Republic of the Philippines

DEPARTMENT OF EDUCATION
Caraga Administrative Region
SCHOOLS DIVISION OFFICE OF SURIGAO CITY
CURRICULUM IMPLEMENTATION DIVISION
Roxas St., Surigao City

MOST ESSENTIAL
LEARNING
COMPETENCIES (MELCS)

Budget of Work
(B.O.W. G 7-10)
Copy of: MR. RICKY L. PEDRALBA, EPS-English
Schools Division Office of Surigao City

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Document Control No:

DepEdRO13-REC-004/R3/2-18-2020
 Subject: English
Grade: 7
Time Allotment: 60 minutes, 5 days a week
QUARTER MOST ESSENTIAL
LEARNING
COMPETENCIES (MELC)
I Supply other words or
expressions that complete
an analogy
Identify the genre,
purpose, intended
audience and features of
various viewed texts such
as movie clip, trailer,
newsflash, internet-based
program, documentary,
video
Use the passive and active
voice meaningfully in
varied contexts
Use the past and past
perfect tenses correctly in
varied contexts
WEEK DA OBJECTIVES
Y
1 Answer a crossword puzzle. Read and study key
points on making analogies.
2 Give exercises on completing analogies
3 Share at least 5 analogies based on their
research/assignment.
1 4 Supply other words or expressions that complete
the analogy in the worksheets.
5 Write an essay about an analogy of their choice
1 Do the viewing prelude and answer questions
after viewing the short clips (may be done using
pictures in the module).
2 Read and study the key points on different genres
of material viewed. Organize a report following
instructions.
3 Analyze a short conversation and take note of the
2 statements of each speaker and answer questions
about it.
4 Identify the genre, purpose and other related
features of newsflash, documentary/movie clip in
the activity sheets.
5 Allow the learners to choose any documentary,
internet- based program and from it, they are
required to identify the genre, purpose, intended
audience of the viewed text/presentation.
1 Read and study key points on passive and active
voice. Identify contexts whether in passive or
3 active voice
2 Perform the exercises on completing questions
using the appropriate verb in passive voice. Then
provide answers on the completed questions.
3 Perform the activity on translating passive
contexts into active voice in the activity sheets
4 Describe each picture using active and passive
voice.
5 Write a composition on the minimum health
standards to prevent COVID-19 pandemic.
4 1 Read a short narrative about a past event/activity
and answer questions after reading
2 Classify the -ed endings of the verb according to
the three sounds: /d/, /t/, and /id/

Use direct and reported
speech appropriately in
varied contexts
5 guided exercises
Use phrases, clauses, and
sentences appropriately
and meaningfully
6 and differentiating noun from a verb phrase.
Use appropriate reading 7 1
strategies to meet one’s
purpose (e.g. scanning,
skimming, close reading,
etc.)
Use appropriate reading 8 1
strategies to meet one’s
purpose (e.g. scanning,
skimming, close reading,
etc.)
Read and study the prompt on grammar recall
about the simple past tense and answer the
guided practice activities
3 Perform free writing activity using the simple past
tense
4 Do the picture analysis and answer questions
about it.
Read the prompt and grammar recall about the
past perfect tense and answer to guided practice
activities
5 Answer more exercises using the past perfect
tense
1 Analyze a conversation and answer some
questions about it.
2 Read and study the key points and answer 2
on changing direct to reported speech.
3 Answer more activities on changing direct to
reported speech in varied contexts.
4 Change reported speech to direct speech
5 Write a one-page travelogue
1 Pick at least 10 sentences from a story and
underline the phrase in it.
- Answer exercises on identifying phrases
2 Identify prepositional phrase in a sentence.
3 Study and read key points on Clauses and answer
the guided practice.
4 Identify dependent and independent clauses in a
sentence.
5 Read and study the key points on sentence and
answer exercises on identifying subject
and predicate in a sentence.
Read and study key points on scanning.
- Practice scanning by answering a scanning
activity.
2 Read and study key points on skimming.
- Skim paragraphs and answer questions that
follow.
3 Read and study key points on intensive reading or
close reading.
4 Answer exercises on close reading.
5 Read key points on speed reading and practice it.
Practice speed reading using the given text and
record it.
2 Repeat the speed- reading exercise and answer
questions about.
3 Conduct a summative test.
4 Review lesson and activities in preparation for the

II Use listening strategies
based on purpose,
familiarity with the topic
and levels of difficulty of
short texts listened to
Use an electronic search
engine to conduct a
guided search on a given
topic
Navigate a website using
essential features, e.g.
using headings, links, etc.
1st quarter examination.
5 Continue Review lesson and activities
1 Answer the pretest for the quarter.
2 A. Do a pre-listening activity.
B. Do a listening activity through a song.
C. Complete the copy of the lyrics of the song
listened to.
1 3 A. Answer process questions on the activity done.
B. Read and study the key points on using
listening strategies to extract the required
information from the text.
C. Give more listening exercises and activities to
answer for skills mastery.
4 Listen to a recorded audio clip of a brief narrative
and take note of the family issues or concerns
especially the conflicts presented and provide
suggestions on how to deal with the situation
using the given organizer.
5 Give a checkup test or an enrichment activity on
listening strategies
2 1 A. Review important points from the previous
lesson using a completion test.
B. Do scavenger hunt activity in the house using
the given guidelines and instructions.
2 A. Process the activity by answering a few
questions about it.
B. Present the key points on using the Online
Public Access Library (OPAC) and other electronic
search engines to locate specific information and
resources.
3 Take notes of at least 10 important information
on how to relate better with others or on how to
build relationships by using the available OPAC in
the locality or by using google.
4 Create a Mini-Book of tips related to building
relationship following the given guidelines by
using the notes in Day 3 Activity.
5 Perform the given enrichment activity.
3 1 A. Research on certain topics and require them to
specify their sources including specific links and
headings.
B. Read and study the guide/format in proper
referencing an online source.
2 Continue the research work
3 Continue the research work
4 Organize a simple research work in a portfolio
with detailed sources through online ,
newspapers, video, images, pod cast or print
based materials and with detailed sources

Research a topic with 4 1
support using two or three
sources provided, e.g.
newspapers, website,
video, images, podcast,
print based material
Summarize key 5 1
information from a text
6 1
Transcode information 7 1
from linear to non-linear
texts and vice-versa
indicated in the appendices.
5 Report to the class on the topic that each has
researched.
A. Research on certain topics and require them to
specify their sources including specific links and
headings.
B. Read and study the guide/format in proper
referencing a work taken from printed materials
2 Continue the research work
3 Continue the research work
4 Organize a simple research work in a portfolio
with detailed sources through online ,
newspapers, video, images, pod cast or print
based materials and with detailed sources
indicated in the appendices.
5 Report to the class on the topic that each has
researched.
Read the story on the Parable of a Forgiving
Father and answer questions.
2 A. Do the vocabulary building activity using a
crossword puzzle.
B. Read the story, “The Centipede”.
3 A. Answer questions using the story pyramid.
B. Read and study the key points and example in
writing a summary. Then write a five-sentence
summary of the story read.
4 Read and study the key points and example in
writing a precis.
Answer exercises on precis writing.
5 Read an essay and write a precis.
Give an evaluation on precis writing
2 Study the key points and example in writing a
paraphrase.
Read the two narrative lines taken from the poem
“ Friend” and paraphrase it.
3 Answer exercises on poem paraphrasing
4 Give more practice exercises on essay
paraphrasing.
5 Conduct a summative on writing a summary, a
precis and a paraphrase.
A. Review key points of the previous lesson
B. Study a graphic organizer and do activities as
directed.
2 Answer process questions. Then, study key points
in transcoding information from linear to non-
linear texts and vice versa
3 Read the story, “Footnote to Youth”. Then,
complete the C-S-R- approach diagram (Conflict-
Solution- Result approach).

