Vocabulary Development

Codium, Jenipe & Gella, Jenelyn & Apduhan, Bernadette & Quiawan, Mariel
Activity 3 Alignment Matrix
Instructions: Create an alignment matrix of language competencies, learning outcomes,
learning activities, and assessment of the assigned domain and grade level using the table
below.
Grade 7
First Quarter

The learner demonstrates understanding of: pre-colonial Philippine literature

Content as a means of connecting to the past; various reading styles; ways of
Standard determining word meaning; the sounds of English and the prosodic features of
speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
Performanc
conversations using appropriate context-dependent expressions; producing
e Standard
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.

Competencie Learning
Week Learning Activities Assessment
s with code Outcomes

1 EN7V-I-a-22: At the end of Identification

Distinguish this lesson,  Let’s Have a
between students are Talk!
slang and able to: The instructor will
colloquial have conversation
expressions in * Determine with the students
conversations the difference using colloquial and
between slang slang expressions.
and colloquial And the learners
EN7V-I-a- expressions in will be asked about
22.1: conversations their perception on
Distinguish and its the topic that will
features of features. be tackled base on
colloquial the teacher’s
language *Perform a introduction.
(fillers, role play using
 contractions, the two
etc.) and expressions  Express
slang and show its Yourself!
difference. Students will
perform a role play
*Identify the using the two
slang and expressions
colloquial in a (colloquial and
sentence and slang) and show its
write what difference.
kind of feature
is this.
 Will Yah
write it
down?
In this activity,
learners will create
sentences
composing slang
and colloquial
language and label
it in its specific
features.

2 EN7V-I-b- At the end of  Let’s Have a Identification and fill

22.1: this lesson Talk! in the blanks.
Distinguish students are The instructor will
features of able to: have conversation
colloquial with the students
language * Determine using colloquial and
(fillers, the difference slang expressions.
contractions, between slang And the learners
etc.) and and colloquial will be asked about
slang expressions in their perception on
conversations the topic that will
and its be tackled base on
features. the teacher’s
introduction.
 *Perform a
role play using
the two  Express
expressions Yourself!
and show its Students will
difference. perform a role play
using the two
*Identify the expressions
slang and (colloquial and
colloquial in a slang) and show its
sentence and difference.
write what
kind of feature
is this.  Will Yah
write it
down?
In this activity,
learners will create
sentences
composing slang
and colloquial
language and label
it in its specific
features.

3 EN7V-I-c- At the end of  Define the Identification and fill

10.2: Use this lesson, Picture! in the blanks
appropriate students are The teacher will
idiomatic able to: introduce the
expressions in topic by present
a variety of * Distinguish some pictures
basic what is about idiomatic
interpersonal idiomatic expressions and
communicativ expressions. let the students
e situations *Make a poem figure out it
that consist of meaning.
idiomatic
expressions.  POEDIOMAT
 IC
*Identify the Students will
idiomatic create a poem
expressions consisting of
shown in the idioms and
video and present it to the
translate it into class. After
a formal presenting its
expressions. piece, the
learner will
explain the
meaning of the
poem he/she
created.

4 EN7V-I-d- At the end of  Define the Identification and fill

10.2: Use this lesson, Picture! in the blanks
appropriate students are The teacher will
idiomatic able to: introduce the
expressions in topic by present
a variety of * Distinguish some pictures
basic what is about idiomatic
interpersonal idiomatic expressions and
communicativ expressions. let the students
e situations *Make a poem figure out it
that consist of meaning.
idiomatic
expressions.  POEDIOMAT
IC
*Identify the Students will
idiomatic create a poem
expressions consisting of
shown in the idioms and
video and present it to the
translate it into class. After
a formal presenting its
expressions. piece, the
 learner will
explain the
meaning of the
poem he/she
created.

