K to 12 English Curriculum Guide for Developing Communicative Competence

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
K to 12 BASIC EDUCATION CURRICULUM
ENGLISH
(Grade 1 to Grade 10)
December 2013
THE FRAMEWORK
K to 12 English Curriculum Guide December 2013 Page 2 of 204

I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association

Learning requires meaning1. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new
concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections,
anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts . The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language2. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 345. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
nonstandard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.
1 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

2 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4 .Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
5 . Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails
and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills
in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage
in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. 6
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other
sociocultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which
influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and
attitudes, the development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
6 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.

Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.

3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat

information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine
information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows
students to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).

The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic
education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need
to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-
strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language

Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for
their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers,
the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the
curriculum and provides teachers with a framework for organizing student’s works.

Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
• Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
• Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral
and written language.

GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively .
GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
Grade Level Standards
other social context interactions.
Learning Competencies
WEEK
LC OL Oral PA G V
Listening Comprehension Language Phonological Awareness Grammar Vocabulary Development

EN1OL-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details • EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs • EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character • EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1 • EN1G-IIIb-1.4
c. events • EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
1-5 given words.
2. Give the correct sequence of expressing gratitude sentences
three events and apology • EN1G-IIIc-1.3;
3. Infer the character feelings and • EN1OL-IIId-1.5.4 EN1GIIId-1.3; EN1G-
traits asking permission IIIe-
4. Identify cause and/or effect of • EN1OL-IIIe-1.5.5 1.3
events offering help Recognize telling and
5. 5.Identify the speaker in the asking sentences
story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN10L-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
6-10
specific events experiences pertaining to the
9. Identify the problem and family, one’s pets, and personal
solution experiences
10. Retell a story listened to
WEEK
LC OL Oral PA G V

EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home
EN10L-IVd- 1.3.4
Talk about topics of interest
(likes and dislikes)
EN1OL-IIIa-e – 1.5
Use common expressions and
polite greetings
EN1OL-IIIa-j-1.3.1
Talk about stories heard when
and where it took place
• the characters and
• some important details
of the story
EN1OL-IIIa-j-1.2.9
Participate in some sharing
activities
• News sharing
• Show and tell
• “I Spy” games
• Recite rhymes, poem

(4TH Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
other social context interactions.
WEEK
LC OL Oral PA G V
1-5 EN1OL-IIIa-j- 1.1
Listen to short stories/poems and EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
Talk about pictures presented Distinguish rhyming words from Verbs Sort and Classify familiar
1. note important details using appropriate local non-rhyming words EN1G-IVa-e-3.4 words into basic categories
pertaining to terminologies with ease and Recognize common action (colors, shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 words in stories listened to
b. setting Supply rhyming words in
c. events EN1OL-IVa-j-1.3.1 response to spoken words
2. Give the correct sequence of Talk about stories heard
three events when and where it took place
3. Infer the character feelings and • the characters and
traits • some important details
4. Identify cause and/or effect of of the story
events
5. Identify the speaker in the EN1OL-IVa-j-1.2.9
story or poem Participate in some sharing
6. Predict possible ending of a activities
story read • News sharing
7. Relate story events to one’s • Show and tell
experience • “I Spy” games
8. Discuss, illustrate, dramatize • Recite rhymes, poem
specific events
9. Identify the problem and

solution
10. Retell a story listened to
WEEK
LC OL Oral PA G V
Listen to narrative and informational

text or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
or issues Ask simple questions Adjectives Give the meaning of words
EN1LC- IVa-j-2.8 EN1LC-IVg-h-3.6 Recognize describing words for using clues (TPR, pictures, body
3. Infer important details Follow one-to-two step people, objects, things and movements, etc.)
EN1LC- IVa-j-2.7 directions places (color, shape, size,
4. Sequence events when EN1OL-IVi-j-1.17.1 height, weight, length, distance,
appropriate Give one-to-two step directions
6-10 etc.)
EN1LC- IVa-j-1.13.2.1
5. Listen and respond through
discussions, illustrations,
songs, dramatization and art

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL Oral G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development

EN2OL-If-j-1.3 EN2OL-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2OL-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categori environmental • EN2G-Ia- are related to dialogues, Engage in a
family including books, ze sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If1.3.1; videos and mechanical, sentences community, and show etc. information (e.g.
EN2BPK-Ib-c-4
EN2OLIg-1.3.1 other age- objects, musical and concepts such as role playing,
Recognize the
Talk about one’s appropriate instruments, nonsentences the names for reporting,
common terms in
name and other publications and environment, • EN2G-Ib-c- colors, shapes, summarizing,
English relating
personal a. Note speech) 1.4 and numbers in retelling and
to part of book
information important both Mother
(e.g. cover, title Recognize show and tell)
details EN2PA-Id-e- simple Tongue and
page, etc.) book
EN2OL-Ih-j- pertaining to a. 1.2 sentences English
orientation
1.3.2 character Discriminate
1-5 • EN2G-Id-e-
b. settings EN2V-Ib-c-01
Talk about one’s sounds from a EN2BPK-Id-e-5 1.3
c. events background of Differentiate
environment Recognize proper Recognize
b. Give the other sounds English words
(e.g. persons, eye movement different
correct kinds of from other
animals, places, skills (transfer
sequence of sentences languages
things, events, skills)
three (declarative, spoken at home
etc.) events • left to right
interrogative and in school
c. Infer the • top to
bottom )
character EN2VD-Id-e-1
feelings and • return sweep
Identify the
traits
English
d. Identify
equivalent of
cause
and/or
WEEK LC PA BPK AK V
OL Oral A SS
Listening Phonological Book and Print Alphabet G Grammar Vocabulary
Language Attitude Study Strategy

effect of words in the
events Mother Tongue
e. Identify the or in Filipino
speaker in
the story or
poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific events
i. Identify the
problem
and
solution
j. Retell a
story
listened to
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN1LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
WEEK Learning Competencies

LC PA BPK AK V
OL Oral G A SS
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2OL-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2G-If-j-7.4 EN2OL-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h- EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish 4 Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from nonrhyming English relating not present in animals, fruits, colors, shapes, retelling and
directions, EN2LC-Ig-3.16 words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step page, etc.) book and vice-versa nursery rhymes, Tongue and
EN2PA-Ih-2.4
query and directions with orientation pictures, realia English
Supply words
clarification) picture cues that rhyme with and other
6-10 given words EN2BPK-Ii-j-5 ICTbased EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper materials) Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement English words
knowledge based Supply rhyming skills (transfer EN2G-Ih-2.4 from other
on new words in skills) Recognize nouns languages
knowledge response to • left to right in simple spoken at home
formed spoken words • top to sentences and in school
bottom
EN2LC-Ii-j-1.2 • return sweep EN2G-Ii-9.2 EN2V-Ii-j-1
Relate Recognize the Identify the
information and use of a/an + English
events in a equivalent of
noun
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino

2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL Oral G A SS
1-5 EN1OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN1V-IIa-3 EN2G-IIa-e7.4 EN2OL-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify Perform 1.2
Talk about Identify and environmental English that are familiar words dialogues, Engage in a
oneself and discuss the print not present in EN1G-IIa-e- into basic drama, mock variety of ways
one’s family elements of a Mother 3.4 categories interview, TV talk to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino (colors, shapes, show etc. information (e.g.
Recognize
 EN1OL- setting, 4 and vice-versa foods, etc.) role playing,
common action
characters, and Recognize the Identify the name words in reporting,
IIa-b-1.3.3
events) common terms in and sound retelling, EN1V-IIb-c- summarizing,
Talk about
English relating of each conversation, 12.1 retelling and
one’s
activities/res EN2OL-IIa-j- to part of book consonant etc. Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title meaning of
at home and Listen to a page, etc.) book EN2AK-IIa-e-3 words using
in school variety of media orientation Give the clues (Total
and including books, beginning letter of Physical
community audiotapes EN2BPK-IId-e- the name of Response
 EN1OL- videos and 5 each picture through realia,
IIc-d-1.3.4 other age- pictures, body
Recognize
Talk about appropriate movements,
proper eye
publications and context clues
topics of movement skills
a. Note etc.)
interest (transfer skills)
important EN1V-IId-e-6
(likes and • left to right
details Derive meaning
dislikes) pertaining to a. • top to from repetitive
character bottom
language
b. settings • return sweep
structures
c. events
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause and/or
WEEK LC PA BPK AK V
OL Oral A SS
Listening Phonological Book and Print Alphabet G Grammar Vocabulary
Language Attitude Study Strategy

effect of
events
e. Identify the
speaker in
the story or
poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific events
i. Identify the
problem and
solution
j. Retell a
story
listened to
EN1LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to
EN1LC-IId-e-
2.5
Validate ideas
made after
listening to a story
OL Oral LC PA BPK AK G V A SS
Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy

EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2G-IIf-j-7.4 EN2OL-IIf-j-
1.17.2 2.2 Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2
Ask simple Identify and rhyming words environmental English that are familiar words dialogues, Engage in a
questions discuss the from nonrhyming print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a words Mother categories interview, TV talk to share
Recognize
EN2LC-IIg-3.6 story (theme, EN2BPK-IIg-h- Tongue/Filipino (colors, shapes, show etc. information (e.g.
descriptions of
Follow one-totwo setting, EN2PA-IIg-h- and vice-versa foods, etc.) role playing,
4 people, objects,
step characters, and 2.4 Recognize the reporting,
things and places
directions events) Supply words common terms in EN2V-IIh-i- summarizing,
(color, shape,
that rhyme with English relating 12.1 retelling and
size, height,
EN2OL-IIh- EN2LC-IIh-i- given words to part of book Determine the show and tell)
weight, length,
1.17.1 2.1 (e.g. cover, title meaning of
distance, etc.) words using
Give one-to-two Ask and answer EN2PA-IIi-j- page, etc.) book
simple questions 2.4 orientation clues (Total
6-10 step directions
(who, what, Physical
Supply rhyming
where, when, EN2BPK-IIi-j-5 Response
EN2OL-IIi-j1.6 words in
why, and how) Recognize proper through realia,
Recite response to
about text eye movement pictures, body
memorized spoken words
listened to skills (transfer movements,
verses, short context clues
skills)
poems, and etc.
EN2LC-IIj-2.5 • left to right
rhymes
Validate ideas • top to
EN2V-IIj-6
made after bottom
Derive meaning
listening to a • return sweep
from repetitive
story language
structures