8 1
III Use correct and 1 1
appropriate multi-media
resources when orally
giving information,
instructions, making
explanations and narrating
events in personal or
factual recounts
Use the appropriate oral 2 1
language, stance and
behavior when giving
information, instructions,
making explanations and
narrating events in
personal or factual
recounts
Explain how a selection 3 1
may be influenced by
culture, history,
environment, or other
factors
4 A. Answer activity on character analysis using the
bubbles graphic organizer.
B. Compare and contrast the characters using the
Venn diagram.
5 Write an alternative ending of Footnote to Youth.
Give remedial activities on least learned lessons.
2 Provide enhancement activities for mastery of
competency.
3 Review lesson and activities in preparation for the
2nd quarter examination.
4 Continue review lesson and activities
5 Give the post test for the quarter.
Study the pictures shown by the teacher and
answer the fact or bluff activity. Answer process
questions utilizing key points on using multimedia
resources in doing oral reports, etc.
2 Watch a video tutorial on using Microsoft Power
Point. Then write a summary of an informative
essay to be presented via Power Point
Presentation.
3 Present the assigned Power Point Presentation in
class.
4 Conduct research activity on the experiences of
People who lived near the Mt. Taal Volcano when
it erupted on January 2020.
5 Report the research conducted in class.
Study the pictures shown by the teacher and
answer the fact or bluff activity. Answer process
questions utilizing key points on using multimedia
resources in doing oral reports, etc.
2 Watch a video tutorial on using Microsoft Power
Point. Then write a summary of an informative
essay to be presented via Power Point
Presentation
3 Present the assigned Power Point Presentation
with the class
4 Conduct research activity on the experiences of
People who lived near the Mt. Taal Volcano when
it erupted on January 2020.
5 Report the research conducted with the class.
Read the story on the “Life of Lam-ang” , be able
to note down the elements of the fiction and
answer questions about the story.
2 Discuss how the elements of the story contribute
to the theme of the story through graphic
organizer. Answer worksheets which require them
to relate the culture, environment and others as
cited in the “Life of Lam-ang”
3 Arrange in chronological events of the story.

Express one’s
beliefs/convictions based
on a new material viewed
Cite evidence to support a
general statement
React to what is asserted
or expressed in a text
Raise sensible, challenging
thought provoking
questions in public forums
/panel discussion, etc.)r
issue
Report to the class their answer and ask how the
selection is influenced by the culture and
environment of its setting.
4 Identify the values in the story and emphasize the
moral lesson it gives. Let them share with the
class how they feel about the story.
5 Reenact in one minute the different scenarios
reflected strips of paper about the “Life of Lam-
ang”. Provide feedback on the performance of
their classmates.
4 1 Watch a video clip about responding to calamities
and express one’s belief and convictions on the
presentation.
2 Do an editorial cartoon analysis and answer
activity as directed.
3 Answer process questions. Read and study key
points on expressing beliefs and convictions and in
writing a persuasive essay.
4 Watch a video clip about responding during
calamities and express one’s opinion on the
video’s content orally or in writing.
5 Recite to the class output during the Day 4.
5 1 Do the four pictures one word activity. Provide
the explanation to support their answers.
2 Discuss key points on identifying supporting
details to a general/major statement.
3 Answer Exercises on identifying supporting
details to a general statement.
4 State a general statement and provide as many
supporting details, reasoning and other evidences.
Write on a paper and create a design on the work.
5 Report to the class their output in Day 4. Assign
each learner to someone whom they are required
to give feedback.
6 1 Watch a short documentary. Write comments
about it.
2 Answer process questions. Read and study key
points on expressing and asserting one’s opinion
3 Read short texts and expressing reaction and
asserting one’s opinions .
4 Write an essay expressing personal conviction on
a current issue.
5 Report to the class your previous activity.
7 1 Study and watch a talk show. Answer questions
about it after viewing.
2 Answer process questions. Read and study key
points on conducting a debate, panel discussion,
symposium and public forum.
3 Prepare a classroom symposium that will discuss

8 1
IV Distinguish features of 1 1
academic writing
Employ variety of 2 1
strategies for effective
interpersonal
communication
(interview, dialog,
conversation)
the issue, “Asserting Myself in a Diverse Society:
The Modern Filipino Youth and the Old Filipino
Youth. Give the requirements of the activity.
4 Search ideas from the internet or any printed
material on the topic assigned.
5 Organize and participate in a class
symposium/debate (via chatroom, google meet or
through text messaging)
Choose a topic or issue to talk about.
Let students take a stand on the issue and support
it with factual evidence.
Prepare for an oral delivery in class or on line
whichever is applicable.
2 Continue research work on the chosen topic.
Acknowledge references properly.
3 Allow independent practice for oral delivery.
4 Individual speech delivery
5 Individual speech delivery
Answer a Word Puzzle that would reveal the
lesson for the day. Discuss the ten main features
of academic writing
2 Compare and contrast two paragraphs using a
Venn Diagram, one featuring academic writing
and the other simple essay and identify common
features to both types of text
3 Translate statements into a paragraph featuring
academic writing
4 Decide any topic for an academic writing activity
ensuring that ten main features are
illustrated/applied.
5 Report to the class the written output during Day
4.
Identify and explain which part of the content
reflects the features of academic writing.
Conduct a survey to classmates through text
message/messenger on any sort of questions they
want to know from them like their choice for
learning modality, and other relevant issues and
record results of the survey.
2 Process survey results they had the previous day
and organize it using the appropriate graphic
organizer.
3 Analyze on the key points in conducting an
interview, conversation and dialogue. Practice
exercise on reporting the results of the survey
conducted.
4 Create a short conversation or dialog on a chosen
topic. Record/video the said conversation/dialog.
5 Watch and critique the outputs via chatroom or

