot)
5 Write a short story with its complete
elements
2 1 Identify the common grammatical
structures used in English.
2 Discuss verb tenses in sentence form
3 Distinguish conjunctions used in the
sentence.
4 Explain the type of adverbs
- Manner
- Place
- Time
- Frequency
- Affirmation & negation
5 Summarized the different grammatical
structures used
3 1 Note details from the short story

Distinguish fact from opinion in a narrative
form
Identify features of Journalistic Writing
Distinguish among types of Journalistic
Writing (news, report, opinion article,
feature article, and sports news articles
Write a news report using the given facts.
Write/compose an Editorial
listened to. (Tessie and the Kittens)
2 Listen attentively and react positively
about the story read.
3 Connect events in a story to a personal
experience.
4 Describe the behavior traits of the
characters from the short story listened.
5 Read and write a reaction about the
story (The Tortoise that wanted to fly)
4 1 Identify the fact and opinion from an
information text.
2 Express the fact and opinion in a
narrative text.
3 Tell whether the action or event is a fact
or opinion
4 Distinguish fact from the opinion in an
informal
5 Write 5 sentences expressing fact and
opinion.
5 1 Show interest in reading a feature story.
2 Identify the types of journalism.
3 Recognize the essential rules of
journalism.
4 Note details featuring journalistic
writing.
5 Distinguish among types of journalistic
writing article.
6 1 Introduce the elements on writing a
news report.
2 Write the steps to guide you in writing
an opinion article.
3 Discuss the types of feature writings.
4 Note significant details on writing the
sports news article.
5 Distinguish among types of journalistic
writing article.
7 1 Read/listen attentively an react
positively during the story/report
2 Identify the given news reports of what
its all about.
3 Show love for reading by listening
attentively during story reading and
make a comment or reaction.
4 Identify the elements of news report
about.
5 Write the latest event or social issues in
our society.
8 1 Give the meaning and parts of an
Editorial.

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Subject: English
Grade: V
Time Allotment: 50 Minutes
QUARTE MOST ESSENTIAL LEARNING
R COMPETENCIES (MELC)
The children are expected to…
I Fill-Out forms accurately (School Forms,
deposit and withdraw slips, etc.
Infer the meaning of unfamiliar
words( compound, affixed, blended, clipped)
based on given context clues (synonyms,
antonyms, word parts) and other strategies
Use Compound and Complex sentences to
show cause and
2 Introduce the steps on writing on
writing an Editorial.
3-5 Compose a simple editorial and follow
the steps in a process.
WEE DA OBJECTIVES
K Y
1 1 The teacher introduces the steps on
how to fill-out those different forms.
2 Activity on school forms actual filling of
forms
3 Explain the importance of deposit slips
and withdrawal slips
4 Activity: Identifying the differences of
school forms , deposit, withdrawal
slips.
5 Evaluate : Actual filling up of form
2 1 Introduction of the lesson- compound
words.
2 Provide learning activities
3 Recognized words that used affixes
4 Provide learning activities
5 Identify words that have blended based
on the activity given.
Provide learning instructions
3 1 Recognized clipped words in the
sentence.
2 Facilitate learners on their given works
sheets.
3 Used context clues referring to clipped
words.
Follow given instructions in every
activity
4 Perform or act out words that are
related to compound, affixed, blended
and clipped words
5 Perform or act out words that are
related to compound, affixed, blended
and clipped words
4 1 Use compound and complex sentences
to show cause and effect and problem
effect and problem solution relationships of
ideas.
Compose clear and coherent sentences using
appropriate grammatical structures: subject-
verb agreement; kinds of adjectives;
subordinate and coordinate conjunction; and
adverbs of intensity and frequency
solution relationship of ideas
2 Use compound and complex sentences
to show cause and effect and problem
solution relationship of ideas
3 Identify the meaning of context specific
words.
4 Use compound sentences to show cause
and effect relationship
5 Distinguish the enumeration text
5 1 Use complex sentences to show specific
word relationship
2 Use complex sentences in cause and
effect text.
3 Activity: Write an enumeration
paragraph
4 Activity: Write an essay using compound
complex sentence.
5 Evaluate the output of the learners
6 1 Teacher prepare a short story for the
pupil (subject-verb agreement)
2 Identify difficult words in the story.
3 Unlocking words in the story by
paragraph
4 Use activity sheet for them to recall
some recently lesson.
5 Assess the given activity. Checking by
the teacher.
7 1 Introduce sentences using appropriate
grammatical structures
(kinds of adverbs)
2 Follow up activity. List down adverbs
found in the sentence.
3 Use activity sheet for them to recall.
4 Use activity sheet for them to recall.
5 Formative Test.
8 1 Introduce sentences using appropriate
grammatical structures, subordinates
and coordinate conjunction adjectives.
2 Introduce sentences using appropriate
grammatical structures, subordinates
and coordinate conjunction adjectives.
3 Provide activity sheets. Distinguish what
is subordinate and coordinates
conjunctions.
4 Provide activity sheets. Distinguish what
is subordinate and coordinates
conjunctions.
5 Formative assessments: Compose clear
and coherent sentences grammatical

