This document provides an English alignment matrix for grade 7 students for the first quarter of the school year. It outlines 7 major learning competencies to be covered in the quarter, along with unpacked learning objectives, suggested durations, sample performance tasks, and assessment strategies for each competency. The competencies include supplying words to complete analogies, identifying genres and purposes of texts, using active and passive voices, using past and past perfect tenses, using direct and reported speech, using phrases, clauses and sentences, and using appropriate reading strategies.
This document provides an English alignment matrix for grade 7 students for the first quarter of the school year. It outlines 7 major learning competencies to be covered in the quarter, along with unpacked learning objectives, suggested durations, sample performance tasks, and assessment strategies for each competency. The competencies include supplying words to complete analogies, identifying genres and purposes of texts, using active and passive voices, using past and past perfect tenses, using direct and reported speech, using phrases, clauses and sentences, and using appropriate reading strategies.
This document provides an English alignment matrix for grade 7 students for the first quarter of the school year. It outlines 7 major learning competencies to be covered in the quarter, along with unpacked learning objectives, suggested durations, sample performance tasks, and assessment strategies for each competency. The competencies include supplying words to complete analogies, identifying genres and purposes of texts, using active and passive voices, using past and past perfect tenses, using direct and reported speech, using phrases, clauses and sentences, and using appropriate reading strategies.
OBJECTIVES 1. Supply other words 1. Determine the meaning of analogy Week 1 Teacher may present several pictures. Learners Given a word or expression, or experience that 2. Identify and analyze relationship analyze each and try to pair the photos. the learners will provide the complete an analogy presented in analogies Discussion follows. appropriate pair to complete 3. Give the appropriate word or Teacher presents additional examples through the analogy. expression to complete the pictures, words or expression. analogy Learners give the appropriate pair to complete the 4. Make analogies for each type of analogy. relationship Learners will come up with a pair of analogy based on the given relationship. 2. Identify the genre, 1. View and identify different Week 2 Teacher may present sample viewed materials. Teacher may present any of purpose, intended materials such as movie clip, Learners identify each as movie clip, newsflash, the materials learned or audience and trailer, newsflash, internet-based internet-based program and the like. viewed. Learners will identify features of various program, documentary, videos, Discussion about the different materials follows. its genre, purpose, intended viewed texts such as etc. Learners determine the genre, purpose, intended audience and features. movie clip, trailer, audience and features. newsflash, internet- Several activities will be presented. Learners based program, analyze each using a graphic organizer. documentary, videos, etc. 3. Use the passive and 1. Define and differentiate passive Week 3 Teacher may present a short text. Discussion Through a dialogue or active voices from active voice through the follows. conversation, learners will meaningful in given sentences. Answers in the form of sentences will be analyzed use the passive and active various context 2. Identify and use the appropriate by learners focusing on how the words are used. voice. verbs for sentences in the active Discussion on the use of active and passive voice and passive voice. will be presented. 3. Convert the sentences from active Activities on the use of appropriate verbs for the to passive voice and vice-versa. sentences in the active and passive voice will be 4. Use the passive and active voice given. in a conversation. Learners may also convert sentences in the active to passive voice. ENGLISH ALIGNMENT MATRIX FOR SY 2020-2021 GRADE 7 QUARTER 1