(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing
RC WC PA BPK PWR V
WEEK OL LC AK Phonics SS
Reading Writing/ Phono Book and F S Vocabulary A
Oral Listening Comprehen Alphabet and Word G Grammar Develop Study
Compo logical Print Fluency Spelling Attitude
Language Comprehen sion Knowledge Recognitio Strategy
sion sition Awareness Knowledge ment
n
1-3 EN2LC- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 Use text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about an understand they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts ing of read should in speech illustrations beginning Give the engage in instructions
identifying characters, be generating sounds on the sound of meaning of a orally given
controlled EN2G-
major incidents and ideas (sounds cover and each words used readalong
points and settings to depending through and letter consonant IIIa-1.1 of texts
predict in stories
key themes make on the prewriting names) Distinguish (e.g.
what the (m,s, f, t, presented
predictions activities sentences poetry,
PWR story may h) through
from repetitive
lesson.) Show be about real
EN2OL- nonsentence
understand objects, text)
IIIc-d-1.2 EN2OL- EN2AK- s
ing of a illustrations
Participate IIIa-j-1.1 EN2BPK- IIIb-1.2
story ,
in choral Listen to a IIIa-b-4 Give the
listened to EN2G- demonstrat
speaking variety of Identify the beginning
through IIIb-1.3 ion and
and echo media common sound of
the Use context
reading of including each
following terms in different clues
short consonant
books, writing English kinds of
poems, (c, r, n,b,
audiotapes activities: relating to sentences:
rhymes g, p) EN2V-
videos and EN2WC- part of declarative
and stories EN2AK- IIIc-13.1
other IIIb-1.9 book (e.g. (telling) and
with IIIc-1.2 Recognize
ageappropriat a. Writing a cover, title interrogativ
repeated Give the that
phrase page, etc.) e(asking)
patterns e publication s beginning
or some
and and sound of words
refrains in sentenc EN2BPK- EN2G-
each mean the
e about IIIb-2 IIIc-1.6
English consonant same
an
illustrati Identify (d, j, w, v, Recognize (synonyms
on title, author z, y) punctuatio )
and book n marks
illustrator (period,
LC RC WC PA BPK PWR V
WEEK OL Listening Reading
AK Phonics F S G Vocabulary A SS
Writing/ Phono Book and
Oral Alphabet and Word Study
Comprehen Comprehen Compo logical Print Fluency Spelling Grammar Develop Attitude
Language Knowledge Recognitio Strategy
sion sion sition Awareness Knowledge ment
n
a. Note EN2WC- and tell EN2AK- question EN2V-
importan IIIc-1.10 what they IIIa-c-1.2 mark) IIIc-d-
t details b. Complet do Name the 13.2
pertainin i ng a pictures that Recognize
g to Lost and begin its that some
a. Found name with a words have
characte Poster particular opposite
r EN2WC- consonant meaning
b. settings IIIc-1.11 (antonyms)
c. events c. Filling in EN2AK-
b. Give the blanks IIIa-c-4
correct in a Give the
sequenc letter beginning
e of three EN2WC- consonant
events IIIc-1.12 sound of
c. Infer d. Drawing the name
the and of each
characte writing picture
r some
feelings words on
and a
traits birthday
d. Identify card
cause EN2WC-
and/or IIIc-1.13
effect of e. Writing
events some
e. Identify words
the about a
speaker characte

in the r
EN2OL- story or EN2RC- EN2PA- EN2PW- EN2FIIIa- EN2S- EN2G- EN2V-
poem b-
IIIe-f-1.1 IIId-e- IIIf-h-6.3 IIIc-d-3 IIId-j-3 IIId-f-2 IIId-j-20
Listen and f. Predict Produce Read 2.11 Read Spell words Give the
2.10 Nouns
respond to possible the sounds words with aloud with short meaning of
Note Give
texts to ending of English short e e sound in short e
details in phrases, naming
clarify of a letters sound in CVC
sentences sentences words for words
story using the CVC pattern
meanings and stories and stories persons,
4-6 read letter pattern
heard while (controlled consisting places,
drawing on g. Relate words, sounds of (e.g. pen,
of short e EN2S- things
personal story short e, Mother men, . . .)
events Tongue as words with IIId-j-4
experienc a.. .) that
to one’s reference appropriate Spell EN2G-
es they read EN2PW- speed, words with IIId-2.4
IIId-f-9 accuracy short e Use
and a
n

experien EN2RC- Read some and proper sound in common
ce IIId-e-2.4 the sight expression CVC nouns in
h. Discuss, Identify the words pattern simple
illustrate basic sentences
, sequence EN2PW- EN2G-
dramatiz of events IIIf-9.2
IIId-f-7.1
e and make Match the Use the
specific relevant picture use of a/an
events predictions with its + noun
i. Identify about and sight
the stories word
problem
and EN2RC-
solution EN2PW-
IIIf-h- IIId-f-10
j. Retell a
2.17 Read short
story
Answer phrases
listened
questions consisting
to
to clarify of short e
understand words and
EN2LC- ing before, Some sight
IIIb-c-2.5 during and words
Use an after
understand reading
ing of EN2PW-
incidents, IIIg-h-11
characters Read short
and phrases
settings to and
validate sentences
predictions consisting
EN2LC- of short e
IIId-e-2.4 words and
Use the sight
personal words.
experience
s to make EN2PW-
predictions IIIi-j-12
about text Read a
viewed and short story
listened to consisting
of short e
EN2LC- words and
IIIf-g- sight words
3.15

OL Listening Reading
AK Phonics and F S G Vocabulary A SS
Oral Alphabet Word Study
n
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to
EN2G-
EN2LC- IIIg-h-3
EN2OL-
Verbs
IIIg-1.16; IIIh-3.1
Create and Identify
participate in important EN2G-
oral details in IIIg-3.1
dramatic expository
Identify
activities text
action
listened
words
7-10
EN2LC-
EN2OL- EN2G-
IIIi-j-2.6 IIIh-3.4
IIIh-j-1.6 Retell
Dramatize Use common
and/or action
familiar reenact words in
stories, events retelling,
rhymes and from a conversatio
poems story ns, etc.

4th Quarter (Beginning Reading and Writing)
LC RC PA BPK PWR V
WEEK OL WC AK Phonics SS
Listening Reading Phono Book and F S Vocabulary A
Oral Compre Compre Writing/ Alphabet and Word G Grammar Develop Study
logical Print Fluency Spelling Attitude
Language Compo sition Knowledge Recognitio Strategy
hension hension Awareness Knowledge ment
n
EN2LC- EN2LC- (Note: The EN2WC- EN2OLIVa- EN2BPK- EN2PW- EN2F- EN2SIVa- EN2G- EN2V- EN2A- EN2SSIVa-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 b-3.1 IVa-b-4 IVa-c-1 IVa-d-4 e-2 IVa-f-4 IVa-e-21 IVa-e-1 b-2 Arrange
1 Talk about Use an they will Participate in Demonstrat Identify the Read short Read Spell Pronouns Give the Participate/ words
texts understand read should generating ideas e the common a words in phrases, words with meaning of engage in alphabetica
identifying ing of be through concept of terms in CVC sentences short e short a a lly by the
major characters, controlled prewriting word by pattern and stories and a  readalong 1st letter
English words
points and incidents depending activities dividing (cat, man, consisting sound in EN2GIVa of texts
spoken relating to -b-
key themes and on the • EN2WCIVa- bag) of short a CVC (e.g.
settings to sentences part of pattern 4.2.1 Use EN2V- poetry,
PWR 1.1 brainstor words and
make in English book (e.g. (see PWR) personal IVa-e-22 repetitive
lesson.) ming EN2PW- some sight
into cover, title pronoun Give the text)
predictions • EN2WCIVb- IVa-c-2.9 words with
individual page, etc.) s(e.g. I, meaning of
2 1.2 webbing Match appropriate EN2SIVa- 2-syllable
N2RC- book ori you, he,
words pictures speed, e-3
IVa-2.2  entation she, it, words with
with short accuracy Spell words we, they) short e and
State details EN2WCIVc-
a words and proper with short in a sounds
of text 1.3 drawing e, a and i
expression dialogue
during and sound in s
after CVC
reading) pattern
(see PWR) EN2SSIVc-
EN2OL- EN2LC- EN2RC- EN1PA- EN2G-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 IVc-d-6.2; IVc-d- d-3
Participate Use an Give the Produce EN2S- 4.2.3 Use Interpret
in choral understand sequence of speech IVa-e-3.1 demonstrat simple
3 maps of
speaking ing of three events sounds Spell ive
and echo incidents, in (sounds 2syllable pronouns unfamiliar
reading of characters stories read and letter words with (this/that, places,

short and EN2RC- EN2WC- names) EN2PW- short e, a these/ those) signs and
poems, settings to IVd-2.8 IVd-g-1.6 IVd-13 and i sound symbols
rhymes validate Infer/ predict Express idea Differentiat in CVC
and predictions outcomes through e and read pattern
stories illustrations or correctly (see PWR)
4 with
storyboard the short e
repeated and a
patterns words
and (pan- pen,
refrains in man-men,
English tan-iten
EN2OL- EN2LC- EN2RCIVe- EN2PA- etc.)
IVe-1.1 IVe-f-2.4 2.16 Use IVe-f-6.3
5 Listen and Use clues to Produce
respond to personal make the sounds
Compre Compre Compo logical Print Fluency Spelling Grammar Develop Attitude
hension hension sition Awareness Knowledge ment
n
texts to experience and justify of English EN2PW-
clarify s to make predictions letters IVd-14
meanings predictions before, using the Write the
heard while about text during and letter names of
drawing on viewed and after sounds of pictures
personal listened to reading Mother with the
experience (titles, Tongue as short a, e
s pictures,) words.
reference
EN2PW-
IVd-
e10.1-
11.1 Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a words
and the
Who, What
and Where

questions
about them
EN2OL- EN2PW- EN2F-IVf-
IVf-g1.16 IVf-15 4.1 Read
Create and Read phrases,
participate 2syllable sentences
in oral words and stories
dramatic consisting consisting
of short e
activities of short e,
and a
(basket, a, and i
6 words and
magnet, ..
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression
n
7 EN2LCIVg- EN2PW- EN2F- EN2GIVg- EN2VIVg-
3.15 IVg-h-16 IVg-j-4.2 h-7 21 Give the
Recognize Read short Read Prepositio meaning of
the i words in phrases, ns short i
difference CVC sentences EN2G- words
pattern IVg-i-7.3
between and stories
(pin, big, Use the
“made-up” consisting
fit . . .) most
and “real” of 2syllable frequently
in) texts short e, a, occurring
listened to EN2PW- and i words preposition
IVg-h-2.8 and some (e.g. on,
Match sight words over,
pictures with under, to,
with short i from,
appropriate
words above,
speed,
accuracy etc.)
EN2PW- and proper
IVh-17.2 expression