Determine the worth of 3 1
ideas mentioned in the
text listened to
Determine the 4 1
truthfulness and accuracy
of the material viewed
Discover the conflicts 5 1
presented in literary
selections and the need to
resolve those conflicts in
non-violent ways
Discover literature as a 6 1
forum post.
Listen to a song and take note of its main
message. Complete the copy of the song by filling
in the missing lyrics.
2 Go over the song and answer questions evaluating
its relevance and worth.
3 Listen to a short radio commentary and evaluate
it based on content’s accuracy,
evidence/arguments presented, truthfulness and
relevance/significance to the current situation.
4 Answer more listening exercises on determining
the worth of ideas mentioned in the text listened
to using graphic organizers.
5 Recite in the class sharing a news report heard or
read from a newspaper about any topic.
Watch the breaking news of the Department of
Health and note down data presented accurately.
Reinforce more readings / video presentation for
the day. Ask questions on the facts contained in
the report/story.
2 Discuss significant points in evaluating the
truthfulness and accuracy of the material viewed.
Give practice exercises.
3 Watch a documentary on “Keeping Abreast with
Changes” and express ones opinion on the video’s
content orally or in writing using the appropriate
graphic organizer.
4 Write the summary or the essential points of the
documentary read or listened to. Emphasize
significant ideas discussed in the documentary.
5 Share/report to the class orally the previous day’s
written output.
Feeling good today: Choose emoticons to express
one’s feeling towards the story read by the
teacher. Discuss how they chose the emoticons. In
pairs, they discuss answers with their classmates.
2 Listen to the song “Count on Me” by Bruno Mars
and take note of the key ideas expressed in the
song.
3 Read and study key points about the conflict of a
story :The Stranger” by Ishmael V. Mallari and be
able to write the Conflict in the story and submit
to the teacher as output of the day.
4 Answer more exercises on identifying conflict and
resolution in the story.
5 Write any original story with conflict indicated and
provide also resolution of the conflict. Share with
the class.
Read the selection “Where’s the Patis?” by
 tool to assert one’s unique
identity and to better
understand other people
Discover through
Philippine literature the
need to work
cooperatively and
responsibly in today’s
global village
Compose an informative
essay
Subject: English
Carmen Guerrero-Nakpil and answer questions
after reading. Process answers.
2 Answer Activity Sheet on elements of a story
through graphic organizers.
3 Write ten important events in the story of their
choice using a story pyramid.
4 Compose a story about your experience during
the summer community quarantine. Be able to be
guided with the elements of a story.
5 Share with the class the output in Day 4.
7 1 View a three-minute video on the Philippine
Literature, Stories, Myths and Legends through
the link below: https://www.youtube.com/watch?
v=GeEuxxwQfls and discuss on what they learned
from the presentation. Process their answers.
2 Read the selection “The Parable of the Rainbow
Colors” by Juan Flavier and answer questions that
follow. Discuss on how they relate the different
colors to their perspective in life.
3 Use Rainbow Chart in pointing out qualities of the
colors in a rainbow. Relate each color in their
responsibilities in the community through
brainstorming.
4 Analyze the parable’s message , construct a slogan
that will best encourage humanity to cooperate
and collaborate in order to achieve goals and
accept inevitable changes and use them for self-
development.
5 Create a rainbow poster that illustrates the
quotation “If nothing ever changed, there’d be no
butterflies”. On each color of the rainbow write
the characteristics which will hel broaden one’s
horizon. Share their work with the class.
8 1 Watch and learn from a video talk. Answer
question about it after the presentation.
2 Discuss the key points in writing an informative
essay and study examples. Practice exercises in
writing the introduction of an essay.
3 Decide any informative topic for essay writing
activity with introduction, body and conclusion.
4 Finalize the essay writing activity and be able to
search accurate facts and data on the essay topic
chosen.
5 Recite orally the informative essay written with
the class and allow other learners to ask
questions/clarifications on the presentation.
 Grade: 8
Time Allotment: 60 minutes, 5 days a week

QUARTE MOST ESSENTIAL WEEK DAY OBJECTIVES

R LEARNING
COMPETENCIES
(MELC)
I Determine the meaning 1 Describe the activities being done by the people
of words and in your barangay during the Enhanced
expressions that reflect Community Quarantine.
the local culture by Identify the good points or positive
noting clues effects of ECQ in your own barangay.
1 Underline the words that have similar
meanings in the sentences. ( Worksheets are
provided)
2 Write a paragraph about your experience and
realization on the COVID-19 pandemic
Figure out the meaning of the word from
clues in the sentence. Write the definition and
what clues led you to figure it out.
3 Read the story about the legend of your
barangay/municipality, underline the
vocabulary words once while underline twice
the context clues of the word.
Identify the context clues of the
underlined words in the story “The Velveteen
Rabbit”
4 Evaluate the context clue using the worksheet
featuring “The Ugly Duckling.”
Worksheet on determining the meaning of
words through context for clues.
Define the meaning of words through
crossword puzzles or word jumbles.
5 Determine the meaning of each word based on
how it is used in context.
Create a Context Clue Anchor Chart. List
and describe five common kinds of clues (direct
definition, definition after a comma, antonym,
synonym, and example) with an example of
each. Suggest meanings for the underlined
words in the examples. Discuss how they
determined the meaning and what clues they
found in the context.
Use conventions in 1 Read short stories about tourist
citing sources spots/provinces/cities/people/schools/cultures/
in Caraga with citation of the source.
2 Discuss the different conventions in citing
sources and doing research on non-fiction
stories indicating sources.