OBJECTIVES 4. Use the past and 1. Identify verb tenses. Week 4 Teacher may present a short text. Learners answers Through pictures or situations past perfect tenses 2. Observe subject-verb agreement questions about the text. learners will construct correctly in varied (simple present, simple past From the text read, sentences using past tense and sentences using the past and contexts participle, etc.) past present tense will be presented. past perfect tenses. 3. Identify the use of simple present, Discussion and analysis on the given sentences will simple past and past perfect be presented. tense. Learners answers activities on the use of verbs 4. Construct sentence using the (past tense & past perfect tense) simple past tense and past perfect Provide with pictures or scenarios, learners tense construct sentences using the past and past perfect 5. Compose a short narrative text tenses. using simple past and past perfect Learners will compose a short narrative text tenses. regarding their most unforgettable experience using past and past perfect tenses. 5. Use direct and 1. Define and differentiated direct Week 5 Teacher may present a dialogue or conversation. Learners use the direct and reported speech and reported speech. Learners read and analyze how the direct reported speech by changing appropriating in 2. Use appropriate punctuation statements and report speech are done. the direct statement to varied texts. marks in sentence as direct and Teacher presents the discussion on the context. reported speech and vice- reported speech. Learners construct direct statement using versa. 3. Construct direct statement and appropriate punctuation marks based from pictures connect it to reported speech and presented. vice-versa Learners change the direct statements to reports speech. 6. Use phrase, 1. Define and differentiate phrases, Week 6 Teacher may present a text to read as spring broad. Learners may listen intently clauses, and clauses from sentences. Questions about the text will be answered by the to the news and construct sentences 2. Identify phrases and clauses in learners. five (5) sentences using appropriately and sentences. The answers in phrases, clauses and sentences will phrases and clauses about meaningfully. 3. Distinguish independent clauses be analyzed by the learners (its composition). their reaction on the news from dependent clauses. Learners use appropriate conjunctions in heard/ watched. 4. Use appropriate conjunctions. constructing clauses and sentences through 5. Construct appropriate and pictures/ situations meaningful phrases, clauses and sentences. ENGLISH ALIGNMENT MATRIX FOR SY 2020-2021 GRADE 7 QUARTER 1
OBJECTIVES 7. Use appropriate 1. Determine purpose in reading Week 7 Teacher may present samples of different reading Several short texts will be reading strategies to 2. Define skimming, soaring and materials. provided for the learners to meet one’s purpose close reading. Learners identify the purpose of reading each read. They will answer/ do (e.g. scanning, 3. Identify and use appropriate materials. activities using the skimming, close reading strategies to meet one’s Teacher elaborates on skimming, scanning and appropriate reading strategies reading, etc.) purpose. close reading. used. 4. Use skimming, scanning and close Teacher presents several sample texts, and reading for reading learners discover the appropriate reading strategy to comprehension be used to develop comprehension. MELCs ALIGNMENT MATRIX ENGLISH 8 QUARTER 1
1. Determine the meaning of 1. Determine the meaning of context clues Week 1 ● Teacher may present a passage/text with ● Several texts will words and expressions that 2. Identify the types of context clues. unfamiliar words be presented with reflect the local culture by 3. Explain the meaning of unfamiliar words ● Learners identify the unfamiliar words and unfamiliar words. noting context clues through context clues give the meanings Learners ● Teacher explains the types of context determine the clues meanings through ● Learners do several activities on noting context clues context clues on the different types of context clues 2. Use conventions in citing 1. Define what citation conventions are Week 2 ● Teacher may present a sample in-text ● Given a sample resources 2. Identify the APA style (parts of in-text citation. Learners analyze the sample text and citations and reference list) presented. resources, 3. Use appropriate verbs when citing ● Discussion on in-text citation and learners provide resources reference list follows the appropriate 4. Show appropriate acknowledgement for ● Learners answer several activities citation of intellectual properly rights regarding appropriate citing of resources. resources. 5. Use in-text citations and reference list in acknowledging resources 3. Use modal verbs, nouns and 1. Define what modal verbs, nouns and Week 3 ● Teacher may preset a text/dialogue ● Provided with adverbs appropriately adverbs are showing the modal verbs, nouns add situations, 2. Identify and use modal verbs, nouns and adverbs learners will adverbs ● Learners read and analyze the dialogue construct - 3. Construct sentences using modal verbs, by answering the discussion questions sentences using nouns and adverbs ● Several activities on the use of modal modal verbs, verbs, nouns and adverbs will be nouns and answered by the learners adverbs MELCs ALIGNMENT MATRIX ENGLISH 8 QUARTER 1