EN2OL- EN2LC Differentiat EN2V- EN2SSIVh-
IVh-j-1.6 IVh-3.1 e and read IVh-j-22 1.2 Interpret
Dramatize Identify correctly Give the pictographs
familiar important the short e, meaning of
stories, details in a and i 2-syllable
8 rhymes expository words words with
and poems text (pan- pen- short e , a
pin, and i
listened
bagbeg- sounds
big)
EN2LC- EN2PW-
IVi-j-2.6 IVi-14.1
Retell Write the
and/or names of EN2G-
reenact pictures IIIi-j-5 ;
events with the Adjective
from a short a, e s
story and i
words. EN2G-
9 EN2OL- IIIi-j-5.1
IIa-j-1.1 EN2PW- Describe
Listen to a IVi10.1.1- people,
variety of Read objects,
media phrases, things and
including short places
using
books, sentences
simple
audiotapes adjectives
(color,
AK Phonics and S G Vocabulary
SS
Oral Compre Compre Alphabet Word F Fluency Develop
A Attitude Study
Compo logical Print Spelling Grammar
n
videos and and short shape, size,
other stories height,
ageappropriate consisting of weight,
publication short e, a length,
s and and i words distance,
a. Note etc.)
and the
importa nt
Who, What
details
and Where
pertaini ng
to a. questions
about them

charact EN2PW-
er b. IVj-15.2
settings c. Read
events 2syllable
b. Give the words
correct consisting of
sequen short a, e
ce of three and i words
events (pigpen,
c. Infer the magnet . .
charact er .)
feelings
and EN2PW-
traits IVj-2.8
d. Identify Match the 2-
cause syllable
10 words with
and/or
effect of the correct
events pictures
e. Identify
the EN2PW-
speaker in IVj-18
the Write
story or correctly the
poem 2syllable
words that
name the
pictures
WEEK OL AK Phonics SS
Listening Reading Writing/ Phono Book and F S G Vocabulary A
n

f. Predict EN2PW-
possibl e IVj10.1.2-
ending of a Read
story read phrases,
g. Relate sentences
story and short
events to stories
one’s consisting
experie of two
nce syllable
h. Discuss words and
, illustrat the
e, questions
dramati ze about them
specific
events
i. Identify
the proble
m and
solution
j. Retell a
story
listened to
GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation

The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
structure in oral and written communication, and reads with comprehension
WEE PWR
LC RC WC Phonics and
F G V A
K OL Word
SS
Listening Reading Writing/ Vocabulary
Oral Language Recognition and Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition Develop ment
Spelling
EN3FL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text EN3PW-Ia-b- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia- EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will 7 3.5.1 Sentences b01 Give the Participate/eng Arrange words
read should be meaning of with a different
conversations knowledge Review Read grade 3 age in a
controlled
with peers in a based on the reading and level texts words used in readalong of first letter in
1 depending on the EN3G-Ia-1.1
variety of stories to be PWR lesson.) writing consisting of 2- stories texts (e.g. alphabetical
Distinguish
read short e, a syllable words listened to poetry, order
school settings sentences from
and i words with short repetitive text)
Read simple non-sentences
Listen to a in CVC vowel sound EN3SS-Ia-6
sentences and
EN3FL-Ib-3.6 variety of pattern with at least EN3G-Ib-1 EN1V-Ib-23 Monitor and
levelled stories
Express ideas literary and 95-100% Sentences Show self-correct
and
in a expository EN3PW-Ib-d- accuracy understanding one’s
EN3RC-I0-
conversational texts 19 EN3G-Ib-1.4 of meaning of comprehension
2.2
manner EN3LC-Ia-j- Read words Construct short o words by scanning
a. note EN3F-Ia-j-
2.1 with short o 1.10.1 simple through and skimming
details
EN3OL-Ib- a. note regarding sounds in CVC Read aloud sentences drawing,
1.19 important character, pattern and from familiar actions, and EN3SS-Ia-
Express one’s details setting and phrases and prose and EN3G-Ib- using them in e1.1 Follow
2 ideas by EN3LC-Ia-j- plot sentences poetry 1.4.1 sentences instructions
presenting a 2.7 EN3RC-I0- containing Consisting of Use a given orally
skit b. sequence 2.10 these words Long vowel declarative
at least 3 b. sequence 3 words with sentence
BEAM ENG3 DLP 55 events events EN3PW-Ib- fluency,
Writing Utterances using d19.1 appropriate
(Note: different EN3G-Ib-
In A Given Situation rhythm, pacing
signal words comprehension Recognize 1.4.1.1
Comic Strip
skills may recur more common and intonation
Presented Differentiate a
in different sight words in
declarative
quarters) order to read
from an

WEE PWR
LC RC WC F V A
K OL Phonics and G SS
Listening Reading Writing/ Word Recognition Vocabulary
Oral Language Fluency Grammar Attitude Study Strategy
and Spelling
EN3LC-Ia-j- simple phrases interrogative

2.6 and sentences sentence
c. retell some
parts of the EN3G-Ib-1.6
story Use proper
EN3LC-Ia-j- punctuation for
3.15 declarative and
d. differentiat interrogative
e real from sentences
make-
believe EN3G-Ib-
EN3LC-Ia-j- 1.4.7
2.8 Construct
e. infer declarative and
feelings and interrogative
traits of sentences
characters
EN3LC-Ia-j- EN3G-Ib-
2.16 1.4.8
f. identify Identify an
cause and exclamatory
effect
sentence
EN3LC-Ia-j-

EN3OL-Ic-1.3 EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant 2.1 Identify an Show
information Describe imperative understandin
literary sentence g of meaning
elements of of short u
EN3G-Ic-1.3 words
texts including
through
characters Use different
drawing,
setting and plot kinds of
actions, and
3 sentences (e.g.
using them in
declarative,
sentences
interrogative,
exclamatory,
imperative)
BEAM ENG3 DLP 39

Recodnizing ,
Telling and Asking
Sentences
PWR
WEE LC RC WC Phonics and V
K OL F A SS
Listening Reading Writing/ Word G Grammar Vocabulary
Oral Language
Composition Recognition and Fluency Develop ment
Attitude Study Strategy
Compre hension Comprehension
Spelling
BEAM ENG3 DLP 41

Recognizing
Imperative and
Exclamatory
Sentences
EN3OL-Id- EN3F-Id-e- EN3G-Id-1
1.8 Recount 1.10 Read Sentences
specific/signific aloud short
ant events stories/poems EN3G-Id-1.6
consisting of Use appropriate
4 short a,e,i and punctuation
o words with marks (e.g.
speed, period, comma,
accuracy and question mark,
proper
exclamation
intonation
point)

EN3OL-Ie- EN3PW-Ie-3 EN3G-Ie-2 EN2V-Ie-14
1.10 Read words EN3F-Ie-j- Nouns Classify
Synthesize and with short u 4.3 Read with common words
Restate sound in CVC accuracy, EN3G-Ie-2.4 into conceptual
information pattern speed and categories (e.g.
Use nouns
shared by proper (e.g. people, animals, foods,
phrasing animals, toys)
others
5 sentences places,, things
and stories events) in EN2V-Ie-
with short u simple j4.1 Show
words and sentences understanding
other words of meaning of
previously
BEAM ENG3 DLP 17 2-syllable
studied Looking for Name words
Words consisting of
EN3F-Ie-j- short e to u
EN3RC-If-j- EN3PW-If-g- EN3G-If-2.2
4.2.1 Read words
2.8 17.1 Use common
6 with through
Make and Differentiate and proper drawing,
confirm words with accuracy, nouns actions, and
predictions different appropriate
EN2G-Ig-h-2 using them in
about texts medial vowels speed and correctly in
.3
7 (eg: cap- Use plural form sentences
cop- of regular
PWR
WEE LC RC WC Phonics and V
K OL F G A SS
Listening Reading Writing/ Word Vocabulary
Oral Language Recognition and Fluency Grammar Attitude Study Strategy
Spelling
BEAM ENG3 DLP cup; fan-fin, correct nouns by
50 fun) intonation adding /s/ or
Giving Appropriate
2syllable words /es/ (e.g., dog,
Ending For A Given
EN3PW-Ig-h- consisting of dogs; wish,
Situation
20.1 short e to u wishes)
Read phrases, words
8
sentences and BEAM ENG3 DLP
19
short stories
Using Plural of
consisting of Nouns
short vowel
words and the

questions
about them
EN3OL-Ii-j- EN3PW-Ii-15 EN3G-Ii-j-2.4
1.10.3 Read 2-syllable Use plural from
Connect words of frequently
information consisting of occurring
9
heard to short e to u irregular nouns
personal sound (basket, (e.g. children,
experience hotdog, feet, teeth)
sunset, etc.)

Write different EN3PW-Ij-21
forms of Read phrases,
simple sentences and
composition as short stories
a response to consisting of
stories/ poems 2syllable words
listened and the
to questions
about them
EN3WC-Ia-j-
4 BEAM ENG3 DLP 3
Decoding New
a. draw and
Words with Pattern
write
sentences
about one’s
drawing
EN3WC-Ia-j-
5
b. a note of
advice
EN3WC-Ia-j-
10 6
c. Thank you
letter
EN3WC-Ia-j-
7
d. descriptive
paragraph
EN3WC-Ia-j-
8
e. another
ending for a
story
EN3WC-Ia-j-
2.2
f. a diary
EN3WC-Ia-j-
9
g. a short
paragraph,
etc.