EN7V-I-e- At the end of  Guess It! Essay

22.2: Select this lesson, The teacher will 1. What is the
an students are write idiomatic and similarities of
appropriate able to: colloquialism word colloquial and
colloquial or in the board and let idiomatic?
idiomatic *Determine the student 2. What is the
word or the difference interpret and difference of
expression as between analyze its meaning. colloquial and
a substitute colloquial and idiomatic?
for another idiomatic  Put it in a
word or expression/wo Paper
expression rd In this activity, the
students will Write
5 *Utilize an idiomatic and
idiomatic colloquial
expression expressions or word
appropriately that they usually
in a sentence. hear or encounter
and explain it in
*Understand front.
the usage of
colloquial and
idiomatic
expression/wo
rd in
individual’s
life.
6 EN7V-I-f-22.2: At the end of  Guess It! Essay
Select an this lesson, The teacher will 1. What is the
appropriate students are write idiomatic and similarities of
colloquial or able to: colloquialism word colloquial and
idiomatic in the board and let idiomatic?
 word or *Determine the student 2. What is the
expression as the difference interpret and difference of
a substitute between analyze its meaning. colloquial and
for another colloquial and idiomatic?
word or idiomatic  Put it in a
expression expression/wo Paper
rd In this activity, the
students will Write
*Utilize an idiomatic and
idiomatic colloquial
expression expressions or word
appropriately that they usually
in a sentence. hear or encounter
and explain it in
*Understand front.
the usage of
colloquial and
idiomatic
expression/wo
rd in
individual’s
life.
7 EN7V-I-g- At the end of  Act it out Essay
22.3: Explain this lesson, In this activity, 1. What is the
the students are students will make a advantage and
predominanc able to: scenario wherein disadvantage
e of colloquial they will apply in using
and idiomatic *Determine idiomatic and idiomatic or
expressions in the importance colloquial colloquial
oral use of expressions. The expression/
communicatio colloquial and role play should word in oral
n idiomatic and depict the recent communicatio
colloquial happenings or the n?
expressions in reality in the world.
oral
communicatio  Pass and
n. Interpret
This activity is a
 *Perform a form of message
role play relay. Student form
depicting real the last line will
life scenarios. pass the idiomatic
or colloquial
*Explain the expressions/words
advantage and and let the rest
disadvantage analyze and
of colloquial interpret its
and idiomatic meaning. The
expression in meaning should be
oral delivered in the
communicatio teacher.
n.
8. EN7V-I-h- At the end of  Act it out Essay
22.3: Explain this lesson, In this activity, 2. What is the
the students are students will make a advantage and
predominanc able to: scenario wherein disadvantage
e of colloquial they will apply in using
and idiomatic *Determine idiomatic and idiomatic or
expressions in the importance colloquial colloquial
oral use of expressions. The expression/
communicatio colloquial and role play should word in oral
n idiomatic and depict the recent communicatio
colloquial happenings or the n?
expressions in reality in the world.
oral
communicatio  Pass and
n. Interpret
This activity is a
*Perform a form of message
role play relay. Student form
depicting real the last line will
life scenarios. pass the idiomatic
or colloquial
*Explain the expressions/words
advantage and and let the rest
disadvantage analyze and
 of colloquial interpret its
and idiomatic meaning. The
expression in meaning should be
oral delivered in the
communicatio teacher.
n.
EN7V-I-i-22.3: At the end of  Act it out Essay
Explain the this lesson, In this activity, 3. What is the
predominanc students are students will make a advantage and
e of colloquial able to: scenario wherein disadvantage
and idiomatic they will apply in using
expressions in *Determine idiomatic and idiomatic or
oral the importance colloquial colloquial
communicatio use of expressions. The expression/
n colloquial and role play should word in oral
idiomatic and depict the recent communicatio
colloquial happenings or the n?
expressions in reality in the world.
oral
communicatio  Pass and
n. Interpret
9
This activity is a
*Perform a form of message
role play relay. Student form
depicting real the last line will
life scenarios. pass the idiomatic
or colloquial
*Explain the expressions/words
advantage and and let the rest
disadvantage analyze and
of colloquial interpret its
and idiomatic meaning. The
expression in meaning should be
oral delivered in the
communicatio teacher.
n.
 Second Quarter

Content The learner demonstrates understanding of: Philippine literature during the
Standard Period of Apprenticeship as a means of examining conflicts; various purposeful
listening and viewing strategies; difference between literal and figurative
language; ways to extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of phrases, clauses,
and sentences.
Performance The learner transfers learning by: resolving conflicts presented in literary
Standard selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or
paraphrase; distinguishing between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately
Week Competencies Learning Learning activities Assessment
with code outcomes
1 EN7V-II-a-10.1: At the end of  Define me! Matching Type
Discriminate this lesson, The instructor will
between literal students are let the students
and figurative able too: choose a specific
language object and create
*Differentiate at least 5 figurative
EN7V-II-a- the figurative language base on
10.1.1: Classify and literal the object along
sample texts into language with its literal
literal or language and
figurative * Construct a present it in the
figurative class.
language using
their chosen  Peel It Out!
objects and In this activity,
present it in students will
front of the read a poem
class. “Ode to a
Nightingale” by
*Determine the John Keats and
figurative determine the
language from figurative
 the poem and language in the
translate it into literary piece
literal language. then translate it
into a literal
language.
2 EN7V-II-b- At the end of  Define me! Matching Type
10.1.1: Classify this lesson, The instructor will
sample texts into students are let the students
literal or able too: choose a specific
figurative object and create
*Differentiate at least 5 figurative
the figurative language base on
and literal the object along
language with its literal
language and
* Construct a present it in the
figurative class.
language using
their chosen  Peel It Out!
objects and In this activity,
present it in students will read a
front of the poem “Ode to a
class. Nightingale” by
John Keats and
*Determine the determine the
figurative figurative language
language from in the literary piece
the poem and then translate it
translate it into into a literal
literal language. language.

3 EN7V-II-c-10.1.2: At the end of  Read to  Fill in the

Identify figures this lesson, Identify Blank
of speech that students are The teacher will let  Multiple
show able to: the students read a Choice
comparison poem entitled
(simile *Determine the “Friendship” by
metaphor, figures of speech Emma guest and
 personification) in poem (simile, determine the
metaphor, figures of speech
personification) that can be found
in the text.
*Compose a
sentence of  Make and
figures of speech Compare
that shows The students
comparison will make a
( simile, sentence using
metaphor, the different
personification) figures of
speech base on
*Value the the things that
essence of the they deeply
environment. value in the
surroundings.
4 EN7V-II-d- At the end of  Fill in the
10.1.2: Identify this lesson,  Read to Blank
figures of speech students are Identify  Multiple
that show able to: The teacher will let Choice
comparison the students read a
(simile *Determine the poem entitled
metaphor, figures of speech “Friendship” by
personification) in poem (simile, Emma guest and
metaphor, determine the
personification) figures of speech
that can be found
*Compose a in the text.
sentence of
figures of speech  Make and
that shows Compare
comparison The students will
( simile, make a sentence
metaphor, using the different
figures of speech
personification)
base on the things
that they deeply
*Value the value in the
 essence of the surroundings.
environment.
5 EN7V-II-e- At the end of  Fill in the
10.1.2: Identify this lesson, Blank
figures of speech students are  Multiple
that show able to: Choice
comparison
(simile *Determine the
metaphor, figures of speech
personification) in poem (simile,
metaphor,
personification)