Use modal verbs, nouns
and adverbs
appropriately
Identify and use signals 5 1
that indicate coherence
(e.g. additive – also,
moreover ; causative –
as a result, consequently
; Modern Hero in this Covid-19 pandemic.
conditional/concessional
– otherwise, in that
case, however ;
sequential – to begin
3 Report stories researched indicating the
2 sources.
4 Write composition on the importance of citing
sources of the documentaries/stories used in
accomplishing research/any artistic
presentation (visual or rhetoric)
5 Perform a public speaking activity on sharing
with the class of their written composition.
1 Revise the paragraph given using the correct
placement of modals. (Worksheets are
3 provided)
2 Choose the correct modals in the parenthesis to
complete the sentence structure.
3 Illustrate a story/poem with appropriate use of
modals.
4 Answer and discuss the correct modals used in
the pictures given.
5 Organize a role play using the modals
appropriately.
4 1 State words that fit in each blank, and talk
about other words in the sentence that helped
make suggestions. Display related sentences
with blanks for missing ,but not unfamiliar
words.
2 Write sentences that contain a fun, made-up
word in place of a focused word. 
3 Read passages from informational texts
together, record any challenging words and
collaboratively apply the four steps of using
context.
4 Evaluate informational texts and encourage
flexible thinking and persistence; Develop
habits of mind that will benefit beyond the
walls of the classroom
5 Figure out the meaning of unfamiliar words by
using context clues through Students "own"
words that they can read or hear in multiple
and repeated rich contexts.
Complete the phrase/s given using the
transitional devices.
2 Find the correct transitional device that fits the
sentence structure.
3 Write a descriptive paragraph about your
4 Perform a dialogue. ( Situations will be given.)
5 Locate the marker/s in the story presented and
use it in a sentence.
6 1 Figure out the meaning of the word from clues
 with, in conclusion ;
clarifying – for instance,
in fact, in addition)
Use a range of verbs, 7 1
adjectives and adverbs
to convey emotional
response or reaction to
an issue to persuade
8 1
II Explain visual-verbal
relationships illustrated 1 and practices and answer the questions that
in tables, graphs, and
information maps found
in expository texts
in a sentence. And identify its markers.
2 Use highlight markers to "colorize" parts of a
story/poem.
3 Create a song using the markers appropriately.
4 Choose a transitional marker which will
complete the sentence. One may use a Pie
Chart and use it in a sentence.
5 Analyze the sentence structure and provide the
missing marker/s.
View, listen and identify range of verbs,
adjectives and adverbs conveyed in a story
2 Sketch one’s dream career/profession. Express
opinions/thoughts.
3 Analyze the controversial picture prompts.
Write three (3) supporting points for the
opinions given.
4 Compose something ( a poem, a story, a short
play ) that contains all nine of these words
(today, intelligent, pen, mother, school, friend,
car, tomorrow, friend )
( Words may vary )
5 Write about an object ( this can be seen around
the corner ) that has an emotional attachment
to or that triggers an emotional response.
Comment on a newspaper or TV clip.
2 Choose one aspect of the natural world that
one feels has something to teach. What specific
quality does it express that speaks to one about
ones life.
Cluster the thoughts and shape them into a
reflective essay.
3 Describe a religious experience or a ritual
recalled from childhood. Use quotes from this
experience as a frame for writing an essay. Use
the range of verbs, adjectives and adverbs for
vivid imagery.
4 Create a song, a ballad, or a jingle that will help
remember important health information.
5 Construct a scrapbook incorporating all the
lessons learned from the whole quarter and
craft a reflection paper.
1 Familiarize the pictures of our Filipino traditions
follow providing the learners the IRF ( Initial
Answer, Revised Answer, Final Answer)
Worksheet titled Picture Perfect
2 Provide meaning of the words using the
vocabulary mapping procedures:
- There will be four (4) squares in each
 worksheet.
- Place the underlined words at the
middle of the square.
- Label each of the four corners of the
square with the headings: definition,
synonym, sentences and pictures.
- Complete what is being asked for under
each of the headings
Each learner shall be provided with the
Vocabulary Mapping Worksheet.
3 Explain Vocabulary Mapping that she/he has
accomplished in the class
4 Complete Anticipation-Reaction Guide (ARG).
Learners are provided with Worksheets on ARG
with three column-table. The first column with
header “Disagree” , the second column
“statements” which are given , and the third
column “Agree”. They discuss how they feel
about the statements where they are required
to supply their reasons/justification under agree
or disagree column.
5 Do an Oral Reading of the Chinese folktale “The
Soul of the Great Bell” by Lafcadio Hearn. Each
learner is assigned to read one paragraph and
share how he/she feels about what she/he
reads in the class.
2 1 Answer questions of the story wheel to get to
know more about the folktale “The Soul of the
Great Bell” through an activity called Spin a
Story Wheel. Reporting will follow
2 Complete the bell’s description on the
corresponding columns and answer the
questions that follow through an activity Ring
that Bell.
3 Organize the plot of the folktale “The Soul of
the Great Bell” through a graphic organizer.
Reporting will follow
4 Provide plus points of an idea on the list of
statements (situational). Next is the minus or
the negative points but simply interesting. After
which they read their work in the class. Note:
Prepared Chart/Worksheet shall be provided to
each learner through an activity called Plus-
Minus -Interesting (PMI)
5 Identify values and traditions of the Chinese
people in the folktale “The Soul of the Great
Bell” and cite the supporting details that prove
one’s claim through Values Galore activity.
Reporting follows.
Use opinion-marking 3 1 Express ones beliefs and opinions on the
signals to share ideas sentences and generate conclusions using any
of the expressions given through a grammar
practice.
2 Analyze and identify how the words connect the
paragraph in the story “The Soul of the Great
Bell” . Underline the signal words and how
these affect the coherence of each paragraph
through the activity Signals to Connect
3 Manage a role play where opinion-marking
signals are utilized based on real life situations.
Processing of the outputs will follow.
4 Interpret and write the assigned excerpt where
they will together discuss a piece of text in
depth through an activity Readers Circle.
Reporting follows
5 Explain one’s intention based on the details of
information presented on the photo/picture or
drawing using the correct placement of signal
words through an activity Ten-Minute Image
talk.
Compare and contrast 4 1 Draw a scene/an object/ a character from the
presentation of the story that has the most impact on the them.
same topic in different Provide a short explanation on the connection
multimodal texts of the drawing /illustration they created in their
life. May be done with the activity called
Different Acts for Different Folks.
2 Choose a song that best interprets the message
of the story and sing it to the class. Before one
performs, give the class a short background of
the chosen song and how It is connected with
the traditions and values learned from the
previous lessons.
3 Role play the scene that one likes best in the
Chinese folktale story as discussed previously.
Use the words they have learned in the story.
4 Write their own ending of the story and allow
them to use transitional devices.
5 Prepare a 5- slide power point presentation
highlighting the traditions and values both the
Filipino and the Chinese.
5 1 Specify a scene in the story and act out a
tableau Form and act out a tableau by group of
five. Find out if other groups can identify the
scene and each person’s part in it. Sketch to
Stretch:
2 Design a comic strip narrating the story “The
Soul of the Great Bell”
3 Write an essay on: “Mistakes from the Part 1
won’t Repeat”

Compare and contrast
own opinions with those
presented in familiar
texts
Recognize positive and 7 1
negative messages
conveyed in a text
4 Illustrate the theme of the story through a
collage
5 Write a fan letter to one of the characters of the
story because he/she inspires him/her to
perform roles in life effectively.
6 1 Do an online Info Search or library research to
come up with a comprehensive view of the
unifying and distinctive characters using values
and traditions of the people of China, Japan and
Philippines. Template shall be provided.
2 Read the given statements and identify whether
the statements are True or False. If the answer
is False, be able to provide justification.
3 Draw conclusions or make logical predictions of
the passages about Asian-African traditions and
values. The inference-Evidence Chart will be
provided.
4 Complete the retrieval Chart using the
knowledge acquired about the traditions and
values of the people of selected Asian and
African countries
5 Write a five-sentence article each about the
traditions and values of China, Japan and the
Philippines. Provide a catchy title for each
article. Paste an appropriate photo of the
article.
Watch and listen to the video on Harmony of
Man and Environment Launching 2009. Take
note of the ideas presented and determine if
you agree/disagree with those. Make a
reflection of the video you have watched.
2 Analyze the excerpt given and supply the KWHL
Chart
3 Act out the situations given. Evaluate how the
participants manage to its successful
undertaking. Giving of feedback follows.
4 Listen to the assigned song and interpret its
message if he/she approves or disapproves.
Reporting of output will follow.
5 Evaluate the pictures presented. Choose one
and comment on the message it conveys.
8 1 Read the article Japanese and Chinese
Traditions and Values and complete the 3-2-1
Chart. ( 3 Things You Find Out, 2 Interesting
Things You Discovered, 1 Question You Still
Have To Ask )
2 Analyze the watched video clip of an African
Girl. Create a short reflection.
3 Describe thoughts, feelings, and experiences
 that relate to this quotation:
“React positively to life by looking ways to make
your life better if not the best.”
4 Create a collage based on the Asian-African
traditions and values. Make a reflection.
5 Share Your Life’s Lesson: List down the
strengths and how to use them in the table
given.
( My Strengths--- I Will Use Them To )
III Examine biases (for or 1 1 Organize and make an Idea Web by
against) made by the brainstorming and generating ideas about the
author passages, by group of three.
2 Examine the passages/texts and make formal
criticism of each.
3 Pick three lines from the poem , explain ones
belief on the author’s personal view when he
wrote this line/s and provide a one-word
equivalent for the personal view
4 Analyze and identify an inconsistency in the
author’s thought or subject of the text/passage
5 Make an assertion as to whether or not the
author derived all his or her conclusions using
sound reasoning. Conduct a debate.
Analyze intention of 2 1 Fill in the Product-Placement Log and evaluate
words or expressions the effects of product placement whether it
used in propaganda added to their enjoyment or detracted from the
techniques film’s overall realism and message.
2 Make assumption based on the product
labels/advocacies/health-related propaganda,
how these assumptions influence one’s
attitudes and draw conclusions.
3 Perform an advertisement of a product to catch
consumers’ attention. Evaluate the intention of
words and expressions, as well as challenges.
4 Evaluate and analyze the posters, memo and
additional cartoon. Write one’s first impression
and give a brief explanation about the first
impression made.
5 Examine the list of categories in a Word Wall.
Use these words in justifying the intention of
words or expressions in the given medium of
information.
Determine various 3 1 Clarify the words as to social, moral, and
social, moral, and economic issues using the graphic organizer –
economic issues Network Tree
discussed in the text 2 Outline the social/cultural issues from varied
listened to texts and make a comparative essay.
3 Analyze the given moral dilemmas and define
the choice of action through oral recitation