2nd Quarter: Continuation of Beginning Literacy
LC RC PWR
WEEK OL WC PA V SS
Listening Reading Phonics and F S G A
Oral Writing/ Phonological Vocabulary Study
Compre Compre Word Fluency Spelling Grammar Attitude
Language Composition Awareness Recognition Development Strategy
hension hension
EN3OL- EN3LC- (Note: The EN3WC- EN3PW- EN3PWR- EN3F-IIaj- EN3S-IIab- EN3G-IIa- EN3V- EN3A-IIab- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 3.5.1 4 c-3 IIab-5 1 IIa-b-1.1
1 1.17.2 Follow a set they will Participate in Show how Read words Read Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should generating spoken with initial grade 3 totwo understand engage in a words with
questions three-step be ideas through consonant level texts syllable i ng of read-along the same
words are EN3G-
directions controlled prewriting blends (l, r consisting words with meaning of of texts first letter
2 represented IIab-3.4
BEAM ENG3 with picture depending activities and s of 2-syllable consonant words with (e.g. poetry, but a
by written Use the
DLP 42 Using cues on the PWR a. EN3WCIIa- blends) words with blends (e.g. initial repetitive different
letters that beverbs
Do/ Does in lesson.) 1.1 EN3PWR- long vowel pl, tr) consonant text) second
are (am, is,
Asking EN3LC- brainstor IIa-b-23 sound with blends letter in
arranged in are was,
Questions
IIc-e-1.1 ming followed by at least 95- through alphabeti
EN3RC- were)
a specific 100% cally order
Activate IIa-b-2.19 b. EN3WCIIb short vowel correctly in drawing,
BEAM ENG3 prior -1.2 order accuracy sentences
Rereads, sounds (e.g. actions, and
DLP 48
knowledge monitors webbing black, frog, using them
Following
based on and c. EN3WCIIc- step) EN3F-IIaj- in sentences
Twostep
new selfcorrect 1.3 drawing 1.10.1 Read
Direction

knowledge one’s EN3PWR- aloud from EN3V-IIc- EN3A-IIc- EN3LC-IIc-
formed comprehens EN3WC- IIc-24 familiar 6 2 3.6 Follow
ion IId-h-3 Read prose and EN3G-IIcd- Derive Revisit oneto-
phrases, poetry favorite three step
EN3LC- Write at least 3.4 Identify meaning
IIa-j-2 EN3RC- three sentences Consisting from books, directions
and use
and short of songs,
Activate IIc-e-2.2 sentences from action words repetitive
stories Long vowel language rhymes
prior Note details various familiar in simple EN3RC-
sources consisting of words with structures
knowledge in a given sentences IIc-d-2.15
words with fluency, review
based on text Use graphic
initial appropriate
the stories Write different organizers
consonant rhythm,
to be read EN3RC- forms of simple to show
3 blends pacing and
IIa-b-2.8 composition as intonation understandi
Listen to a Make simple a response to ng of texts
variety of predictions EN3F- EN3G-IId-
literary and
expository IIac-4.4 f-3.2
Read simple Read with
texts Form and
sentences accuracy,
EN3LC- use the past
and levelled speed and
IIa-j-2.1 tense of
stories and proper frequently
occurring
regular
OL LC RC WC PA PWR V SS
WEEK Oral Listening Reading Writing/ Phonological Phonics and F S G Vocabulary A Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
hension hension Recognition
a. note EN3RC- stories/ phrasing verbs (walk

important II0-2.2 poems sentences – walked,
details a. note listened to and stories etc)
EN3LC- details EN3WC- with words
IIa-j-2.7 regarding IIa-j-4 beginning in EN3G-IIef-
b. sequence character a. draw and consonant 3.2.1.1
at least 3 , setting write blends and Use verbs in
events and plot sentence simple
other words
using EN3RC-II0 s about present
previously
signal -2.10 one’s tense
studied

EN3OL- words b. sequence drawing EN3PWR- EN3F- EN3S- EN3V- EN3A-IId-
IId-e1.17.1 EN3LC- 3 events EN3WC- IId-e-1.1 IIde-4.4.1 IIde-4.1 IIde-5.1 f-7
4 Give oneto- IIa-j-2.6 (Note: IIa-j-5 Read words Read with Spell words Show Identify
three step c. retell different b. a note of with final accuracy, with understandi favorite
directions comprehensio ending ng of authors and
some advice blends (-st, speed and
n skills may EN3PA- consonant meaning of stories
parts of recur in EN3WC- -lt, -nd, -nt, proper
BEAM ENG3 IIe-f-4.1 -ft.. ) blends words with
the story different IIa-j-6 phrasing
DLP 57 Givng Identify final
EN3LC- quarters) c. Thank preceded by sentences
Short sounds and consonant
Commands or IIa-j-3.15 you short e, a, and stories
count blends
d. differentia letter i,o and u consisting
Directions syllables in through
te real EN3WC- words (belt, of words
5 words drawing,
from IIa-j-7 sand, raft) with ending
make- d. descripti actions,
consonant
believe ve and using
blends and
EN3LC- paragrap them in
other words
IIa-j-2.8 h sentences
previously
e. infer EN3WC-
studied
feelings IIa-j-8
EN3OL- and traits e. another EN3PW- EN3SS-
IIf-1.11 of ending IIf-1.1 IIfh-1.5
Restate and character for a Read Locate
retell s story phrases, information
EN3LC- EN3WC- sentences using print
information
IIa-j-2.16 and short and nonprint
IIa-j-2.2
f. identify stories sources
f. a diary
cause and consisting of
EN3WC- words with
effect IIa-j-9
6 final
EN3LC-
g. a short consonant
IIa-j-2.17
paragrap blends and
h, etc.
WEEK S
Oral Listening Reading Writing/ Phonological Phonics and
F Fluency G Grammar Vocabulary A Attitude Study
Language Compre hension Compre hension Composition Awareness Word Spelling Development Strategy
Recognition

g. draw other words
conclusio EN3WC- previously
ns IIi-j-2.6 Use studied and
appropriate the questions
EN3LC- punctuation about them
IIf-h- 2.8 marks
EN3WC- Make simple EN3PWR- EN3F-IIgh- EN3S- EN3G-IIe- EN3V-
7 IIg-h-2.1 inferences IIg-h-22 4.4.2 Read IIgh-4.2 f-3.2.1.1 IIgh-5.2
Recall and about Read words with Spell words Use verbs in Show
share thoughts and with initial accuracy, with simple understandi
experiences, feelings and final speed and consonant present and ng of
based from consonant digraphs ch past tense meaning of
film viewed proper
texts digraph ch and sh words with
and story phrasing
consonant
read/listene d viewed/ sentences BEAM ENG3
digraphs ch
listened to DLP 37 Using
to as and stories Present Tense through
springboard with words of the verb drawing,
8 for writing EN3LC-IIi- consisting of actions, and
j-2.7 initial and BEAM ENG3 using them
Sequence a final ch and DLP 49 Using in
series of Simple Past sentences
sh and other
Tense of
events words Regular Verbs
viewed/ previously
listened to studied
EN3A-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIij- EN3G-IIij- EN3V-IIij-
j-3 Retell IIi-j-22.1 4.4.2 Read 4.3 Spell 3.2.2 Use 5.3 Show
9 familiar Read phrases, with words verbs in understandi
stories to sentences and accuracy, with initial simple ng of
other short stories speed and and future tense meaning of
proper finalconsona words with
children consisting of
phrasing nt blends and consonant
words with
sentences consonant digraphs sh
consonant digraphs through
and stories
digraph ch with words drawing,
and sh and consisting of actions,
other words l ch and sh and using
previously wordsand them in
10 studied and sentences
other words
the previously
studied with
speed,
EN3RC-
IIi-j-2.10
Sequence a
series of
events in a
literary
selection
WEEK
Oral Listening Reading Writing/ Phonological Phonics and F S G Vocabulary A Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
Recognition
hension hension
BEAM ENG3 questions accuracy
DLP 33-34 about them and proper
Sequencing
phrasing
Events
3rd Quarter: Developing Reading and Writing
WEEK LC RC WC PWR V
OL Oral Phonics and F S A SS
Listening Reading Writing/ G Grammar Vocabulary
Language Word Fluency Spelling Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
1 EN3LC- (Note: The EN3WC- EN3PW- EN3F-IIIa- EN3S-IIIad- EN3G- EN3V-IIIa- EN3A-IIIa- EN3SS-
IIIa-b-2.1 text that they IIIa-1 IIIa-b-5 1.6 4 IIIab-4.2.1 7 7 Identify IIIa-1.3
Recall details will read Participate in Read words Read grade Spell words Use Recognize favorite Get
from texts should be generating with long a 3 level texts that were demonstrati some words authors information
viewed/ controlled ideas through sound (long a consisting of introduced ve represented and from index
listened to depending on prewriting ending in e) words with during word pronouns by common stories and table of
the PWR long vowel recognition (this,/that, abbreviations
activities contents

EN3LC- lesson.) EN3WC- sound with at these/those) (e.g. Mr. EN3LC- EN3OL-
IIIb-2.19 IIIb-c-3 least 95- Ave., Oct.) IIIb- c-2.9 IIIb-i-1.2
Identify EN3RC-IIIa Write at least 100% Take part in Engage in a
possible 2.7.1 three accuracy EN1V-IIIac- creative variety of
solutions to Identify sentences 13.1,13.2 responses to ways to share
problems several from various EN3F-IIIaj- Give the stories like information
effects based familiar 3.5.1 synonyms preparing (e.g. role
EN3LC- on a given Read grade and antonyms logs, journal
sources playing,)
IIIb-4 cause 3 level texts of and other
reporting,
2 consisting of somewords oral
Infer print summarizing,
2-syllable presentations
sources EN3RC-IIIa retelling and
words with EN1V-IIIaj-
2.11 Make show and tell
EN3LC- long vowel 25 Show
inferences
IIIcd-2.5 sound with understandin
and draw
Validate ideas at g of meaning
conslusions
made after least 95-
based on of long vowel
listening to a texts 100%
words (a, i,
story (pictures, title accuracy
o, and u)
LC RC WC PWR V
WEEK OL Oral Phonics and S G A SS
Listening Reading Writing/ F Fluency Vocabulary
Language Word Spelling Grammar Attitude Study Strategy
Recognition
EN3LC- and content EN3F-IIIaj- through
IIIa-j-1.1 words) 1.10.1 Read drawing,
Activate prior aloud from familiar actions, and
knowledge EN3RC-IIIa prose and poetry using them
based on Consisting of in
2.13
new Long vowel words sentences
Distinguish
knowledge with fluency,
fact from appropriate
formed opinion EN3V-IIIbd-
rhythm, pacing 13
and Increase
EN3LC- EN3RC- intonation vocabulary
IIIa-j-2 IIIa-b-2.13 through
Activate
Identify Synonyms
prior
cause and (e.g.
knowledge
effect quick/fast)

