REFLECT

&
MELCS
(ENGLISH)

ALEXANDRA JANE MAGALLANES 10-RIZAL

Asynchronous (11/22/2021)
 What were my weak
areas in English in the
first quarter?
In the first quarter, I
believe my weak areas in
English were in analyzing
and evaluating news and
stories. Since elementary
school, I've detested this
English topic because I'm
too impatient to read and
assess something that's too
long. When the thought of
having to speak in English
when I was about to recite
came into my mind, I
became too nervous, which
is why I no longer bother
myself to try it.
What were my
strength/s?
My strength is that I don't
overstress myself. If I know
that my brain or mental
capabilities will not be able
to handle a certain
problem within that day or
hours, I will just sleep or
rest because I know that if
I continue, everything will
just get worse. By not
overstressing myself, I may
be more focused and
motivated to complete the
tasks assigned. I know it's a
little confusing, but this is
my real strength.
What is my goal for the
second quarter?
My goal for the second
quarter is to get more
comfortable speaking in
front of the class. It may be
difficult for me because I am
struggling with social
anxiety, but I promise myself
that I will strive harder till I
succeed. Furthermore, I am
determined to overcome this
weakness because I aspire to
be a housemate in the PBB
house someday. Please
support me on my journey if
I am finally there on the
inside. Just kidding.


ENGLISH 10 MOST ESSENTIAL LEARNING

COMPETENCIES (MELCS) - QUARTER 2

PROGRAM STANDARD: The learner demonstrates communicative

competence through his/ her understanding of literature and other texts types
for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative
competence through his/ her understanding of literature and other text types
for a deeper appreciation of World Literature, including Philippine Literature.
CONTENT STANDARD: The learner demonstrates understanding of how world
literature and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD: The learner composes a prepared or impromptu
speech on an issue
employing the techniques in public speaking

 MELCS DURATION K-12 CG

CODE

Observe the language of research, campaigns, and advocacies Week 1 EN10G-IVa-32

Identify key structural elements, e.g.: Exposition , Statement of Week 2 EN10RC-Ia-

position, Arguments, Restatement of Positions and language
2.15.2
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,
declarative statements; rhetorical questions; passive voice

Formulate a statement of opinion or assertion Week 3

EN10WC-IIb-
Formulate claims of fact, policy, and value Week 4
13.2

Write an exposition or discussion on a familiar issue to include key Week 5

structural elements and language features

Deliver a prepared or impromptu talk on an issue employing the Week 6

techniques in public speaking

Compose texts which include multimodal elements Week 7

Performance Task: Deliver Extemporaneous/Impromptu Speech