4 1
Analyze literature as a 5 1
mirror to a shared
heritage of people with
diverse backgrounds
Use appropriate 6 1
cohesive devices in
various types of speech
Use parallel structures 7 1
4 Evaluate the content of the video clip and
stimulate the learners’ critical thinking through
holding a debate.
5 Manage a debate in the class.
Create a collage depicting the social, moral and
economic issues
2 Express one’s emotion or point of view about
the article through writing a reflection paper.
3 Perform a speech Choir describing moral and
cultural issues
4 Prepare for a class presentation by group
through a video, slide show, bulletin board,
panel discussion, or a persuasive speech about
the social, moral and economic issues.
5 Present Output on Day 4 activity.
Draw and use the concept map/semantic web
to indicate what the students know about the
word “Heritage”
2 List five to seven words or phrases that describe
or explain the major concepts of Indian
literature as reflected in the literary pieces
3 Illustrate a character sketch of one of the
characters of the story “Ramayana”. Use
graphic organizer to present the assumptions
4 Create a portfolio of the different forms of
shred heritage of the Asian countries
5 Make use of Exhibit displaying the varied
portfolios depicting the shred heritage of the
Asian countries
Fill in the blanks choosing the linking words
given below each passage. (Worksheets are
provided)
2 Complete the short story with appropriate
devices. (Worksheets are provided)
3 Perform a Readers’ Theater.
4 Write a new ending of the story using cohesive
devices.
5 Perform a Chamber Theater.
Define the words by completing sentences
through a Worksheet.
2 Identify and decide whether or not the
sentence/s contain an error in parallel
structure
3 Watch a video clip and write a reflection paper
using correct usage of parallelism
4 Interpret the meaning of Collage. From the
collage, draw out and conceptualize the story
line and the theme of the script.
5 Create a comic strip with appropriate parallel
 structures
8 1 Choose words to fill in the blank that give the
correct parallel sentence structure.
2 Identify which sentences have parallel
construction and which don’t. Explain the
choices made.
3 Describe the photos on the collage using
appropriate parallel construction.
4 Examine the following sentences, if it uses
parallel structure, put a Y on the line.
5 Perform rap in time to a beat in describing a
friend, a teacher, a hero.
( Words may vary )
IV Use appropriate Week 1 Complete the newspaper reports with an
grammatical signals or 1 appropriate grammatical expressions
expressions suitable to 2 Identify and describe the pictures of what
each pattern of idea routines they have done using suitable
development: expressions
general to particular 3 Circle the letter that correctly identifies the
claim and nature of the underlined transition in each of
counterclaim the sentences
problem-solution 4 Combine the sentence using the words in the
cause-effect, brackets
and others 5 Write problems and solutions appropriate to
the scenes in the pictures
Expand the content of 2 1 Identify if the source would be a Primary Source
an outline using notes (P) or Secondary Source (S)
from primary and 2 Outline the examples of Primary sources
secondary sources through web diagramming
3 Mark the appropriate sources and discuss with
peers
4 Complete the blanks provided on the
sentences. Summarize and share the responses
5 Decide on a specific well-known historical
events and identify primary and secondary
sources that would accurately depict the
significance of historical event.
Synthesize essential 3 1 Read the paragraph and use the words from the
information found in list to fill in the missing words
various sources 2 Decide whether in each topic is pro or con. Find
statistics and quotations to support the
opinions
3 Use the guide questions to interview a partner
and report the output through power point
presentation.
4 Read a selection and write unrelated two-words
that stand out as key ideas. Discuss the choices
through a bubble map graphic organizer
5 Perform a role play by completing the
 statements/prompts given.
Compose effective 4 1 Match the vocabulary to the pictures, rank the
paragraphs health/social/environmental issues in
importance and explain in a paragraph form.
2 Connect the words in the graphic organizer and
write a descriptive essay
3 Analyze and justify the content of the video clip
4 Write a composition about one of the given
prompts
5 Perform a short interview and make a
reflection.
Develop paragraphs that 5 1 Analyze a story and describe its message –
illustrate each text type reach a consensus
(narrative in literature, 2 Use a “human graph” to see where a group
expository, explanatory, stands on an issue
factual and personal 3 Write an autobiography essay “My Life to Date”
recount, persuasive) 4 Predict what will happen next in a story or play
5 Discuss the impact of the content of the
collage/poster/slogan
Deliver a self-composed 6 1 Memorize and recite the sets of tongue twisters
speech using all the 2 Select a stanza, chorus or refrain from a
needed speech memorized song. Explain how this created a
conventions great impact to one’s life. Deliver in the class.
3 Pick a name/item from the box and use it for a
two minute speech
4 Brainstorm on an emerging challenge, problem
or threat in one’s locality that can serve as a
topic of the Day 4 activity.
5 Deliver a five to seven minute persuasive
speech. Use the Output in the previous day’s
activity
7 1 Imagine that you are a Tourism Officer assigned
to promote the Philippines among a group of
foreign nationals. Prepare a two-minute speech
focusing on one Philippine destination.
2 Deliver the two-minute speech composed on
Day 1
3 Choose a picture from the photo prompts and
deliver it through a declamation piece
4 Develop and decide a topic that interests the
most. Prepare a two-minute informative speech
with specific aim is to demonstrate the process
of doing something.
5 Deliver the two-minute informative speech
prepared on Day 4
8 1 List and develop the ways in which are already
contributed, are contributing, and predict the
ways in which it contribute to the world in the
future.
 2 Deliver an oration based on the Day 1 output.
3 Choose an inspirational person and write a fan
letter to him/her.
4 Perform a manuscript method of delivery on
the Day 3 activity.
5 Perform a dramatic monologue.
(Situations will be provided)

Subject: English
Grade: 9
Time Allotment: 60 minutes, 5 days a week

QUARTE MOST ESSENTIAL LEARNING WEEK DAY OBJECTIVES

R COMPETENCIES (MELC)
The learner . . .
I Express permission, obligation, and 1 Introduce oneself to the class and
prohibition using modals state an expectation for the English
class.
Read the sentences and define
modals expressing permission,
1 obligation and prohibition.
2 Discuss the importance of modals
through reading a short story and
answering questions relative to the
use of modals.
3 Identify modals used in the story.
4 Construct sentences using modals
and answer worksheets on
identifying how “modals” are used in
the sentence (expressing permission,
obligation or prohibition)
5 Compose a short essay using modals
and underline the modals used.
1 Formulate a simple
conversation/dialogue using modals.
2 Recognize the modals utilized in the
dialogue/conversations
3 Write a letter to their parents
employing modals.
4 Practice using modals through
2 simple news reporting.
5 Apply the use of modals through
self-talk or reflection.
1 Write journal in everyday
experiences using modals.
3 2 Plan and prepare for a role play using
modals in the script.