EN3OL- based on the EN3PWR- EN3G- and
IIIc-1.16.2 stories to be IIIc11,12,13 IIIcd- antonyms
Listen and read. Listen Read 4.2.3 Use (e.g.
respond to to a variety sentences, personal big/small)
of literary stories and pronouns
others
and poems (e.g. I, you,
3
expository consisting of he, she, it,
texts long a words we, they)
EN3LC- and
IIIa-j-2.1 questions
a. note about them
important
EN3OL- details EN3WC- EN3PWR- EN3A-
IIId-1.16.3 EN3LC- IIId-e-2.6 IIId-24 IIIdh-6
Follow and IIIa-j-2.7 Use Read words Take books
4 from home
explain b. sequence appropriate with long i
punctuation sound (long i to school or
processes at least 3 EN3F-IIIe- vice-versa
events marks ending in e)
f-1.8 Read with for
EN3OL- using EN3RC- EN3PWR- EN3S-IIIe- EN3G-
automaticity 100 independent
signal IIIef-4.2.4
IIIe-1.16.4 IIIe-f-2.11 IIIe-25 2nd and 3rd grade f-5 Spell / shared
words Use
Express Make Read highfrequency/sig some extra reading
EN3LC- sentences, commonly
opinions and inferences ht words irregularly - EN3V-
IIIa-j-2.6 stories and used
feelings and draw spelled IIIef13.6
5 about other’s
c. retell
conclusions poems words (e.g.
possessive
Homonyms
some consisting of pronouns
ideas based from have, said, (e.g.
parts of
texts long i words please, flower/flour)
the story
because)
LC RC WC PWR V
WEEK OL Oral Phonics and S A SS
Listening Reading Writing/ F Fluency G Grammar Vocabulary
Language Word Spelling Attitude Study Strategy
Recognition
EN3LC- and
IIIa-j-3.15 BEAM ENG3 DLP questions
d. differenti 66 Give an about them
ate real Appropriate
Ending to a Given
from
Situation
make-
EN3OL-IIIf- believe EN3PWR- EN3G-IIIfg- EN3A-
6 1.16.5 EN3LC- IIIf-26 5 IIIfg-1
Engage in IIIa-j-2.8 Read words Adjectives Express
discussions e. infer with long o feelings,
about specific feelings sound (long a EN3G- opinions
topics and ending in e) IIIfg-5.3.1 through
traits of Use journals, logs
EN1LC- characters EN3RC- EN3PWR- EN3F-IIIgj- EN3S-IIIg-
descriptive etc.
IIIg-h-3.2 EN3LC- IIIg-j-2.5 IIIg-26.1 1.11 Observe j-2.5 Use EN3V-IIIgh-
adjectives
Ask and Use different Read the use of capitalization 13.7
IIIa-j-2.16
respond to sources of sentences, punctuations rules in word Homographs
f. identify BEAM ENG3 DLP
questions information in stories and including and (e.g.,
7 cause 64 Identifying
about reading poems commas, sentence readread)
and Adjectives
informational consisting of periods and level (e.g.
effect
texts listened Read simple long o words question proper and
to EN3LC- common
sentences And questions marks to
(environment IIIa-j-2.17 nouns,
and levelled about them guide reading
, health, how- g. draw beginning
stories and for fluency
to’s, etc.) conclusions EN3WC- EN3PWR- words in
EN3RC-
III0-2.2 a. IIIh-2.4 IIIh-26.2 sentences)
EN3LC- note details Complete Read words
IIIe-f-2.4 regarding patterned with long u
8 Propose character, poems using sound (long a
several setting appropriate ending in e)
predictions and plot rhyming
about EN3RC-III0 words
texts/stories
EN3OL-IIIij- -2.10 EN3PWR-
listened to
1.9 b. sequence IIIi-26.3
Compare and 3 events Read words
EN3LC- (Note:
contrast with long a, i, EN3V-IIIi-j-
IIIg-h-3.15 different
information o, and u and 13.7
9 Determine comprehension
heard phrases, Hyponyms-
whether a skills may recur sentences type of (e.g.
story is in different and stories guava - type
quarters) containing of fruit)
these words.
WEEK LC RC WC PWR V
OL Oral Phonics and S A SS
Listening Reading Writing/ F Fluency G Grammar Vocabulary
Language Word Spelling Attitude Study Strategy
Recognition

realistic or EN3PWR-
fantasy IIIj-27
Read
BEAM ENG3 DLP sentences,
69 Distinguishing stories and
Real and Fantasy poems
consisting of
EN3LC-IIIij- long u words
3.7 and
Identify and questions
use the about them
elements of an
10 informational / EN3PWR-
factual text IIIj-15
heard Read
2syllable
words
(fireman)
with long
vowel sound
BEAM ENG3 DLP

5 Identifying
Words with Initial
Consonant Blends

4th Quarter: Developing Reading and Writing
WEEK PWR
LC RC WC V
OL Oral Phonics and F G A SS Study
Listening Reading Writing/ S Spelling Vocabulary
Language Word Fluency Grammar Attitude Strategy
Recognition
EN3OL- EN3LC- IVa (Note: The EN2WC- EN3PW- EN3F- IVa – EN3S- IVa – EN1V- EN3AT- IVa EN3SS- IVa
1 IVae-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 Read b-4 IVab-13.6 –c-7 -1.3 Follow
Present Identify and will read Write a Read words grade 3level Spell words Give the Identify simpl e
information in use the simple story with vowel texts that were correct favorite written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. controlled (pail), ay words with during word homonyms
an stories
role playing, informational / depending on (bay) vowel recognition (pail,pale) EN3SS-
2 show and factual text the PWR digraphs and
IVa-b -1.2.3
tell, radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 Use
broadcast/ 95-100% simple maps
EN3LC- IVb clues of places
reporting/ EN3RC- accuracy from the
-3.7.1
poster IVab-2.13 EN3PWR- context EN3SS-
presenta Informational
Identify cause IVc-2 Match EN3F- to IVcd-1.2.7
tions) Reports
and words, IVcd-1.4 figure out Interpret a
(School
effect phrases and Read aloud what words pictograph
events,
EN3OL-IVa- sentences from mean
sports,
j-5 EN3RC- IVa containing familiar
projects)
Engage in a –b-2.14 these words prose and EN3V-IVa-j-
variety of ways Show with pictures poetry with 12.3
to share EN3LC-IVc- fluency,
understandin Determine
3 information 3.7.2 appropriate
g of a story EN3PWR- what words
(e.g. role Three-step rhythm,
by present IVc-28 mean based
playing,) directions pacing and
ing them in Read stories on how they
reporting, EN3LC- IVd intonation
through containing are used in a
summarizing, -3.7.3
dramatization these words sentence
retelling and Conversation EN3F-IVa-j-
, role playing and other
show and tell s
etc. 3.5.1 Read
(depending words
previously grade 3 level
on th e EN3LC-IVa- Read simple texts
selection j-1.1 learned
sentences consisting of
4 presented) Activate prior and levelled EN3PWR- EN2S-IVd-f- EN3AT-IVd-
2-syllable
knowledge stories and IVd-e-22 5 f- 2.9 Take
words with
based on EN3RC-I0- and 29 Read Spell some part in
long vowel
words with irregularly - creative
new 2.2 vowel sound with spelled words responses
at least 95- to
PWR
WEEK LC RC WC V
OL Oral Phonics and S G A SS Study
Language Word Spelling Grammar Attitude Strategy
Recognition
EN3OL-IVa- knowledge a. note digraphs ea 100% (e.g. have, stories like EN3SS-
j-3.2 Ask formed details and ee and accuracy said, please, preparing IVe-f -1.2.2
and respond EN3LC-IVa- regarding phrases, because) logs, journal Interpret
5 to questions j-2 character, sentences EN3F-IVa-j- and other simple
about Activate prior setting and stories oral
1.10.1 tables
informational knowledge and plot
containing Read aloud from presentations
texts based on the EN3RC-I0 -
these words. familiar prose
listened to stories to be 2.10
EN2WC-IVf- EN3PW-IVf- and poetry
(environment read. Listen b. sequence EN1V-IVf-
j-2.3 g-8 Read Consisting of
, health, to a variety 3 events Long vowel g13.6 Use
6 how-to’s, etc) Make a words with
of literary (Note: words with homonyms
and different card for vowel
fluency, correctly

EN3OL-IV expository comprehension various digraphs appropriate EN3S-IVg-i- EN3G-IVg-7 (meat- meet, EN3AT-IVg- EN3SS-
a-j-1.9 texts skills may recur occasions oo(food), rhythm, pacing 2.5 Preposition road, -rode) i-6 IVg-h -1.2.1
EN3LC-IVa- in different (birthday, oa and s
Compare and Use Take books Interpret a
quarters) Christmas, (road) intonation
contrast j-2.1 capitalization EN3V-IVg-i- from home to bar graphs
information a. note New Year, rules in word EN3G- 9 school or
important EN3RC IVc- etc) and sentence
heard EN3PWR- EN2F-IVa-j- IVgh-7.3 Use known vice-versa for
details d-1.2 Use the
IVg-2 1.8 Read level (e.g. words to independent
EN3LC-IVa- Interpret most
Match words, with proper and perform / shared
simple maps frequently
j-2.7 phrases and automaticity common artistic extra reading
of unfamiliar occurring
b. sequence sentences 100 2nd and nouns, theme-based
places, signs prepositions(
at least 3 containing 3rd grade beginning activities(e.g.
and symbols e.g. towards,
events these words highfrequency/ interviews,
7 words in
using with pictures sight words beside,, into, telephone
sentences) etc.)
signal conversation,
words EN3RC IVe- EN3PWR- EN3FL-IVaj- role-play,
EN3LC-IVa- g-1.2 1.11 Use etc.) using
IVg-28
j-2.6 Interpret punctuations common
Read stories
c. retell pictographs including
containing sight words
some commas,
these words
parts of periods and
and other
the story question marks
EN3LC-IVaj- words to guide
3.15 previously reading
d. differentia learned for fluency
te real EN2PW- EN1V-Ih-i26
from IVh-i-6 Show
make- Read words understandin
8 believe EN3G-IVh-
with vowel g of the
5.6
diphthongs
Give the
synonyms
PWR
WEEK LC RC WC V
Recognition
EN3LC-IVa- EN3RC - Oy (boy), oi EN3F-IVi-j5 and meaning of
j-2.8 IVh-j-1.2 (boil), ou Read poems antonyms of words with
e. infer Interpret (out) with fluency, common vowel
feelings simple graphs Ow (bow) appropriate adjectives diphthongs
by using