4. Identify and use signals (e.g. 1. Define what coherence is Week 4 ● Teacher may present an expository texts ● Learners use the additive - also, moreover; 2. identity and differentiate signals having different signals given signals in causative - as a result, 3. Use signal words or additive, causative, ● Learners determine the signal words used sentences consequently; conditional/ concessional, sequential and and identify each type conditional/concessional - clarifying ● Discussion follows otherwise, in that case, ● Learners answer activities in identifying however; sequential - begin the appropriate signals that appropriate with, n conclusion; clarifying - signals that indicate coherence to for instance, in fact, in complete the text/sentence addition) 5. Use a range of verbs, adjectives 1. Identify and use verbs, adjectives and Week 5 ● Teacher may present a sample ● Given an issue, and adverbs to convey adverbs persuasive text on a specific topic learners will write emotional response or reaction 2. Identify the elements of a persuasive text containing verbs, adjectives and adverbs their emotional to an issue to persuade Compose a persuasive text as an ● Learners analyze the text on how response/reaction emotional response to an issue persuasion is done and the kinds of through a using verbs, adjectives and verbs, adjectives and adverbs used persuasive essay adverbs ● Discussion follows using rage, ● Several activities on the use of verbs, adjectives and adjectives and adverbs in writing a adverbs persuasive essay will be done MELCs ALIGNMENT MATRIX ENGLISH 9 QUARTER 1
1. Express permission, obligation 1. Define and identify modals Week 1 ● Teacher may present a text with modals ● Given varied and prohibition using modals 2. Distinguish the modals of permission, expressing permission, obligation and situations, obligation and prohibition prohibition learners construct 3. Construct sentences using modals ● Learners analyze the text by answering sentences using expressing permission, obligation and questions and identify the type of modal modals prohibition used. expressing ● Discussion follows. permission, ● Activities on using modals expressing obligation and permission, obligation and prohibition will be prohibition. answered by the learners. 2. Use conditionals in expressing 1. Define what conditionals are Week 2-3 ● Teacher may present an argumentative text ● Given the arguments 2. Identify the types and conditionals with conditionals. situations, 3. Identify the elements of an ● Learners analyze the text and identify how learners will use argumentative text the argument conditionals in 4. Show how conditionals are formed in an expressing argumentative essay arguments 5. Compose argumentative sentence/text/essay using conditionals 3. Employ the appropriate 1. Define what communication is Week 4-5 ● Teacher may present a situation/text on a ● Given the communicative styles for 2. Identify the types of communicative specific communicative style. different various situations (intimate, styles ● Learners analyze the text by answering situations, casual, conversational, 3. Show how each type of communicative several questions as regards how (intimate, casual, consultative, frozen) style is used. communication is used in the text. conversational, 4. Apply the appropriate communicative ● Discussion follows. consultative, style for various situation ● Learners use varied communicative styles frozen) learners will use the appropriate communicative style MELCs ALIGNMENT MATRIX ENGLISH 10 QUARTER 1
1. Use information from news 1. Identify sources of information Week 1 ● Teacher may present information from any ● Learners will reports, speeches, information 2. Note significant details/information in a source (e.g. news report, speeches, read/listen to any talks, panel discussions, etc., text listened to/read informative talks, panel discussion, etc.) source of in everyday conversations and 3. Share the information learned to others ● Learners analyze the information information and exchanges in everyday conversations and read/listened to by answering several use the exchanges questions. information ● Different sources of information will be given learned by to the learners. They will share the sharing it to the information learned in conversations and members of the exchanges family, friends, etc. 2. Determine the effect of textual 1. Determine and define common graphic Week 2 ● Teacher may present a text and its graphic ● Learners read a aids like advance organizers, organizers organizer text and transform titles, non-linear illustrations, 2. Classify/identify