Use conditionals in expressing
arguments
5 1
Employ the appropriate
communicative styles for various
situations (intimate, casual,
conversational, consultative, frozen)
3 Practice the role play and emphasize
the significance of using modals.
4 Evaluate the role play and assess
how modals are used appropriately
throughout the presentation.
5 Recommend good points on the role
play presenters and comment on
what could be improved on the
presentation.
4 1 Listen to a song titled “I will Survive”
and identify conditionals used in the
lyrics. Discuss when conditionals are
used in expressing arguments
2 Identify sentences that imply
conditionals in a story.
3 Ask questions that begin with “What
would have happened if…………..?
differently to each learner and allow
them to respond using conditionals.
4 Use special words/expressions which
suggest arguments in an essay with
at least two paragraphs (Writing
activity)
5 Resolve an issue they decide in a
form of simple debate. Include time
for research and time for
presentation.
Present a simple advertisement
using conditionals.
2 Write a simple dialogue and perform
it.
3 Cite the importance of using
conditionals in expressing
arguments.
4 State opinions/ideas using
conditionals.
5 Construct a graphic organizer using
conditionals
6 1 Employ speaking in panel discussions
2 Compare new sights to previous
learning.
3 Analyze how characterization
contribute to the effective
development of the theme
4 Draw conclusions based on a
material viewed
5 Formulate generalizations based on
the material viewed
7 1 Discuss ideas on real life situations.

II Make connections between texts to
particular social issues, concerns, or
dispositions in real life
2 Organize a simple conversation in a
form of dialogue.
3 Prepare and present a short
commercial/advertisement.
4 Compose a short poem and present
it to the class.
5 Conduct an interview.
8 1 Manage a debate employing
appropriate communicative styles.
2 Assert comments /suggestions
when listening to instructions.
3 Practice news reporting.
4 Review and participate in an oral
discussion using communicative
styles.
5 Employ video calling in any
conversation. (The teacher will
grade the actual conversation.)
1 State the importance of winning over
1 challenges.
2 Compare new insights with previous
learnings.
3 Compose a poem relating to social
issues in life.
4 Explain the relevance of literature as
a means of connecting to the world.
5 Interpret a selection through role
play.
2 1 Dramatize through a simple role play
based on social issues.
2 Recite an advocacy on how to avoid/
minimize social issues.
3 Write journal pertaining to social
issues.
4 Provide comments/ opinions relating
to social issues or dispositions in life.
5 Draw an illustration expressing
social issues and give description to
it.
3 1 Write a letter pertaining to social
issues in life like racial
discrimination, bullying etc.
2 Perform a short advertisement on
how to avoid racial discrimination.
3 Write movie review concerning
social issues.
4 Compose a poem pertaining to social
issues.
5 Write a short essay regarding their

Analyze literature as a means of
understanding unchanging values in
the VUCA (Volatile, uncertain,
complex, ambiguous) world
7 1
experiences on social issues in life.
4 1 Manage an interview to those
persons experiencing racial
discrimination or bullying.
2 Organize a debate concerning social
issues.
3 Compose a song relating to social
issues.
4 Read a selection and give feedback
after reading it.
5 Write journal pertaining to social
issues in life.
5 1 Discuss literature as a means of
understanding unchanging values of
life. Emphasize and clarify VUCA
2 Dramatize through a role play based
on the material viewed.
3 Distinguish the features present in
the selected text.
4 Infer from given statements on the
significance of literature
5 Assess the effectiveness of the ideas
presented in the material viewed
taking account its purpose.
6 1 Write journal about everyday
situations.
2 Report a play review.
3 Write observations in daily living.
4 Manage an interview to persons
with different experiences in life.
5 Evaluate ideas from their parents an
apply it to their own life.
Read articles and give reflection
after reading it.
2 Compose poem relating to
literature.
3 Write a moral lesson based on the
selection.
4 Manage an oral discussion .
5 Draw illustrations relating to
literature.
8 1 Describe images that relate values in
life.
2 Write journal reflecting the
significance of life.
3 Write a daily/weekly planning about
values in life.
4 Visualize an image about the life
they dream/or want to be someday

III Differentiate biases from prejudices
Determine the relevance and the
truthfulness of the ideas presented in
the material viewed.
5 Collect quotations reflecting
literature.
1 1 Compare and contrast biases from
prejudice.
2 Interpret ideas presented in a poster.
3 Analyze on the message conveyed in
the material viewed.
4 Discuss technical and operational
definitions on biases from
prejudices.
5 Explain the importance of biases and
prejudices in a statement.
2 1 Dramatize through a role play
pertaining to biases from prejudices.
2 Write reflection/s on a given
situations.
3 Compose a song differentiating bias
from prejudice.
4 Describe situations pertaining biases
from prejudices.
5 Analyze statements and evaluate if
these imply biases or prejudices.
3 1 Determine the information
contained in the material viewed.
2 Discuss literature as a means of
connecting to world vis-à-vis
material viewed
3 Explain the relevance of the ideas
presented in the material viewed.
4 Evaluate and give expanded
definitions of words utilized in the
materials viewed.
5 Analyze the information presented
and share insights in the class
4 1 Manage a role play based on the
material viewed.
2 Write reflections based on the ideas
presented in the material viewed.
3 Compose a song pertaining to the
material viewed.
4 Express ideas presented in a form of
a dance.
5 Sketch or draw a representation of
the ideas presented and explain in
the class
5 1 Discuss the ideas presented in the
material viewed and present it to the
class.
2 Compose a poem or a dialogue on