and traits and tables rhythm,pacin EN3G-IVi- them in
of EN3PWR- g and j5.2 Use the correct
characters IVi-2 intonation degrees of sentences in
EN3LC-IVaj- Match these adjectives in correct
2.16 words with making sentences
f. identify the comparisons
cause and appropriate (positive,
effect pictures comparative,
EN3LC- superlative)
IVaj-2.17
g. draw EN3G-IVi-6
EN3PWR-
conclusions Adverbs
9 IVi-21
Read
EN3LC- IVe- EN3G-IVi-j-
phrases,
f-3.7. 6.1
sentences
Personal
and short Recognize
Recounts
stories adverbs of
(anecdotes,
consisting of manner
past
experiences) these words
and other
EN3LC-IVg- words
h-3.7.5 previously
Explanation studied
(life cycles, EN3PWR-
water cycle) IVj-22 EN1V-IVj-
Recognize 27
EN3LC-IVij- and read Read word
3.5 some with affixes
10 Restate facts irregularly
from spelled words
informational (e.g. such as
texts (climate enough,
change, through,
children’s beautiful)
WEEK PWR
LC RC WC V
Recognition

rights, traffic
safety, etc.)
GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets
relevant information from various text types.
LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia-2.2 EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 1 2.1.1 Read aloud Compose 2.2.1 Write Observe
Identify the Speak clearly Use context Analyze a grade level clear and 2-3 politeness at all
elements of a using clues narrative in texts with coherent connected times
fable appropriate (synonym) to terms of its accuracy rate of sentences sentences
rate and find the setting 95-100
using
voice meaning of percent
appropriate
projection unfamiliar
grammatical
words
1 structures: -
EN4OL-Ia- Kinds of
1.14.2 BEAM ENG4 DLP
Module 2
nouns
Speak clearly
Using Synonyms
using
appropriate
pitch
EN4OL-Ia-
1.14.3

LC OL V RC F SS WC
VC A
Viewing Attitude
Speak clearly
with appropriate
stress
EN4LC-Ib- EN4OL-Ib- EN4V-Ib-13. EN4RC-Ib- EN4F-Ib-4 EN4G-Ib-2.2 EN4WC-Ib- EN4A-Ib-16

2.2.2 1.14.1 1 2.1.2 Read with Compose clear 1.8.1 Observe
Identify the Speak clearly Use context Analyze a automaticity and coherent Revise writing politeness at all
elements of a using clues narrative in grade level sentences for clarity: - times
myth appropriate (synonym) to terms of its frequently using capitalization -
rate and find the characters occurring appropriate appropriate
voice meaning of content area grammatical punctuation
projection unfamiliar words structures: marks
words -kinds of nouns
EN4OL-Ib-
2 1.14.2
Speak clearly
using
appropriate
pitch
EN4OL-Ib-
1.14.3
Speak clearly
with appropriate
stress

EN4LC-Ic- EN4OL-Ic- EN4V-Ic-13.2 EN4RC-Ic- EN4F-Ic-4 EN4G-Ic2.3.1 EN4WC-Ic- EN4A-Ic-16
2.2.3 1.14.4 Use context 2.1.3 Read with Compose clear 1.8.2 Observe
Identify the Speak clearly clues Analyze a automaticity and coherent Revise writing politeness at all
elements of a with appropriate (antonym) to narrative in grade level sentences for clarity times
legend intonation find the terms of its frequently using -spelling
meaning of theme occurring appropriate
unfamiliar content area grammatical
EN4OL-Ic-
words words structures:
1.14.5
3 Speak clearly
BEAM ENG4 DLP -pluralization of
with appropriate
Module 2 regular nouns
juncture Using Antonyms
EN4OL-Ic-
1.14.6
Speak clearly
with
LC OL V RC F SS WC
VC A
Viewing Attitude
appropriate
tone
EN4OL-Ic-
1.14.7
Speak clearly
with correct
pronunciation

EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id- EN4F-Id-4 EN4G-Id- EN4WC-Id- EN4A-Id-16
Sequence a 1.14.4 Use context 2.1.4 Read with 2.3.1 1.8.3 Observe
series of events Speak clearly clues Analyze a automaticity Compose clear Revise writing politeness at all
from stories with (antonym) to narrative in grade level and coherent for clarity times
listened to appropriate find the terms of its frequently sentences -signal words
intonation meaning of plot occurring using
unfamiliar (Conflict/ content area appropriate
words Problem words grammatical
EN4OL-Id-
1.14.5 Reaction structures:
Speak clearly Resolution/
with Ending) -pluralization of
appropriate regular nouns
juncture
4
EN4OL-Id-
1.14.6
Speak clearly
with
appropriate
tone
EN4OL-Id-
1.14.7
Speak clearly
with correct
pronunciation
EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-13.9 EN4RC-Ie- EN4F-Ie-4 EN4G-Ie-2.5 EN4WC-Ie- EN4VC-Ie- EN4A-Ie-16

Sequence a 1.13.1 Use context 2.1.5 Read with Compose clear 2.2.2 Write 3.1.1 Observe
series of events Give oral clues Analyze a 3- automaticity and coherent a 3-4line Tell the uses of politeness at all
5 from stories directions (definition) to 4line poem in grade level sentences poem in colors, lines times
listened to find the terms of its frequently using terms of its
meaning of elements occurring appropriate elements
LC OL V RC F SS WC
VC A
Viewing Attitude
unfamiliar (rhymes, sound content area grammatical and shapes in
words devices) words structures: still images
-noun phrases

EN4LC-If-2.8 EN4OL-If- EN4VD-If- EN4RC-If- EN4F-If-4 EN4G-If-2.5 EN4WC-If- EN4VC-If3.1.1 EN4A-If-16
1.13.2 13.9 Use 2.1.5 Read with Compose clear 1.8.2 Tell the uses of Observe
Infer author’s Respond to context Analyze a 3- automaticity and coherent Revise writing colors, lines politeness at all
purpose questions clues 4line poem in grade level sentences using for clarity and shapes in times
involving (definition) to terms of its frequently appropriate -spelling moving images
directions find the occurring grammatical
EN4LC-If-2.8 elements
meaning of content area structures:
6 Share (rhymes, sound
unfamiliar words
inferences, devices)
words -noun phrases
thoughts and
feelings based
on texts
listened to
EN4LC-Ig-2.8 EN4V-Ig-13.9 EN4RC-Ig- EN4F-Ig-1.6 EN4G-Ig- EN4WC-Ig- EN4VC-Ig- EN4A-Ig-16

Infer author’s Use context 2.9.1 Read aloud 3.2.2 1.8.3 3.1.1 Observe
purpose clues Infer the grade four level Compose clear Revise writing Tell the uses of politeness at all
(definition) to theme of texts with and coherent for clarity colors, lines times
find the accuracy rate of sentences using -signal words
EN4LC-Ig-2.8 literary text and shapes in
meaning of 95-100 appropriate
Share moving images
unfamiliar percent grammatical
inferences,
thoughts and words structures:
7 feelings based
on texts -past tense of
listened to verbs
BEAM ENG4 DLP

Module 12
Using the Simple
Past Form of the
Verb
EN4LC-Ih-2.8 EN4V-Ih- EN4RC-Ih- EN4F-Ih-1.13 EN4G-Ih- EN4WC-Ih- EN4VC-Ih- EN4A-Ih-16

Share 13.10 2.9.1 Read grade 3.2.2 1.8.1 3.1.1 Observe
inferences, Use context Infer the level text with Compose clear Revise writing Tell the uses of politeness at all
thoughts and clues theme of 98 words and coherent for clarity colors, lines and times
8 feelings based (exemplificatio literary text correct per sentences using shapes in
on texts n) to find the minute
appropriate moving images
listened to meaning of grammatical
unfamiliar structures:
words
LC OL V RC F SS WC
VC A
Viewing Attitude
Fluency Research
Comprehension Language Development Comprehension Composition
-past tense of
verbs
EN4LC-Ii-2.8 EN4V-Ii- EN4RC-Ii- EN4F-Ii-1.13 EN4G-Ii3.2.1 EN4WC-Ii- EN4VC-Ii3.1.1 EN4A-Ii-16
13.10 2.9.1 Read grade Compose clear 1.8.1 Tell the uses of Observe
Share Use context Infer the level text with and coherent Revise writing colors, lines politeness at all
inferences, clues theme of 98 words sentences for clarity and shapes in times
thoughts and (exemplificatio correct per using
literary text moving
feelings based n) to find the minute appropriate
grammatical images
on texts meaning of
listened to unfamiliar structures: -
words present tense
of verbs
9
BEAM ENG4 DLP
Module 11
Using the Simple
Present Form of
the
Verb
EN4LC-Ij-2.8 EN4V-Ij- EN4RC-Ij- EN4F-Ij-1.13 EN4G-Ij3.2.1 EN4WC-Ij- EN4VC-Ij3.1.1 EN4A-Ij-5

13.10 2.9.1 Read grade Compose clear 2.2.2 Write Tell the uses of Observe
Share Use context Infer the level text with and coherent a 3-4line colors, lines politeness at all
inferences, clues theme of 98 words sentences poem in and shapes in times
thoughts and (exemplificatio correct per using terms of its
literary text moving images
feelings based n) to find the minute appropriate elements
10
on texts meaning of grammatical
listened to unfamiliar structures:
words
-present tense
of verbs