II Aspects of verbs, modals and Compose clear
and coherent sentences using appropriate
grammatical structures conjunction
Identify point-of-view
Examine images which present particular
viewpoints, e.g. stereotypes ( gender, age,
cultural), opinion on an issue
Distinguish among various types of viewing
materials
structures on subordinates and
coordinates conjunctions, adverb of
intensity and frequency.
1 1 Identify some aspects of verbs
Activity. 1 About the aspects of verbs
2 Use the simple aspects of verbs
3 Describe the different aspects of verbs
4 Activity. 1 About the aspects of verbs
5 Activity. 2 About the aspects of verbs
2 1 Use the present and simple regular past
form of the verbs
2 Show forms that shows future
3 Compose clear and coherent sentences
using appropriate grammatical structure
4 Provide cohesive sentences using
appropriate grammatical structures :
conjunctions.
5 Activity on the use of grammatical
structures conjunctions.
3 1 Introduce all about point-of-view
2 Describe what point of view meant for.
3 Clarify meaning of words using
dictionaries, thesaurus, \nd or online
resources EN5V-Ij-8.1)
4 Identify the point-of-view.
5 Differentiate point of a reading text.
4 1 View images which presents particular
viewpoints, as to (gender, age, culture)
2 Determine images which present
particular viewpoints. (EN5VC-IIj-7)
3 Differentiate images/ideas that are
explicitly used to influence viewers.
4 Sequence the opinion on an issue
5 Activity on Predicting outcomes
5 1 Write comparison and contrast
2 Check the output of the learners.
3 Activity apply present Particular point of
view.
4 Clarify apply present particular point of
view
5 Evaluation
6 1 Knowing instructions on the purpose of
viewing materials.
2 Providing various types of viewing
materials
3 Distinguish the main characters
4 Identify Settings, Place and the theme.
5 Activity: Answer the prepared questions
 about the viewing materials
7 1 Present a coherent report after viewing
2 Make connections between information
viewed towards personal experience.
3 Recognize the similarities and
differences of the materials viewed
4 Identify the key structural and language
features of various types of
informational text
5 Interpret the beginning of the viewed
material.
8 1 Write a short paragraph based in
viewed materials
2 Discuss the summary of viewed
materials
3 Activity
4 Check the work of the learner
5 Formative assessment
Distinguish text-types according to purpose 1 1 Infer the speaker’s tone, mood, and
III and features: classification, explanation, purpose
enumeration and time order 2 Distinguish text-types according to
purpose
3 Identify text types according to features
( structural and language) problem and
solutions
4 Organize information from secondary
sources in preparation for writing,
reporting and similar academic tasks in
collaboration with others
5 Formative assessment
2 1 Determine a particular kind of sentence
for a specific purpose
2 Demonstrate a purpose to understand
information, to form an opinion, or
enjoy or appreciate.
3 Use particular kind of sentence for a
specific purpose and audience
4 Activity
5 Formative Assessment
Summarize various text types based on 3 1 Infer the meaning of unfamiliar words
elements 2 Distinguish cause and effect text type
3 Activity
4 Discuss the meaning of the main feature
of the poem
5 Evaluation
4 1 Organize information from secondary
sources
2 Use particular kind of sentence for a
specific purpose and audience ( giving