*Compose a
sentence of
figures of speech
that shows
comparison
( simile,
metaphor,
personification)

*Value the
essence of the
environment.
6 EN7V-II-f-10.1.3: At the end of  What’s the  Identification
Identify figures this lesson, Difference?  Essay
of speech that students are In this activity, the *What is the
show contrast able to: students will create difference
(irony, a chant using the 3 between the
oxymoron, *Identify the different figures of irony,
paradox) difference speech (irony, oxymoron?
between the oxymoron and
figures of speech paradox) and
that shows perform it in to the
contrast. class. Afterwards,
they will explain
*Use the figures the chant they
 of speech (Irony, created to prove if
oxymoron, it really consist the
paradox). 3 figures of speech.

*Determine the
essence of  State Your
diversity in our Observation
lives. Students will create
at least 3 each type
of figures of speech
that show contrast
base on what they
observe in the
society.
7 .EN7V-II-g- At the end of  What’s the  Identification
10.1.3: Identify this lesson, Difference?  Essay
figures of speech students are In this activity, the *What is the
that show able to: students will create difference between
contrast (irony, a chant using the 3 the irony,
oxymoron, *Identify the different figures of oxymoron?
paradox) difference speech (irony,
between the oxymoron and
figures of speech paradox) and
that shows perform it in to the
contrast. class. Afterwards,
they will explain
*Use the figures the chant they
of speech (Irony, created to prove if
oxymoron, it really consist the
paradox). 3 figures of speech.

*Determine the
essence of  State Your
diversity in our Observation
lives. Students will create
at least 3 each type
of figures of speech
that show contrast
 base on what they
observe in the
society.
8 EN7V-II-h- At the end of  What’s the  Identification
10.1.3: Identify this lesson, Difference?  Essay
figures of speech students are In this activity, the *What is the
that show able to: students will create difference between
contrast (irony, a chant using the 3 the irony,
oxymoron, *Identify the different figures of oxymoron?
paradox difference speech (irony,
between the oxymoron and
figures of speech paradox) and
that shows perform it in to the
contrast. class. Afterwards,
they will explain
*Use the figures the chant they
of speech (Irony, created to prove if
oxymoron, it really consist the
paradox). 3 figures of speech.

*Determine the
essence of  State Your
diversity in our Observation
lives. Students will create
at least 3 each type
of figures of speech
that show contrast
base on what they
observe in the
society.
9 EN7V-II-h- At the end of  What’s the  Identification
10.1.3: Identify this lesson, Difference?  Essay
figures of speech students are In this activity, the *What is the
that show able to: students will create difference between
contrast (irony, a chant using the 3 the irony,
oxymoron, *Identify the different figures of oxymoron?
paradox difference speech (irony,
between the oxymoron and
 figures of speech paradox) and
that shows perform it in to the
contrast. class. Afterwards,
they will explain
*Use the figures the chant they
of speech (Irony, created to prove if
oxymoron, it really consist the
paradox). 3 figures of speech.

*Determine the
essence of  State Your
diversity in our Observation
lives. Students will create
at least 3 each type
of figures of speech
that show contrast
base on what they
observe in the
society.

Grade 8
First Quarter

Content The learner demonstrates understanding of: African literature as a means of exploring
Standard forces that human beings contend with; various
reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and delivered orally;
and parallel structures and cohesive devices in presenting information.
Performance The learner transfers learning by composing and delivering an informative speech based
Standard on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
Week Competencies Learning outcomes Learning Activities Assessment
with code
1-4 EN8VC-Ib-8: At the end of the Find me!  Multiple
Use lesson the student  The teacher choice
context clues can; will provide  Essay
from  Identify the student a  Fill in the
the material context clue; set of blank
viewed  construct unknown  Oral
to determine sentences terms, and recitation
the utilizing the student
meaning of common must
unfamiliar types of determine
words or context clue; the right
expressions and interpretation
 recognize the of the words.
significance of
context clue in Sentence research
sentences.  The teacher
will display
sentences
with blanks
and ask
students to
suggest
words that fit
in each blank,
as well as
discuss other
terms in the
sentences
that might
assist them
make their
ideas.
Chart It!
 This is a
group activity
wherein the
teacher will
instruct the
students to
make a
context clue
anchor chart
in which they
have to list
and describe
the types of
context clues.
Construct me!
 The student
will construct
 5 sentences
in each type
of context
clue.
5 EN8V-Ie-4: At the end of the Pic – charade  Matching
Use lesson the student  The student type
appropriate can; will classify questionnaire
strategies in • construct the meaning  essay
unlocking the sentences using of the given
meaning of idiomatic expression illustration in
unfamiliar • create order to build
words sentences using a phrase or
and idiomatic idiomatic expression sentences.
expressions • appreciate the Mix and Match
importance of  In this group
idiomatic expression activity,
in the sentences students will
match the
given phrases
to the missing
words to
make an
idiomatic
expression
and report it
to the class.
6-9 EN8V-If-6: At the end of the Words research • Multiple
Determine the lesson the student  After reading choice
meaning of can; a poem, the • Essay
words • determine the student will • Oral
and expressions meaning of words list ten recitation
that reflect the and expression that uncommon
local culture by reflect the local words and
noting context culture by noting identify their
clues context clue meanings.
• identify Fill Me up!
missing words using  The teacher
context clue will give blank
• define sentences to
unknown words using the students,
context clue and the
students will
find the exact
 words that fit
on those
sentences.
Define me!
 After reading
the story, the
teacher will
present you
with
unfamiliar
words from
the story, and
you will
define those
words using
context clues.
Use Me!
 This is also a
group
activity, and
the students
will role-plays
using the
various types
of context
clues in their
dialogue.
10 Culminating Task