Judge the validity of the evidence
listened to
IV Judge the relevance and worth of
ideas, soundness of author’s
reasoning , and the effectiveness of
material viewed.
3 Evaluate situations based on ideas
presented in the material viewed.
4 Discuss ideas relating to the material
viewed by posting it to social media.
5 Organize a simple advertisement
based on the material viewed.
6 1 Listen to the documentary presented
through a video presentation and
identify significant events in the
story.
2 Discuss the list of
evidences/evidence listened to.
3 State evidence/s implied in a
documentary through exercises.
4 Connect evidences of the events
that validate/s the
judgement/generalization. Provide
exercises on this activity
5 Analyze the validity of the evidences
listened to and provide support
statements.
7 1 Discuss insights on the evidences
listened to. Provide more exercises
on this activity.
2 Write questions on the evidences
they have listened to.
3 Summarize evidences and state
generalizations.
4 Discuss validity of evidences of
documentaries presented.
5 Evaluate evidences of the
documentaries presented and
connect if these justify the
generalization.
8 1 Organize a documentary where
evidence/s are pointed out.
2 Evaluate if truthfulness of evidences
provided in the documentary.
3 Practice stating evidences in support
of the generalization/judgement
4 Organize a role play of the prepared
documentary.
5 Critique the presentation of the role
play based on the validity of the
evidences presented.
1 1 Determine the effectiveness of
argument and how to use support
statements.
the presentation 2 Compare new insights with previous
learnings.
3 State the effect of literary piece in
one’s value system.
4 Write an essay citing the ideas of the
author
5 Employ the techniques in public
speaking to convey ideas when
delivering the written essay in Day 4.
2 1 Write a reaction paper on the ideas
of the author, stating the relevance
and worth of ideas, soundness of
author’s reasoning
2 Evaluate effectiveness of the
author’s presentation
3 Compose a poem to interpret the
ideas of the author.
4 Organize a debate reflecting the
ideas presented by the author
5 Research on some important points
that may be use for support on the
debate organized.
3 1 Collect support materials for the
conduct of the debate.
2 Manage the conduct of debate
3 Make a summary of opinions and
ideas presented in the debate.
4 Discuss among the class the
effectiveness of the presentation and
cite how the soundness of reasons
can be improved.
5 Critique on how the pros and cons
were able to present their points
with soundness and effectiveness
4 1 Organize a panel discussion .
2 Influence others on a certain
advocacy .
3 Incite judgement on ideas presented
through oral participation.
4 Make an article review based on the
panel discussion conducted. based
on the ideas presented by the
author. Solicit ideas from the others
regarding the ideas of the author.
Write a journal about the relevance
of the ideas of the author.
5 Relate the relevance of the ideas
integrating spiritual life dimension
through a journal.
 React to lay value judgment on critical
issues that demand sound analysis
and call for prompt actions
6 1
7 1
8 1
5 1 Make an opinionated article based
on a passage.
2 Identify prevailing issues in the
society.
3 Write a feature article based on the
lyrics of their favorite songs.
4 Perform a radio broadcasting that
features the latest societal issues.
5 Create a video presentation
presenting the opinionated article.
Make a poster slogan based on a
critical issues.
2 Compose a theme pertaining to
critical issues.
3 Make an editorial concerning to
social issues.
4 Write a feature article on critical
issues.
5 Perform speech choir concerning
such situation.
Compose a song on the stand of such
critical issues.
2 Interpret judgement in a form of
dancing.
3 Sketch their judgement ideas
through a paint and
4 State judgement on critical issues
through an essay.
5 Write a letter expressing a stand to
critical issue.
Make pamphlet/brochure
pertaining to social issues.
2 Organize a debate relating to critical
issues.
3 Interview those people in authority
on their stand on critical issues that
will be interpolated.
4 Collect other relevant information,
support statements that will be used
during the debate.
5 Manage the debate among the class.

Subject: English
Grade: 10
Time Allotment: 60 minutes, 5 days a week
QUARTE MOST ESSENTIAL LEARNING
R COMPETENCIES (MELC)
I Use information from news
reports, speeches, informative
talks, panel discussions, etc. in
everyday conversations and
exchanges
Determine the effect of textual
aids like advance organizers,
titles, non-linear illustrations, etc.
on the understanding of a text
WEE DAY OBJECTIVES
K
1 Listen to a news report from any tabloid
or State of the Nation Address of the
President and discuss with the learners.
Ask questions after the news report or
SONA.
1 2 Get information from various text that
can be used in everyday life or discuss
application in the community/real life
situations.
3 Determine how connected events
contribute to the totality of a material
viewed/discussed. Allow learners to
collaborate.
4 Recount sensory images used in the
report/story. Allow the learners to share
with the class how they feel about the
report/story.
5 Express though writing how they feel
about the national news reports that
they hear daily.
2 1 Explain how textual aids are properly
used.
2 Use words and expressions in making a
comprehensive text.
3 Get information from various text types
that can be used in everyday life.
4 Organize details in a text.
5 Highlight important information in a
text.
1 Explain how the elements specific to a
genre contribute to a theme of a
3 particular literary selection. Require
them to answer questions that follow
related to a short story through video
presentation. Emphasize on organizers,
titles and non-linear illustrations.
2 Use words and expressions that
emphasize a point. Provide Worksheets
that will require learners to determine
understanding of the text used in the
paragraphs.
3 Express insights based on the ideas
presented. Learners are required to
discuss on their insights and share them
with the class.
4 Use special words/ expressions that
emphasize points through a writing a

Appraise the unity of plot, setting
and characterization in a material
viewed to achieve the writer’s
purpose
Compare and contrast the
contents of the materials viewed
with outside sources of
information in terms of
accessibility and effectiveness
Employ analytical listening in
problem solving
Evaluate spoken texts using given
criteria , e.g. fluency, tone,
story about a movie they have watched
which will be shared with the class.
5 Synthesize the movie viewed and include
the insights gained and how they feel
about the ending of the story.
4 1 Analyze the plot of the story and be able
to retell based on the
2 Determine what the story focused on.
3 Make the words more visible and easy to
remember
4 State  important points about the text
using a graphic organizer.
5 Focus the reader's attention on specific
parts of the text.
5 1 Give meanings of words through
dictionary or context clues
2 Select organize, produce visuals and
graphics to complement and extend the
meaning.
3 Explain how tone and mood contribute
to the theme.
4 Use formal and informal definition to
clarify the definition of a word.
5 Draw conclusions based on the materials
viewed.
6 1 Employ speaking in panel discussions.
2 Compare new sights to previous
learnings.
3 Analyze how characterization contribute
to the effective development of the
theme.
4 Draw conclusions based on a material
viewed.
5 Make generalizations on certain
conditions.
7 1 Stress the importance of winning over
challenges.
2 Compare new insights with previous
learnings.
3 Examine how spoken communication
may be repaired or enhanced.
4 Draw similarities and differences of the
featured selections in relation to the
theme.
5 Show appreciation for songs, poems, and
other listening texts.
8 1 Observe correct grammar in making
definitions
 cohesion, correctness
II Observe the language of research
, campaigns, and advocacies
Identify key structural
elements, e.g.
 Exposition – statement
of positions, Arguments,
 Restatement of positions
and language features of
an argumentative text,
e.g. :
- modal verbs: should, must,
might, and
modal adverbs; usually
probably, etc.
- attitudes expressed through
evaluative
language;
 conjunctions or connectives
to link ideas because,
therefore, on the other
hand, etc.;
- declarative statements
- rhetorical questions;
passive voice
Formulate a statement of opinion
or assertion
2 Employ appropriate pitch, stress,
juncture, intonation
3 Formulate claims of fact, policy and
value
4 Explain how the elements specific to a
selection build its theme.
5 Assess the effectiveness of the ideas
presented in the material viewed taking
account its purpose.
1 Use formal and informal to clarify the
1 meaning of words.
2 Use in-text citations.
3 Give expanded definitions of words.
4 Listen to simplify, reorganize, synthesize
and evaluate information to expand,
review or update knowledge.
5 Demonstrate confidence and ease of
delivery
2 1 React to the falsity or soundness of an
argument.
2 Give expanded definitions of words.
3 Use structure of modification.
4 Write a short persuasive text.
5 Compose a comprehensive essay.
3 1 Describe vividly using modals.
2 Illustrate the importance of using modals
in a sentence.
3 Differentiate the difference of a
sentence without modals.
4 Recognize the correct modals to be used
in a sentence.
5 Use the modals verbs in a sentence.
4 1 Define the effectiveness of argument,
how to use support, clarify the stand of
the speaker.
2 State the effects of a literary piece in
one’s value system.
3 Compare new insights with previous
learnings.
4 Employ the techniques in public
speaking to convey ideas.
5 Use appropriate modals to express
simple futurity and willingness.
 Formulate claims of fact, policy
and value
Write an exposition or discussion
on a particular issue to include
key structural elements and
language features
Deliver a prepared or impromptu
talk on an issue employing the
techniques in public speaking
Compose text which include
multimodal elements
III Compose an argumentative essay
5 1 Examine how spoken communication
may be repaired or enhanced.
2 Differentiate formal from informal
definitions of words.
3 Present information using tables, graphs,
and maps.
4 Compose a short persuasive texts using a
variety of persuasive techniques and
devices.
5 Assess the effectiveness of the ideas
presented in the material viewed taking
into account its purpose.
6 1 Read a story and discuss its five basic
components and the language features
used.
2 Explain the relevance of organizing a
strong opening sentence which captures
listeners/readers’ attention and provide
a brief outline of the key points to be
covered in the argument/discussion.
3 Emphasize structure of an exposition
and compose one’s topic of interest.
4 Ensure that the discussion has reflect key
structural elements and language
features based on the discussion on days
1-3.
5 Recite orally in class the output in Day 4.
7 1 Use the correct sound of English when
delivering impromptu and
extemporaneous speech.
2 Define and discuss technical and
operational definitions.
3 Assess the effectiveness of material
listened to.
4 Explain illustrations from linear to non-
linear texts and vice versa.
5 Use denotation and connotation to
clarify the meaning of words.
8 1 Read a story and discuss multimodal
elements of a text based on the
selection.
2 Explain the essence of the five modes of
communication: linguistic, visual,
gestural, spatial and audio.
3 Use structures of modification.
4 Compose a text which features
multimodal elements
5 Share with the class the output in Day 4.
1 1 Determine the effectiveness of