Make a Stand
Provide evidence to support opinion / facts
IV Analyze how visual and multimedia elements
contribute to the meaning of a text
information)
3 Activity : Editing the punctuation marks
4 Revise the clarity ( correct spelling,
appropriate punctuation mark)
5 Formative assessment
5 1 Make an introduction about the
background/purpose
2 Present the guidelines for the discussion
3 Activity : Writing an Essay
4 Present the ideas in a concept map to
help the pupils organize the ideas
5 Re-write an Essay
Activity : Discussion following the theme
Make an outline based on a theme
6 1 Interview to gather data
2 Discussion following the theme
3 Make an outline based on the theme
4 Pre assessment
5 Formative assessment
7 1 Define Introduction to remind pupils to
focus in a topic.
2 Recognize evidence to support
understanding (EN5LC-IIIb-2.15)
3 Activity
4 Recall/ guide the learners through
instructions
5 Evaluation
8 1 Record evidence to support
opinion/facts
2 Classify evidence of facts/opinions
3 Determining facts and opinion in a given
test
4 List down sentences stating
facts/opinions
5 Formative assessment
1 1 Give tips on how to analyze visual and
multimedia elements.
2 Determine the usefulness of visual and
multimedia elements
3 Recognize how visual and multi-media
enhance to the meaning of a text.
4 Analyze how visual and multi-media

Write paragraphs showing: cause and effect,
comparison and contrast and problem,
solutions relationships
elements bridge learners understand
the meaning of a text.
5 Enrichment/assessment
2 1 Show connections to pupil- material
through multi-media presence in
learning.
2 Show connections to pupil- material
through multi-media presence in
learning.
3 Identify different meanings of content-
specific words
4 Examine the advantages of multi-media.
5 Summative Test
3 1 Cite events happened in the locality
2 List all important special moments in
pupils life
3 Activity-Analyze; what is the situation
seen in the pictures.
4 Explain personal feelings regarding the
pictures
5 Evaluation
4 1 Discuss cause and effect in some
answers / paragraphs by the learners
2 Associate picture and text by learner to
observe comparison and contrast.
3 Activity – Write sentences out of the
pictures.
4 Discuss through printed materials on
cause and effect, comparison and
contrast
5 Formative Assessment
5 1 Differentiate Comparison and contrast
in words and phrases
2 Activity – Match the praises into the
sentences to show problem and
solutions relationships.
3 Determine cause and effect, comparison
and contrast, problems and solutions
relationships in a given story.
4 Illustrate the relationships between
cause and effect, compare and contrast
and problems and solutions
relationships in a form of collage in your
answer sheets.
5 Formative Assessments
6 1 Express insights through an Essay
(rubrics)
2 Respond the Environmental challenge.
(Backyard, street, coastal clean-up drive
 with parents/teacher)
3 Activity – Draw which shows cause and
effect, comparison and contrast,
problem and solution relationships.
4 Interview – Persons discussing problem
and solutions relationships.
5 Assessments
Write a feature Article 7 1 Define feature article to the learner
through.
2 Cite beautiful instances towards the
pupils through pictures.
3 Read articles from a given newsletter
4 Activity – Recognize misspelled words in
a given article.
5 Formative Assessment
8 1 Compose a simple Feature Article
2 Discuss what is feature
Article purpose.
3 Explain the aim of a feature article.
4 Apply the tips in feature article making.
5 Revise given feature article about our
school.

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Subject: English
Grade: 6
Time Allotment: 50 minutes, 4 days a week

QUARTE MOST ESSENTIAL WEEK DA OBJECTIVES

R LEARNING COMPETENCIES
(MELC)
I Identify real or make-believe,
fact or non-fact images
1 3
Y
1 Define and identify which are real, make
believe, fact or non-fact images based on the
different images viewed.
2 Determine if the statements imply real or
make-believe, fact or non-fact images
Relate each word to real life experiences by
supplying the missing word in each short
paragraph.
4 Write sentences which are real and make-
believe.
1 Identify real or maker-believe, fact or non-fact
through a language game puzzle.