Second quarter

Content The learner demonstrates understanding of: East Asian literature as an art form
Standard inspired and influenced by nature; relationship of visual, sensory, and
verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and
appropriate grammatical signals or expressions suitable to patterns of idea
development.
Performance The learner transfers learning by composing and delivering a brief and creative
Standard entertainment speech featuring a variety of effective paragraphs,
Appropriate grammatical signals or expressions in topic development, and appropriate
prosodic features, stance, and behavior.
Week Competencies Learning outcomes Learning Assessment
with code Activities
1-4 EN8V-IIb-24.1: At the end of the I’m different  Essay
Distinguish lesson the student  As a group  Fill in the blank
between and can; activity,  Oral recitation
among verbal,  Identify the
situational, and verbal, student
dramatic types situational will
of types of differentia
irony and give irony te the
examples of  Formulate verbal and
each own situational
example of types of
verbal and irony
situational using a
irony graphic
 Describe organizer
how irony and
contributes present it
to the text to the
or story class.
Example please!
 Using the
various
types of
irony, the
student
will create
three
phrase
examples
for each
type of
irony.
Find me!
 After
reading a
tale or
text, the
student
 will
identify
the irony
in the
story and
explain it
in class.

5 EN8V-IIe-24: At the end of the Compare and  Matching type

Discriminate lesson the student Contrast questionnaire
between literal can;  Using a  essay
and figurative  Define literal visual
language and organizer,
figurative the
language student
 Identify the must
differences compare
between the
literal and similaritie
figurative s and
language contrasts
 Create a between
poem using literal and
figurative figurative
language language.
Act Me!
 This
activity
the
student
will be
having a
role play
and class
will divide
into two
and the
first group
will be
using a
literal
language
while the
second
 group will
be using
figurative
language.
Make a poem
using figurative
sentences
6-9 8V-IIf10.1.4: At the end of the Reporting • Multiple choice
Identify  The • Essay
lesson the student
figures of students • Oral recitation
speech can; will be
that show divided
 define
emphasis into two
(hyperbole and hyperbole groups,
litotes) one for
and litotes;
reporting
 use hyperbole
and the
hyperbole
other for
and litotes in reporting
litotes.
a sentence
Act Me!
and;  In this
activity,
 Appreciate
students
the will
participat
importance
e in a role
of hyperbole play in
which the
and litotes in
class will
the be divided
into two
sentences.
groups,
one
employing
hyperbole
and the
other
using
litotes as
dialogue.
Example please!
 Using
 Hyperbole
and
litotes,
the
student
will create
three
sentence
examples
for each.
10 Culminating Task

Grade 9
First Quarter

The learner demonstrates understanding of how Anglo-American literature

Content and other text types serve as means of enhancing the self; also how to use
Standard processing, assessing, summarizing information, word derivation and
formation strategies, appropriate word order, punctuation marks and
interjections to enable him/her to participate actively in a speech choir.
Performanc The learner actively participates in a speech choir through using effective
e verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Standard Delivery, Facial Expressions, Body Movements/ Gestures and Audience
Contact.
Week Competencies Learning Learning Activities Assessment
with code outcomes
EN9V-Ia-1: At the end of the - The teacher reads the
Provide words lesson, the story, The Seven Ages
1 or learners can: of Man by William
expressions Shakespeare. The
appropriate - Identify the students will silently
for a given words that can be read the poem
situation used for special following the teacher. Role play
purposes; demonstrating
- Group activities the use of
- Demonstrate the 1. Word bank appropriate
use of appropriate words or
words or 2. Read the poem, “The expressions
expressions SEVEN AGES OF MAN for various
 through a role aloud. Then, purposes
play; and decide who will be the
first, second, third,
- Recognize the fourth and fifth
purpose of words readers. Make the
or expressions in meaning of the words
various come alive through
circumstances. using
good expressions.