SECOND QUARTER
LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IIa- EN4V-IIa-8.1 EN4RC-IIa- EN4F-IIa-4 Locate Compose clear EN4WS-IIa- Describe EN4A-IIa-16
3.3.1 Clarify meaning 2.17 Read with information and coherent 2.8.1 different forms Observe
Identify the of words using Raise questions automaticity from reference sentences using Recognize the and politeness at
main idea and dictionaries based on text grade level materials appropriate basic parts of a conventions all times
supporting heard frequently EN4SS- grammatical paragraph used in print,
BEAM ENG4 DLP occurring IIa1.4 - structures: non-print and
details from
Module 2 content area Use EN4G-IIa- digital
text heard
Using Dictionary words dictionaries 2.3.1 regular materials
and glossaries nouns and EN4VC-IIa-
EN4G-IIa-3.9 3.1.1
1 verb (colors, lines,
agreement EN4VC-IIa-
3.1.2
layout,
EN4VC-IIa-
3.1.3
icons and
images,
EN4VC-IIa-
3.1.4
verbal use)
2 EN4LC-IIb- EN4V-IIb-8.1 EN4RC- EN4F-IIb-4 Locate Compose clear EN4WS-IIb- Describe EN4A-IIb-16
3.3.1 Clarify meaning IIb2.21 Read with information and coherent 1.1.6.1 Use different forms Observe
Identify the of words using Identify automaticity from reference sentences appropriate and politeness at
main idea and dictionaries main idea, grade level materials using graphic conventions all times
supporting key frequently EN4SS- appropriate organizers used in print,
sentences occurring IIb1.4 - grammatical for pre- non-print and
details from
and content area Use structures: writing digital
text heard
supporting words dictionaries tasks materials

details of a and glossaries EN4G-IIb- EN4VC-IIb-
given 2.3.1 regular 3.1.1
paragraph nouns and (colors, lines,
LC OL V RC F WC
SS Study VC A
EN4G-IIb-3.9 EN4VC-IIb-
verb 3.1.2
agreement layout,
EN4VC-IIb-
3.1.3 icons
and images,
EN4VC-
IIb-
3.1.4
verbal use
EN4LC-IIc- EN4V-IIc-8.2 EN4RC- EN4F-IIc-4 Locate Compose clear EN4WS-IIc- Describe EN4A-IIc-16
3.3.1 Clarify meaning IIc2.21 Read with information and coherent 1.3 Organize different forms Observe
Identify the of words using Identify automaticity from reference sentences ideas to and politeness at
main idea and thesaurus main idea, grade level materials using form conventions all times
supporting key frequently EN4SS- appropriate coherent used in print,
sentences occurring IIc1.4 - grammatical paragraphs non-print and
details from
and content area Use structures: digital
text heard
supporting words dictionaries EN4G-IIc- materials
details of a and glossaries 1.2.1.2 EN4VC-IIc-
given - compound 3.1.1
3 paragraph subject (colors, lines,
EN4G-IIc-3.9 EN4VC-IIc-
and verb 3.1.2
agreement layout,
EN4VC-IIc-
3.1.3
icons and
images,
EN4VC-IIc-
3.1.4
verbal use

EN4LC- EN4V-IId-8.2 EN4RC- EN4F-IId-4 Locate Compose clear EN4WC-IId- EN4VC-IId- EN4A-IId-16
IId2.7.1 Clarify meaning IId2.15.1 Read with information and coherent 2.8.2 3.7.1 Observe
Use of words using Make an automaticity from reference sentences Write a Tell the uses of politeness at
appropriate thesaurus outline from grade level materials using paragraph colors, lines all times
graphic a selection frequently EN4SS- appropriate showing and shapes
organizers read occurring IId1.4 - grammatical - time-order
4 (to show content area Use structures:
sequence of words dictionaries EN4G-IId-
events) and glossaries 1.2.1.2
- compound
subject
EN4G-IId-3.9
LC OL V RC F WC
SS Study VC A
and verb
agreement
EN4LC- EN4V-IIe-8.3 EN4RC-IIe- EN4F-IIe-4 Locate Compose clear EN4WC-IIe- EN4VC-IIe- EN4A-IIe-16
IIe3.15 Clarify meaning 3.1.9 Read with information and coherent 2.8.2 3.7.1 Observe
Use of words using Identify automaticity from reference sentences using Write a Tell the uses of politeness at
appropriate online texttypes grade level materials appropriate paragraph colors, lines all times
graphic resources according to frequently EN4SS- grammatical showing and shapes
purpose: -To occurring IIe1.4 - structures: - time-order
organizers
classify or content area Use
(to describe)
describe -To words dictionaries -pronoun
5
recall a series and glossaries EN4G-IIe-
of events - 4.4.1
To explain (number/
EN4G-IIe-
4.4.2
gender)

EN4LC- EN4OL-IIf- EN4V-IIf-8.3 EN4RC-IIf- EN4F-IIf-1.7 Compose clear EN4WC-IIf- EN4VC-IIf- EN4A-IIf-16
IIf3.15 1.15.1 Clarify meaning 2.3 Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using Identify four level texts sentences using Write a Tell the uses of politeness at
Identify poems/quotabl online figures of using appropriate paragraph colors, lines all times
rhymes and e lines with resources speech intonation ,exp grammatical showing and shapes
sound devices EN4RC-IIf- ression and structures: - enumeration
ease and
in poems 2.3.1 EN4F-IIf-1.1 pronounreference
confidence
Onomatopo punctuation agreement
6 eia marks EN4G-IIf-
EN4RC-IIf- 4.4.1
2.3.2 (number/
Assonance EN4G-IIf4.4.2
EN4RC- gender)
IIf2.3.3
alliteration)
EN4LC- EN4OL-IIg- EN4V-IIg-8.3 Identify EN4F-IIg-1.7 Compose clear EN4WC-IIg- EN4VC-IIg- EN4A-IIg-16
IIg3.15 1.15.1 Clarify meaning figures of Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using speech four level texts sentences using Write a Tell the uses of politeness at
Identify poems/quotabl online EN4RC-IIg- using appropriate paragraph colors, lines all times
7 rhymes and e lines with resources 2.3.4 intonation ,exp grammatical showing and shapes
sound devices ease and simile ression and structures: enumeration
in poems EN4RC-IIg- EN4F-IIg-1.7
confidence
2.3.5
Metaphor
LC OL V RC F WC
SS Study VC A
punctuation -pronounreference
EN4RC-IIg- marks agreement
2.3.6 EN4G-IIg-
personificat 4.4.3
ion case,
EN4G-IIg-
4.4.4 kind

EN4OL-IIh- EN4V-IIh-8.3 EN4RC-IIh- EN4F-IIh-1.7 Compose clear EN4WC-IIh- EN4VC-IIh- EN4A-IIh-16
1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences using Write a brief Tell the uses of politeness at
poems/quotabl online a news report using appropriate news report colors, lines all times
e lines with resources intonation ,exp grammatical
and shapes
ression and structures: -
ease and
EN4F-IIh-1.7 pronounreference
confidence
punctuation agreement
8 marks EN4G-IIh-
4.4.3
case,
EN4G-IIh-
4.4.4
kind
EN4OL-IIi- EN4V-IIi-8.3 EN4RC-IIi- EN4FL-IIi-1.7 Compose clear EN4WC-IIi- EN4VC- EN4A-Iii--16

1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 IIi3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences using Write a brief politeness at
poems/quotabl online a news report using appropriate news report Tell the uses of all times
colors, lines
ease and and shapes
EN4F-IIi-1.7 pronounreference
confidence
9
marks EN4G-
IIi4.4.3
case EN4G-
IIi4.4.4 kind
LC OL V RC F WC
SS Study VC A

EN4OL-IIj- EN4V-IIj-8.3 EN4RC-IIj- EN4F-IIj-1.7 Compose clear EN4WC-IIj- EN4VC-IIj- EN4A-IIj--16
1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences using Write a brief Tell the uses of politeness at
poems/quotabl online a news report using appropriate news report colors, lines all times
and shapes
ease and
EN4F-IIj-1.7 pronounreference
confidence
10 marks EN4GS-IIj4.4.3
Case
EN4GS-IIj4.4.4
kind
THIRD QUARTER
LC OL V RC F WC
SS Study VC A
EN4LC-IIIa- EN4OL-IIIa- EN4V-IIIa- EN4RC-IIIa- EN4F-IIIa- EN4G-IIIa- EN4WC-IIIa- EN4VC- EN4A-IIIa-16
2.3 1.14 Use 13.1 2.2 1.7 8.3 2.8.2 IIIa3.1 Observe
Distinguish verbal cues Synonym Note significant Read grade- Compose clear Write a Describe politeness at all
reality from in oral details four level texts and coherent paragraph various types times
fantasy public EN4V-IIIa- using sentences showing of viewing
1 announcement intonation ,exp using Materials
13.2
s ression and appropriate - time-order
Antonym
punctuation grammatical
Use context
marks structures:
clues (synonym
and antonym)
-Coordinate
to find the

LC OL V RC F WC
SS Study VC A
meaning of conjunctions
unfamiliar
words
EN4LC-IIIb- EN4OL-IIIb- EN4V-IIIa- EN4RC-IIIb- EN4F-IIIb- EN4SS- EN4G-IIIb- EN4WC-IIIb- EN4VC- EN4A-IIIb-16
2.3 1.14 Use 13.11 4.1 1.7 IIIb1.5.3 8.4 2.8.2 Write IIIb3.1 Observe
Distinguish verbal cues Identify shades Identify various Read grade- Use card Compose clear a Describe politeness at all
reality from in oral of meaning in text-types four level texts catalog to and coherent paragraph various types times
fantasy public words according to using locate sentences showing of viewing
2 announcement structure intonation ,exp resources using Materials
s -Enumeration ression and appropriate - time-order
punctuation grammatical
marks structures: -
Subordinate
Conjunctions
EN4LC- EN4OL-IIIc- Identify EN4RC-IIIc- EN4F-IIIc- EN4SS- EN4G-IIIc- EN4WC-IIIc- EN4VC- EN4A-IIIc-16
IIIc2.16 1.14 Use different 4.2 1.7 IIIc1.4 5.5 2.8.2 Write IIIc3.1 Observe
verbal cues meanings of Identify various Read grade- Locate Compose clear a Describe politeness at all
Use indirect in oral content specific text-types four level texts information and coherent paragraph various types times
speech to public words according to using from sentences showing of viewing
clarify the announcement -General structure - intonation ,exp Dictionaries using Materials
3 speaker’s ideas s EN4V- Time-order ression and appropriate -time order
IIIc20.1 (sequence, punctuation grammatical
denotation recounts, marks structures: -
EN4V-IIIc- process) order of
20.2 adjectives
Connotation
EN4LC-IIId- EN4OL-IIId- Identify EN4RC-IIId- EN4F-IIId- EN4SS- EN4G-IIId- EN4WC-IIId- EN4VC- EN4A-IIId-16
2.16 1.14 Use different 4.3 1.7 IIId1.4 6.5 2.8.3 Write IIId3.1 Observe
Use indirect verbal cues meanings of Identify Read grade- Locate Compose clear a paragraph Describe politeness at all
speech to in oral content specific various text- four level texts information and coherent showing various types times
clarify the public words types using from sentences of viewing
enumeration
speaker’s ideas announcement (Mathematics) according to intonation ,exp dictionaries using Materials
4 s EN4V- structure ression and appropriate
IIId20.1 punctuation
denotation grammatical
-Cause and marks structures: -
EN4V- effect adverbs of
IIId20.2
Connotation place and time