2 3
Interpret the meaning
suggested in visual media
through a focus on visual
elements, for example, line,
symbols, colour, gaze, framing
and social distance
3 4
4 1
5 1
Make connections between 6
information viewed and
personal experiences
2 Draw one best character of one’s choice
whether real or make-believe story
Compose a one paragraph description of the
drawing in Day 2.
4 Recite to the class the description of the best
character drawn in Day 3.
1 View and interpret visual media presentation
inviting on visual elements and social
distancing
2 Identify different lines found in the media
presentation
3 Recognize the colour found in the visual
elements
Associate the colour, line, frame and colour
found in the visual media presentation with
respect to social distancing
Give common frame usually found in both the
school and environment
2 Show how colour express one’s feelings
3 Create a visual presentation using line, colour,
symbols and frame to express one’s
personality
4 Relate colour that signify meaning to specific
situation (neon orange-used for workers that
works along the highways)
Recall concept on visual elements and relate
to real life implications through
group/individual work activity.
2 Interpret short stories through audio-video
presentations like “The Parable of a Good
Samaritan”, “The Ants and the Grasshopper”,
The Happy Giver”,” The Forgiving Father”,
“The Grateful Son”.
3 Note down the values and implications on the
video presentation (real stories/news
documentaries). Class discussion and sharing
with the class.
4 Differentiate printed stories (story books)
from visual media presentation. Develop the
values displayed in the audio-video
presentation into a habit and put in a real life
situation. Establish one value per day for the
whole of the first quarter.
1 Retell information viewed from television or
social media forum (tri-media).
2 Relate information viewed to personal
experiences by using example to deepen
expression.
3 Relate information and personal views and
 experiences to the whole class.
4 Describe emotions and feelings after the
information viewed or heard. Sharing of one’s
reactions/feelings with the class.
7 1 Connect information viewed or heard to
personal or real life experiences through
composition writing.
2 Draw real life experiences to express
emotions and feelings
3 Retell information viewed on television or any
media platforms to one’s own experienced
4 Organize through the use of graphic
organizers to show relationship between
viewed and personal experiences
8 1 Match the words and the picture to show a
story
2 Recognize simple personal experience and the
lesson it teaches about
3 Outline important details in the information
viewed
4 Rate the information based on personal
judgement
II Identify the purpose, key 1 1 Define the meaning of informational/factual
structural and language text through specific definition
features of various types of 2 Give examples of informational text such as
information/factual text biographies, autobiographies of Filipino
heroes and local leaders with remarkable
achievements.
3 Show examples of factual text through news
reports, interviews, recipes, records and
instructions
4 Differentiate informational and factual text
based on the series of examples set.
2 1 Identify each of the examples through a slide
deck presentation/video clips whether
informational/factual text.
2 Arrange slide deck presentation/video clips
according to factual text
3 3 Collect information/factual text
4 Assess information/factual text through
reliability test
1 Demonstrate information/factual text
through examples
2 Organize information according to its purpose
(inform, persuade etc.)
3 Predict possible information gather from any
language features
4 Categorize information/factual text
Recognize evaluative word 4 1 List down propaganda found in television
 choices to detect biases and
propaganda devices used by
speakers
Compare and contrast content
of materials viewed to other
sources of information (print,
online & broadcast)
III Present a coherent, 1
comprehensive report on
differing viewpoints on an
issue
2 State the biases found in the television
program series especially in teleserye (K-
drama)
3 Express out feelings after watching the
propaganda or television program series.
4 Relate the values or feelings into real life
experiences
5 1 Distinguish the television program series of
today and its past.
2 Cite one television series and briefly defect
biases, twist and turn in the story
3 Describe personalities that usually reflects
story biases
4 List names of propaganda during election or
even in everyday situation
6 1 Give one best propaganda seen over the
television
2 List down propaganda commonly viewed on
television
3 Discuss one best character on television
through a monologue
4 Dramatize a scenario on television in 2-
minutes presentation only
7 1 Name important events found in printed
materials, non-printed and digital materials
2 Associate pictures according to print, non-
print and digital materials.
3 Demonstrate how print, non-print and digital
materials differ in terms of presentation,
figures and colors.
4 Provide series of examples for print, non-print
and digital materials.
8 1 Identify print sources of information
2 Name several online sources of information
3 Create a collage of printed materials
4 Compare and contrast the content of
materials for print, online and broadcast
sources of information
1 Define a coherent comprehensive report on
an issue
2 Describe the steps in making a comprehensive
report on an issue
3 Discuss viewpoints in a coherent and
comprehensive report on a certain issue
4 Illustrate through a diagram the steps on
writing a comprehensive report
2 1 Label the different steps on writing a
comprehensive report on an issue