EN9V-Ib-1: At the end of the - The teacher reads the

Provide words lesson, the story, The Seven Ages
2 or learners can: of Man by William Role play
expressions Shakespeare. The demonstrating
appropriate - Identify the students will silently the use of
for a given words that can be read the poem appropriate
situation used for special following the teacher. words or
purposes; expressions
- Group activities for various
- Demonstrate the 1. Word bank purposes
use of appropriate
words or 2. Read the poem, “The
expressions SEVEN AGES OF MAN
through a role aloud. Then,
play; and decide who will be the
first, second, third,
- Recognize the fourth and fifth
purpose of words readers. Make the
or expressions in meaning of the words
various come alive through
circumstances. using
good expressions.

- Discussion

EN9V-Ic-15: At the end of the - Show the pictures of

Explain how lesson, the supernatural heroes
3 words are learners can:
derived from - Students infer the
names of - Determine strengths or powers of
persons and words that are each
places derived from hero. Graphic
names of persons Organizer
and places from - Listening Text: Hero showing the
 the song listened relationship of
to; - Group Activities the words and
1. ATTACK those its origin
- Elaborate word WORDS
derivation; and Students classify the
compound words
- Create a graphic based on
organizer showing their derivation
the relationship of indicated on the table.
the words and its
origin. 2. Brainstorming

- Discussion

EN9V-Id-15: At the end of the - Show the pictures of

Explain how lesson, the supernatural heroes
4 words are learners can: Graphic
derived from - Students infer the Organizer
names of - Determine strengths or powers of showing the
persons and words that are each relationship of
places derived from hero. the words and
names of persons its origin
and places from - Listening Text: Hero
the song listened
to; - Group Activities
1. ATTACK those
- Elaborate word WORDS
derivation; and Students classify the
compound words
- Create a graphic based on
organizer showing their derivation
the relationship of indicated on the table.
the words and its
origin. 2. Brainstorming

- Discussion

EN9V-Ie-11: At the end of the - What’s in a Word?

Arrive at lesson, the Students write the
meaning of learners can: vocabulary words on
5 words their notebook and do
through word - Identify new as instructed. They use
formation words derived the words in sentences. Concept Map
(clipping, from various word The teacher relates the demonstrating
 blending, formation vocabulary words to various
acronymy, strategies the formation
compounding, depicted in the text/lesson for the day. strategies
folk text;
etymology, Group activities
etc.) - Demonstrate
various formation 1. T-chart
strategies through
a concept map; 2. Brainstorming
and

- Recognize the
purpose of word
formation.

EN9V-If-11: At the end of the - What’s in a Word?

Arrive at lesson, the Students write the
meaning of learners can: vocabulary words on
words their notebook and do
6 through word - Identify new as instructed. They use
formation words derived the words in sentences.
(clipping, from various word The teacher relates the Concept Map
blending, formation vocabulary words to demonstrating
acronymy, strategies the various
compounding, depicted in the text/lesson for the day. formation
folk text; strategies
etymology, Group activities
etc.) - Demonstrate
various formation 1. T-chart
strategies through
a concept map; 2. Brainstorming
and

- Recognize the
purpose of word
formation.

EN9V-Ig-12.3: At the end of the SQUEEZED.

Note types of lesson, the Ask them if they are
context clue learners can: fond of listening to
7 (restatement, music. Explain to them
definition, - Identify context that listening to music
synonyms, clues presented in is the same as looking
antonyms) the poem Mother closely at the picture/
 used for a to Son by drawing/ illustration
given word or Langston Hughes; just as it is like reading
expression. a poem to unfold its
- Use restatement, meaning.
definition,
antonyms
synonyms of Make A Match
words to clarify Challenge!
meanings where they’ll
fill each blank with a
- Create a word single letter to form the
bank from a given given pairs of words
text using context into
clues SYNONYMS.

Brainstorming

EN9V-Ih-12.3: At the end of the SQUEEZED.

Note types of lesson, the Ask them if they are
context clue learners can: fond of listening to
8 (restatement, music. Explain to them
definition, - Identify context that listening to music
synonyms, clues presented in is the same as looking
antonyms) the poem A Psalm closely at the picture/
used for a of Life by Henry drawing/ illustration Word Bank
given word or Wadsworth just as it is like reading
expression Longfellow a poem to unfold its
meaning.
- Use restatement,
definition, The Opposites
antonyms Make them look for
synonyms of words in the poem
words to clarify which are opposite in
meanings meaning
to each of the
- Create a word following. Have them
bank from a given check their answers
text using context against these
clues ones.

Brainstorming
 EN9V-Ii-12.3: At the end of the SQUEEZED.
Note types of lesson, the Ask them if they are
context clue learners can: fond of listening to Word Bank
(restatement, music. Explain to them
9 definition, - Identify context that listening to music
synonyms, clues presented in is the same as looking
antonyms) the poem A Psalm closely at the picture/
used for a of Life by Henry drawing/ illustration
given word or Wadsworth just as it is like reading
expression Longfellow; a poem to unfold its
meaning.
- Use title as a big
clue as to the VOCABULARY Game
meaning of
the poem Brainstorming
(reading); and

- Create a word
bank from a given
text using context
clues.