the ways the varied ● Learners analyze the text and its graphic it to graphic etc. on the understanding of a graphic organizers help in the organizer by answering several questions organizers for text understanding of the text ● Discussion on the different organizers follows. better 3. Use the different graphic organizers in ● Learners do activities using varied graphic understanding. presenting information from the text organizers and answer several questions. They will answer read/listened to several questions 4. Explain how the graphic organizers help in the understanding of the text 3. Appraise the unity of plot, 1. Define and identify the elements of a Week 3 ● Teacher may present a material to be ● A text will be setting and characterization in narrative material read/viewed read/viewed. presented to be a material viewed to achieve 2. Determine the elements of the plot in the ● Learners analyze it by answering questions. read/viewed by the writer’s purpose materials read/viewed in connection with ● Discussion on the unity of the elements about the learners. They the writer’s purpose the material follows. will analyze/ ● Learners do several activities like identifying evaluate the texts on the specific purpose of the writer, elements of the describing the elements of the materials, etc. text through a graphic organizer to achieve the writer’s purpose. MELCs ALIGNMENT MATRIX ENGLISH 10 QUARTER 1
4. Compare and contrast the 1. Define and distinguish the difference Week 4 ● Teacher may present different outside ● An informational contents of the materials between accessibility from effectiveness sources of information texts read/viewed viewed with outside sources of in relation to sources of information ● Learners analyze the contents of the will be evaluated information in terms of 2. Evaluate the different outside sources of information by answering several questions. by comparing and accessibility and effectiveness information ● Discussion on accessibility and effectiveness contrasting its 3. Compare and contrast the contents of on the contents of different outside sources of contents in terms outside sources of information in terms of information will follow. of accessibility accessibility and effectiveness using ● Learners do activities finding similarities and and effectiveness. signal words differences on the contents of materials viewed in terms of accessibility and effectiveness 5. Employ analytical 1. Define analytical listening/reading Week 5 ● Teacher may present a text to be ● Read/listen to a listening/reading in problem 2. Determine the ways in performing read/listened to text. Identify the solving analytical listening/reading in problem ● Learners analyze the text and its problem by problem and solving looking into its details, etc. propose solution 3. Apply analytical listening/reading in ● Discussion follows based from the solving problems ● Learners read/listen to a text and apply the facts presented. 4. Explain how a problem is solved using steps learned in solving the problem analytical listening/reading ● Several activities will be presented 6. Evaluate and make 1. Note details in the text read Week 6 ● Teacher may present a text ● Learners read a judgements about a range of 2. Determine the criteria in evaluating and ● Learners read the text and answer the text and answer texts using a set of criteria e.g. making judgements about a range of questions. They will compare it with the questions to comparing arguments on the texts previous stories read. evaluate it using same topic, critiquing a short 3. Compare a range of texts using the set of ● Discussion on the criteria in evaluating and the set of criteria story. criteria making judgements regarding texts follows. learned 4. Assess texts using a set of criteria ● Several activities on analyzing, comparing and evaluating texts using a set of criteria will be done by the learners MELCs ALIGNMENT MATRIX ENGLISH 10 QUARTER 1
5. Evaluate spoken texts using 1. Define fluency, tone, cohesion, Week 7 ● Teacher may present a spoken text for the ● Learners given criteria ,e.g. fluency, correctness in spoken texts learners to read. read/listen to a tone, cohesion, correctness 2. Note details about the spoken texts ● Learners analyze it by answering questions spoken text. 3. Present the observations made on the regarding the text. Learners assess fluency, tone, cohesion and correctness ● Discussion on the fluency, tone, cohesion, the delivery on in the spoken texts correctness and the set of criteria in the given 4. Analyze the spoken text using the given evaluating spoken texts follows. criteria.(fluency, criteria ● Presenting several spoken texts, learners tone, cohesion, analyze them using the given criteria correctness)