Evaluate narratives based on
how the author developed the
elements
2 Examine the steps in writing a comprehensive
report on an issue
3 Infer a comprehensive report from a
viewpoint on an issue
4 Integrate a coherent comprehensive report
on an issue differing viewpoints
3 1 Enumerate present issues the country is
facing today
2 Cite important individuals and its contribution
to the present crisis
3 Critique both the positive and negative effects
of the viewpoints of several famous
personalities on the crisis
4 Compare comprehensive report of the
television reporters on certain issues (crisis)
4 1 Categorize places using the present crisis
especially on the government protocol to the
crisis
2 Infer the viewpoints of several television
personalities to the common or ordinary
individual on the crisis
3 Generate possible ideas and viewpoints from
ordinary individuals
4 Summarize viewpoints of ideas from ordinary
individuals and television personalities on the
crisis
5 1 Explain about the different narrative
elements.
2 Discuss character as first element with several
examples.
3 Describe the setting, time, place of the story
or selection.
4 Show conflict, plot and theme that appear in
the story and how it affects the flow of the
story.
6 1 Use of different narrative elements to create
a simple story.
2 Indicate the first element found in the simple
story.
3 Compare traits found in the simple story.
4 Differentiate the characteristic of each
character in a simple story
7 1 Describe the setting of the simple story “ The
Beggar”
2 Identify the plot of the simple story “The
Beggar”
3 Assess the purpose of the author in the story
“The Beggar”
4 Evaluate the whole story with the use of

IV Compose clear and coherent
sentences using appropriate
grammatical structure (verb
tenses, conjunctions, adverbs)
Compose a persuasive essay 5
on self-selected topic
element (character, setting, plot, conflict)
8 1 Identify the title of the story read
2 Classify the story read according to character
3 Discuss the author’s purpose of the story
4 Relate the story to the present situation or
real life experiences
1 1 Identify the common grammatical structures
used in English.
2 Discuss verb tenses with sentence examples.
3 Distinguish conjunctions used in the
sentences.
4 Explain the types of adverbs of manner, place,
time, frequency, affirmation and negation.
2 1 Examine the different grammatical structures
used in the sentence
2 Label the words according to its grammatical
structure or based on how it functions in the
sentence
3 Write a simple sentence with verb tenses
according to time(present, past, future)
4 Analyze carefully the verb tenses in the
sentences
3 1 Compose sentences using conjunctions
2 Create a picture story to form a sentence
3 Use adverb of manner in a sentence
4 Rearrange the sentence using adverb of time
4 1 Formulate a sentence using adverb of place
2 Give examples of adverb of affirmation &
negation
3 Associate picture with the words using adverb
of frequency
4 Differentiate the kinds of adverbs using
examples
1 Define persuasive essay.
2 Discuss the different parts of an essay.
3 Practice writing.
4 Write down the second part of an essay body
6 1 Sketch the mechanics on how to write an
essay
2 Explain how second part of an essay looks like
through series of examples
3 Outline the whole parts of an essay
4 Compose briefly the conclusion of an essay
7 1 Give examples of a selected topic like : covid-
19 pandemic
2 Tell them to give ideas based from the given
situation (covid-19 pandemic)
3 Describe how present crisis or situation
affects the educational system especially
 about teaching-learning process
4 Express feelings about the crisis (happy, sad,
disappointed etc)
8 1 Predict how the crisis (covid-19) affects the
lives of the people
2 Show through pictures the situations of today
(crisis)
3 Name famous family affected by the
pandemic and how they cope it
4 Summarize all the ideas to make a simple and
comprehensive persuasive essay
References:
1. Most Essential Learning Competencies
2. K to 12 Basic Education Curriculum
3. DepEd Order No. 21, s, 2019