Second Quarter

The learner demonstrates understanding of how Anglo-American literature

Content and other text types serve as means of valuing other people; also how to use
Standard processing information strategies, different forms of adverbs and conditionals
for him/her to play an active part in a Chamber Theatre presentation.
Performance The learner proficiently plays an active part in a Chamber Theatre
Standard presentation through employing effective verbal and non- verbal strategies
based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.
Week Competencies Learning Learning Activities Assessment
with code outcomes
EN9V-IIa-27: At the end of the Watch me! (Video Role play
Give the lesson, the Presentation) demonstrating
1 appropriate learners can: appropriate
communicative Presentation of communicative
styles for - Elaborate the Examples styles for
various different various
situations communicative Group Activities situations
(intimate, styles;
 casual, - Connecting Lives
conversational, - Demonstrate
consultative, appropriate - Greatness Delivered! Exit Ticket
frozen). communicative
styles for various
situations
through a role
play; and

- Discover the
importance of
recognizing the
audience and
purpose in order
to communicate
effectively with
others.

EN9V-IIb-27: At the end of the Watch me! (Video Role play

Give the lesson, the Presentation) demonstrating
2 appropriate learners can: appropriate
communicative Presentation of communicative
styles for - Elaborate the Examples styles for
various different various
situations communicative Group Activities situations
(intimate, styles;
casual, - Connecting Lives
conversational, - Demonstrate
consultative, appropriate - Greatness Delivered! Exit Ticket
frozen). communicative
styles for various
situations
through a role
play; and

- Discover the
importance of
recognizing the
audience and
purpose in order
to communicate
effectively with
others.
 EN9V-IIc-27: At the end of the Watch me! (Video Role play
Give the lesson, the Presentation) demonstrating
3 appropriate learners can: appropriate
communicative Presentation of communicative
styles for - Elaborate the Examples styles for
various different various
situations communicative Group Activities situations
(intimate, styles;
casual, - Connecting Lives
conversational, - Demonstrate
consultative, appropriate - Greatness Delivered! Exit Ticket
frozen). communicative
styles for various
situations
through a role
play; and

- Discover the
importance of
recognizing the
audience and
purpose in order
to communicate
effectively with
others.

EN9V-IId-27: At the end of the Watch me! (Video Role play

Give the lesson, the Presentation) demonstrating
4 appropriate learners can: appropriate
communicative Presentation of communicative
styles a - Elaborate the Examples styles for
situation different various
(intimate, communicative Group Activities situations
casual, styles;
conversational, Conversations
consultative, - Demonstrate Ask students share
frozen). appropriate their observations with Exit Ticket
communicative a partner.
styles for various Think about the
situations difference between
through a role talking with
play; and their friends, their
parents, teachers and
- Discover the strangers. Let them jot
 importance of down their
recognizing the observations using the
audience and table provided.
purpose in order
to communicate Determine which of
effectively with the registers, intimate
others. or casual, formal,
conversational, frozen
and consultative is
used
in their conversation
with others.

- Connecting Lives

- Greatness Delivered!
EN9V-IIe-27: At the end of the Watch me! (Video Role play
Give the lesson, the Presentation) demonstrating
appropriate learners can: appropriate
5 communicative Presentation of communicative
styles for - Elaborate the Examples styles for
various different various
situations communicative Group Activities situations
(intimate, styles;
casual, Conversations
conversational, - Demonstrate Ask students share Exit Ticket
consultative, appropriate their observations with
frozen). communicative a partner.
styles for various Think about the
situations difference between
through a role talking with
play; and their friends, their
parents, teachers and
- Discover the strangers. Let them jot
importance of down their
recognizing the observations using the
audience and table provided.
purpose in order
to communicate Determine which of
effectively with the registers, intimate
others. or casual, formal,
conversational, frozen
and consultative is
used
 in their conversation
with others.

- Connecting Lives

- Greatness Delivered!
EN9V-IIf-28: At the end of the Presentation of a Live
Determine the lesson, the sample situation where Commercial
6 vocabulary or learners can: jargons are used Performance
jargons
expected of a - Determine the Group brainstorming
communicative vocabulary or KWL Chart
style. jargons expected HANDS DO THE
of a TALKING
communicative
style; VOCABULARY
DEVELOPMENT
- Explain the
meanings of the MUCH ADO ABOUT
jargons; and WHAT TO DO

- Display
understanding of
the vocabulary or
jargons in a live
commercial.

EN9V-IIg-28: At the end of the Presentation of a Live

Determine the lesson, the sample situation where Commercial
7 vocabulary or learners can: jargons are used Performance
jargons
expected of a - Determine the Group brainstorming
communicative vocabulary or KWL Chart
style. jargons expected HANDS DO THE
of a TALKING
communicative
style; VOCABULARY
DEVELOPMENT
- Explain the
meanings of the MUCH ADO ABOUT
jargons; and WHAT TO DO

- Display
understanding of
 the vocabulary or
jargons in a live
commercial.

EN9V-IIh-28: At the end of the Presentation of a Live

Determine the lesson, the sample situation where Commercial
8 vocabulary or learners can: jargons are used Performance
jargons
expected of a - Determine the Group brainstorming
communicative vocabulary or KWL Chart
style. jargons expected HANDS DO THE
of a TALKING
communicative
style; VOCABULARY
DEVELOPMENT
- Explain the
meanings of the MUCH ADO ABOUT
jargons; and WHAT TO DO

- Display
understanding of
the vocabulary or
jargons in a live
commercial.