Use a variety of informative,
persuasive, and argumentative
writing techniques
Compose an independent critique
of a chosen selection
Critique a literary selection based
on the following approaches:
- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
reader-response
argument, how to use support, clarify
the stand of the speaker.
2 Compare new insights with previous
learnings.
3 State the effect of a literary piece in
one’s value system.
4 Use appropriate modals to express
simple futurity and willingness.
5 Employ the techniques in public
speaking to convey ideas.
2 1 Produce the sounds of English correctly
and effectively.
2 Disclose the personal significance of a
material viewed.
3 Appraise literature as a way of
expressing and resolving one’s personal
conflict.
4 Use structures on modification.
5 Evaluate the information contained in
the material viewed in terms of accuracy
and effectiveness.
3 1 Provide meanings of words through
dictionary or context clues.
2 Select, organize, produce visuals and
graphics to complement and extend the
meaning.
3 Explain how tone and mood contribute
to the theme.
4 Use formal and informal definition to
clarify the definition of a word.
5 Draw conclusions based on the materials
viewed.
4 1 Expand ideas using principles of
cohesion and coherence.
2 Synthesize essential information about a
chosen issue.
3 Explain how tone and mood contribute
to the theme.
4 Use formal and informal definition to
clarify the definition of a word.
5 Use the correct prosodic features of
speech.
5 1 Use four fundamental skills.
2 Enlarges the vocabulary of the students.
3 Correlates the teaching of grammar
and composition with the lesson of
the text-book.
4 Improves and corrects pupil's speech
habit.

IV Distinguish technical terms used
in research
Give technical and operational
5 Develop the so-called distinctive
feature method of analysis
6 1 Serve as a mode of analysis examining
the relationship between ownership,
power and social change.
2 Uses a materialist interpretation of
Marx's most important works on social and
political history.
3 Provides the English reader with a more
systematic and thorough rendition of the
positions presented in The Force
of Language.
4 Emphasizes the importance of careful
empirical and historical inquiry.
5 Illustrate the difference of expressing
language using the Marxist Approach.
7 1 Used to describe a political, cultural or
economic movement aimed at
establishing equal rights and legal
protection for women.
2 Help focus on analyzing gender inequality.
3 Describe and explain how gender systems
work, as well as a consideration of
normative or ethical issues.
4 Suggests that the gender of the reader
often affects our response to a text.
5 Applies the philosophies and
perspectives of feminism to the
literature we read.
8 1 Make the meaning they find in literature.
2 Focuses on the reader's reading
experience.
3 Engage in the writing process of a peer
writer, including peer review.
4 Review and evaluate a variety of reader-
response papers by peer writers.
5 Apply the reader-response methodology
to works of literature.
1 1 Use appropriate modals to express
simple futurity and willingness.
2 Determine the effectiveness of
argument, how to use support, clarify
the stand of the speaker.
3 Compare new insights with previous
learnings.
4 State the effect of a literary piece in
one’s value system.
5 Employ the techniques in public
speaking to convey ideas.
2 1 Explain how the elements specific to a
definitions
Give expanded definition of
words
Observe correct grammar in
making definitions
Compose a research report on a
relevant school issue
genre contribute to a theme of a
particular literary selection
2 Use words and expressions that
emphasize a point.
3 Express insights based on the ideas
presented.
4 Use special words/expressions that
emphasize points.
5 Make generalizations.
3 1 Use formal and informal text to clarify
the meaning of words.
2 Use n-text citations.
3 Demonstrate confidence and ease of
delivery.
4 Provide expanded definitions of words.
5 Listen to simplify, reorganize, synthesize,
and evaluate information to expand,
review of update knowledge.
4 1 Use the correct and appropriate
language when giving a toast or a tribute
to someone and when delivering
2 Demonstrate and show respect for
intellectual property rights by
acknowledging citations made in the
critique.
3 State the personal significance of the
selection to the reader.
4 React intelligently and creatively to the
text listened to.
5 Use structures of modification.
5 1 Use formal and informal to clarify the
meaning of words
2 Use in-text citations.
3 Discuss expanded definition of words.
4 Listen to simplify, reorganize, synthesize
and evaluate information to expand,
review or update knowledge
5 Demonstrate confidence and ease of
delivery.
6 1 Draft and revise a reader-response paper
on a literary work.
2 Understand the theory of reader
response, which focuses on the reader’s
reading experience.
3 Describe concisely what the research is
trying to achieve.
4 Summarize the accomplishments a
researcher wishes to achieve through
the project and provides direction to
 the study.
5 Supports high quality English
language arts instruction for all students.
7 1 Produce a comprehensive research
work.
2 Introduce the study using the language
properly.
3 Express the study using appropriate
terms of the language.
4 Use the correct sound of English when
delivering the study.
5 State the purpose of the research study.
8 1 Employ the techniques in public
speaking to convey ideas in presenting
the research.
2 Use words and expressions that
emphasize a point.
3 Describe concisely what the research is
trying to achieve.
4 Define and discuss technical and
operational definitions.
5 Produce a study that can be used in the
community.