EN9V-IIi-28: At the end of the Presentation of a Live

Determine the lesson, the sample situation where Commercial
vocabulary or learners can: jargons are used Performance
9 jargons
expected of a - Determine the Group brainstorming
communicative vocabulary or KWL Chart
style. jargons expected HANDS DO THE
of a TALKING
communicative
style; VOCABULARY
DEVELOPMENT
- Explain the
meanings of the MUCH ADO ABOUT
jargons; and WHAT TO DO

- Display
understanding of
the vocabulary or
jargons in a live
 commercial.

Grade 10
First Quarter

Content The learner demonstrates understanding of how world literature and other text types
Standard 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 The learner composes a short but powerful persuasive text using a variety of
Standard persuasive techniques and devices.

Week Competencies Learning outcomes Learning Activities Assessment

with code
At the end of the lesson, Create an Infographic! Concept
EN10V-Ia-13.9: the students CAN: Mapping
1 Differentiate  define formal the class will be
formal from and informal divided into five group
informal definitions of and each group must
definitions of words, create an infographic
words  distinguish showing the examples
formal and of formal and
informal unformal definitions.
definitions of
words using Oral Presentation!
Venn diagram, The teacher will ask
and; questions about the
 give examples of topic and the
formal and students will answer
informal base on the own
definitions using understanding.
infographics.

EN10V-Ib-13.9: At the end of the lesson, Create an Infographic!

Differentiate the students CAN:
2 formal from  define formal the class will be
informal and informal divided into five group
definitions of definitions of and each group must
words words, create an infographic
showing the examples
  distinguish of formal and
formal and unformal definitions.
informal
definitions of Oral Presentation!
words using The teacher will ask
Venn diagram, questions about the
and; topic and the students
 give examples of will answer base on
formal and the own
informal understanding.
definitions using
infographics.
EN10V-Ic-13.9: At the ends of the Skit Presentation! Short Quiz
Differentiate lesson, the students The students will be
3 formal from CAN: group into five and
informal  identify formal each group will
definitions of and informal present a skit on the
words definitions from importance of
the given literary definitions in studying
piece, literature.
 perform a skit
showing the One Question Quiz!
importance of The teacher will ask a
the definitions in single focused
studying question with a
literature, and; specific goal that can
 construct own be answered within a
definitions of minute or two. You
words. can quickly scan the
written responses to
assess student
understanding.
EN10V-Id-13.9: At the ends of the Skit Presentation! Short Quiz
Differentiate lesson, the students The students will be
4 formal from CAN: group into five and
informal  identify formal each group will
definitions of and informal present a skit on the
words definitions from importance of
the given literary definitions in studying
piece, literature.
 perform a skit
showing the One Question Quiz!
importance of The teacher will ask a
single focused
 the definitions in question with a
studying specific goal that can
literature, and; be answered within a
 construct own minute or two. You
definitions of can quickly scan the
words. written responses to
assess student
understanding.
EN10V-Ie-13.9: At the end of the lesson, Oral presentation! Essay Writing
Differentiate the students CAN: The teacher will ask
5 formal from  discuss formal questions about the Definition
informal and informal topic and the students Journal
definitions of definitions will answer base on
words through writing the own
persuasive text; understanding.
 articulate
definitions of Find Me!
words through The students will look
reading literary into the important
text, and; words in the sample
 participate in text and define its
oral discussion. formal and informal
definitions.
EN10V-If-13.9: At the end of the lesson, Oral presentation! Essay Writing
Differentiate the students CAN: The teacher will ask
6 formal from  discuss formal questions about the Definition
informal and informal topic and the students Journal
definitions of definitions will answer base on
words through writing the own
persuasive text; understanding.
 articulate
definitions of Find Me!
words through The students will look
reading literary into the important
text, and; words in the sample
participate in oral text and define its
discussion. formal and informal
definitions.
EN10V-Ig-13.9: At the end of the lesson, Pamphlet Design! Group
Differentiate the students CAN: The student Reporting
7 formal from  design a demonstrates
informal pamphlet about everything they knew
definitions of the difference of about the topic with
words formal and colorful pamphlet
 informal with facts and
definitions of illustrations.
words,
 develop a report
based on the
topic, and;
 apply the
importance of
formal and
informal
definitions of
words in
studying literary
text.
EN10V-Ih-13.9: At the end of the lesson, Essay Writing! Summative
Differentiate the students CAN: The students explicitly Test
8 formal from  determine the display explain the
informal different types role of defining words
definitions of of defining in learning literature
words words, through writing
 formulate persuasive speech.
persuasive essay
on the
significant role Think-pair-share!
of defining
words in Students take a few
learning minutes to think
literature, and; about the question or
 demonstrate the prompt. Next, they
understanding of pair with a designated
the topic. partner to compare
thoughts before
sharing with the
whole class.

EN10V-Ii-13.9: At the end of the lesson, Essay Writing! Summative

Differentiate the students CAN: The students explicitly Test
9 formal from  determine the display explain the
informal different types role of defining words
definitions of of defining in learning literature
words words, through writing
 formulate persuasive speech.
 persuasive essay
on the Think-pair-share!
significant role
of defining Students take a few
words in minutes to think
learning about the question or
literature, and; prompt. Next, they
 demonstrate the pair with a designated
understanding of partner to compare
the topic. thoughts before
sharing with the
whole class.
 Second Quarter

Content The learner demonstrates understanding of how world literatures and other text types serve
Standard as vehicles of expressing and resolving conflicts among individuals or groups; also, how to use
strategies in critical reading, listening, and viewing, and affirmation and negation markers to
deliver impromptu and extemporaneous speeches.

Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts
Standard among individuals or groups.

Week Competencies Learning outcomes Learning Activities Assessment

with code
EN10V-IIa-13.9: At the end of the lesson, the Vocabulary Spinner! Multiple Choice
Give technical students CAN:
1 and operational  explain technical and The teacher will list Fill in the blanks
definitions operational words or terms in the
definitions; spinner from the
 define words or given literary text
terms in the sample when the spin stops,
literary text using the students will
technical and define each term the
operational using the technical
definitions, and; and operational
 differentiate definitions.
technical and
operational Diagraming!
definitions using The teacher will
Venn diagram. provide Venn
diagram and let the
students differentiate
technical from
operational
definitions.
EN10V-IIb-13.9: At the end of the lesson, the Vocabulary Spinner! Multiple Choice
Give technical students CAN:
2 and operational  explain technical and The teacher will list Fill in the blanks
definitions operational words or terms in the
definitions; spinner from the
 define words or given literary text
 terms in the sample when the spin stops,
literary text using the students will
technical and define each term the
operational using the technical
definitions, and; and operational
 differentiate definitions.
technical and
operational Diagraming!
definitions using The teacher will
Venn diagram. provide Venn
diagram and let the
students differentiate
technical from
operational
definitions.

EN10V-IIc-13.9: At the end of lesson, the Define Me! Matching Type

Give technical student should be able to: The teacher will give
3 and operational  identify technical words and let the Identification
definitions and operational students define its
definitions; technical and
 locate technical and operational definition
operational through oral
definitions in the presentation.
sample literary text,
and; Categorize me!
 participate in oral The teacher will
discussion defining instruct the students
the words using to draw a box and
technical and categorize the given
operational sentences according
definitions. to the correct type of
definitions.
EN10V-IId-13.9: At the end of lesson, the Define Me! Matching Type
Give technical student should be able to: The teacher will give
4 and operational  identify technical words and let the Identification
definitions and operational students define its
definitions; technical and
 locate technical and operational definition
operational through oral
definitions in the presentation.
sample literary text,
and; Categorize me!
 participate in oral The teacher will
 discussion defining instruct the students
the words using to draw a box and
technical and categorize the given
operational sentences according
definitions. to the correct type of
definitions.
EN10V-IIe-13.9: At the end of the lesson, the Find Me! Creating
Give technical students CAN: The students will be Infographics
5 and operational  narrate the technical divided into 5 groups
definitions and operational and instruct to look
definitions on the for the important Writing Speech
important terms terms in the sample
found in the sample text and define its
literature, technical and
 list examples of operational
words defining its definitions. They will
technical and then present their
operational works in the class by
definitions using groups.
infographics, and:
 present an
argumentative
speech on the
importance of the
types of definitions.
EN10V-IIf-13.9: At the end of the lesson, the Find Me! Creating
Give technical students CAN: The students will be Infographics
6 and operational  narrate the technical divided into 5 groups
definitions and operational and instruct to look
definitions on the for the important Writing Speech
important terms terms in the sample
found in the sample text and define its
literature, technical and
 list examples of operational
words defining its definitions. They will
technical and then present their
operational works in the class by
definitions using groups.
infographics, and;
 present an
argumentative
speech on the
importance of the
 types of definitions.
EN10V-IIg-13.9: At the end of the lesson the Think-pair-share! Extemporaneous
Give technical students CAN: Speech
7 and operational  demonstrate Students take a few
definitions understanding of the minutes to think
types of definitions; about the question or
 review the prompt. Next, they
importance of giving pair with a
technical and designated partner to
operational compare thoughts
definitions on the before sharing with
sample text being the whole class.
read, and;
 value the  Socratic seminar
significance of Students ask
literature by defining questions of one
important terms another about an
using the types of essential question,
definitions through topic, or selected
extemporaneous text. The questions
speech. initiate a
conversation that
continues with a
series of responses
and additional
questions. Students
learn to formulate
questions that
address issues to
facilitate their own
discussion and arrive
at a new
understanding.

EN10V-IIh-13.9: At the end of the lesson the Think-pair-share! Extemporaneous

Give technical students CAN: Speech
8 and operational  demonstrate Students take a few
definitions understanding of the minutes to think Summative Test
types of definitions; about the question or
 review the prompt. Next, they
importance of giving pair with a
technical and designated partner to
operational compare thoughts
definitions on the before sharing with
 sample text being the whole class.
read, and;
 value the  Socratic seminar
significance of Students ask
literature by defining questions of one
important terms another about an
using the types of essential question,
definitions through topic, or selected
extemporaneous text. The questions
speech. initiate a
conversation that
continues with a
series of responses
and additional
questions. Students
learn to formulate
questions that
address issues to
facilitate their own
discussion and arrive
at a new
understanding.

EN10V-IIi-13.9: At the end of the lesson, the Daring Doodles! Definitions Journal
Give technical students CAN: The student will
9 and operational  express own create a doodle from Summative Test
definitions technical and the given topic and
operational will present it in the
definitions on any class.
given words,
 comply technical
and operational
definitions on the
familiar terms found
in the literary
examples, and;
 present a doodle
showing the
importance of the
type of definitions.