EN4OL-IIIe- Identify EN4RC-IIIe- EN4F-IIIe- EN4SS-IIIe- EN4G-IIIe- EN4WC-IIIe- EN4VC- EN4A-IIIe-16
5 1.14 different 4.4 1.7 1.4 7.5 2.8.3 IIIe1.6/2.6
meanings of
LC OL V RC F WC
SS Study VC A
Use verbal content specific Identify various Read grade- Locate Compose clear Write a Identify the Observe
cues in oral words text-types four level texts information and coherent paragraph visual elements politeness at all
public (Mathematics) according to using from sentences showing used in a times
announcement EN4V- structure intonation ,exp Glossaries using print/non-print
enumeration
s IIIe20.1 -Problem and ression and appropriate materials
denotation solution punctuation grammatical
EN4V-IIIe- marks structures: -
20.2 simple and
Connotation compound
prepositions
EN4OL-IIIf- Identify EN4RC-IIIf- EN4F-IIIf-1.7 EN4SS- EN4G-IIIf- EN4WC-IIIf- EN4VC-IIIf- EN4A-IIIf--

1.14 Use different 4.5 Read grade- IIIf1.3 7.2 2.8.4 Write a 1.6/2.6 16
verbal cues meanings of Identify various four level texts Locate Compose clear oneparagraph Identify the Observe
in oral content specific text-types using information and coherent essay on visual elements politeness at all
public words (Content according to intonation ,exp from Indices sentences waste used in a times
announcement – structure ression and segregation print/non-print
using
6 s Science) -Comparison punctuation materials
appropriate
EN4V- and contrast marks
grammatical
IIIf20.1
denotation structures: -
EN4V-IIIf- prepositional
20.2 phrases
Connotation
EN4OL-IIIg- Identify EN4RC- EN4F-IIIg- EN4SS- EN4G- EN4WC-IIIg- EN4VC-IIIg- EN4A-IIIg-16
1.14 Use different IIIg2.12 1.7 IIIg1.3 IIIg1.8.1 2.8.4 Write a 1.6/2.6 Observe
verbal cues meanings of Make Read grade- Locate Use a oneparagraph Identify the politeness at all
in oral content specific generalizati four level texts information particular essay on visual elements times
public words ons using from kind of waste used in a
announcement (Science) intonation ,exp indices sentence for segregation print/non-print
7 EN4V-
s ression and a specific materials
IIIg20.1 punctuation purpose -
denotation marks asking
EN4V- permission
IIIg20.2
Connotation

EN4OL-IIIh- Identify EN4RC- EN4F-IIIh- EN4SS- EN4G- EN4WC-IIIh- EN4VC- EN4A-IIIh-16
1.14 Use different IIIh2.12 1.7 IIIh1.2.6 IIIh1.8.2 2.8.4 Write a IIIh2.4 Observe
verbal cues meanings of Make Read grade- Interpret Use a oneparagraph Make politeness at all
in oral content specific generalizations four level texts pictures particular essay on connections times
8 words kind of
public using waste between
announcement (Health) sentence segregation information
intonation ,exp
s EN4V- for a specific viewed and
ression and
IIIh20.1 purpose
LC OL V RC F WC
SS Study VC A
denotation punctuation - responding to personal
EN4V- marks questions experiences
IIIh20.2
Connotation
EN4OL-IIIi- Identify EN4RC- EN4F-IIIi-1.7 EN4SS-IIIi- EN4G- EN4WC-IIIi- EN4VC-IIIi2.4 EN4A-IIIi--
1.14 Use different IIIi2.15.2 Read grade- 1.2.1 IIIi1.8.3 Use 2.8.4 Write a Make 16
verbal cues meanings of Use four level texts Interpret a particular oneparagraph connections Observe
in oral content specific appropriate using graphs kind of essay on waste between politeness at all
public words (Health) graphic intonation ,exp sentence segregation information times
announcement EN4V-IIIi20.1 organizers for ression and for a specific viewed and
9
s denotation texts read punctuation purpose - personal
EN4V-IIIi- marks making experiences
20.2 requests
Connotation
EN4OL-IIIj- Identify EN4RC- EN4F-IIIj-1.7 EN4SS- EN4G- EN4WC-IIIj- EN4VC- EN4A-IIIj--

1.14 Use different IIIj2.15.2 Read grade- IIIh1.7 IIIg1.8.4 2.8.4 Write a IIIj2.4 16
verbal cues meanings of Use four level texts Locate Use a oneparagraph Make Observe
in oral content specific appropriate using information particular kind essay on waste connections politeness at all
public words graphic intonation ,exp from available of sentence segregation between times
announcement (Art) organizers for ression and online information
10 for a specific
s EN4V-IIIj20.1 texts read punctuation resources viewed and
purpose -
denotation marks personal
following and experiences
EN4V-IIIj-
giving
20.2
directions
Connotation

FOURTH QUARTER
RC
LC OL V F WC
Reading SS Study G VC A
Week Listening Oral Vocabulary Oral Reading Writing/
Comprehensio Strategy Grammar Viewing Attitude
Comprehension Language Development Fluency Composition
n
EN4LC-IVa- EN4OL-IVa- EN4V- EN4RC-IVa- EN4F-IVa-1.6 EN4SS-IVa- EN4G-IVa- EN4VC-IVa- EN4A-IVa--
2.10 1.24 IVa13.1/13.2 5.1 Read aloud 1.8 1.8.5 2.6 16
Distinguish fact Express facts Use context Interpret the grade four Take down Use simple and Identify the Observe
from opinion and opinions clues messages of level texts with relevant compound visual elements politeness at all
from (synonym and the different accuracy rate information sentences to used in a times
1 antonym) to of 95-100
informational authentic texts enumerate print/non-print
text find the -Product percent ideas materials
meaning of labels
unfamiliar
words
EN4LC-IVb- EN4OL-IVb- EN4V-IVb-20 EN4RC-IVb- EN4F-IVb- EN4SS-IVb- EN4G-IVb- EN4VC-IVb- EN4A-IVb--5
2.10 1.24 Identify the 5.2 1.6 Read 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts meaning of Interpret the aloud grade Take down Use simple and Identify the politeness at all
from opinion and opinions unfamiliar and messages of four level texts relevant compound visual elements times
2 from sentences to
multiple the different with accuracy information used in a
informational meaning words authentic texts rate of 95-100 enumerate print/non-print
text -medical percent ideas materials
prescriptios

EN4LC-IVc- EN4OL-IVc- EN4V-IVc- EN4RC-IVc- EN4F-IVc-1.6 EN4SS-IVc- EN4G-IVc- EN4VC-IVc- EN4A-IVc--
2.10 1.24 12.4.1 5.3 Read aloud 1.8 1.8.6 1.4 16
Distinguish fact Express facts Identify the Interpret the grade four Take down Use simple and Make Observe
from opinion and opinions meaning of messages of level texts with relevant compound connections politeness at all
from unfamiliar the different accuracy rate information sentences to between times
informational words authentic texts of 95-100 show information
text according to -pamphlets percent sequence of viewed and
3 structure events/informa personal
(root words) tion experiences
BEAM ENG4
Module
2 Idetifying
Meaning Of
Unfamiliar Words
RC
LC OL V F WC
Reading SS Study G VC A
Week Listening Oral Vocabulary Oral Reading Writing/
Comprehensio Strategy Grammar Viewing Attitude
n
Through Structural
Analysis
EN4LC-IVd- EN4OL-IVd- EN4V-IVd- EN4RC-IVd- EN4F-IVd- EN4SS-IVd- EN4G-IVd- EN4VC-IVd- EN4A-IVd--

2.10 1.24 12.4.1 5.4 1.6 Read 1.8 1.8.6 1.4 16
Distinguish fact Express facts Identify the Interpret the aloud grade Take down Use simple and Make Observe
from opinion and opinions meaning of messages of four level texts relevant compound connections politeness at all
from unfamiliar the different with accuracy information sentences to between times
4 informational rate of 95-100 show
words authentic information
text percent sequence of
according to texts viewed and
structure - (illustration s, events/ personal
root words maps, information experiences
symbols)
EN4LC-IVe- EN4OL-IVe- EN4VD-IVe- EN4RC-IVe- EN4F-IVe- EN4SS-IVe- EN4G-IVe- EN4VC-IVe- EN4A-IVe--
2.10 1.25 Use 11.5 2.22 1.13 1.8 1.8.7 1.7 16
Distinguish fact verbal cues in Identify the Evaluate a Read grade Take down Use simple and Explain how Observe
from opinion a radio meaning of variety of level text with relevant compound specific aspects politeness at all
broadcast unfamiliar literary 118 words information sentences to of a text’s times
5 texts correct per compare and
words illustrations
according to minute contrast contribute to
ideas/objects
structure what is
(inflections) conveyed by
the words in a

text
EN4LC-IVf- EN4OL-IVf- EN4V-IVf- EN4RC-IVf- EN4F-IVf- EN4SS-IVf- EN4G- EN4VC-IVf- EN4A-IVf--16
2.10 1.24 Use 11.5 2.22 1.13 1.8 IVf1.8.7 1.7 Observe
Distinguish fact verbal cues in Identify the Evaluate a Read grade Take down Use simple and Explain how politeness at all
from opinion a radio meaning of variety of level text with relevant compound specific aspects times
broadcast literary 118 words sentences to
unfamiliar information of a text’s
texts correct per compare and
6 words illustrations
minute contrast
according to contribute to
ideas/objects
structure what is
(inflections) conveyed by
the words in a
text
EN4LC-IVg- EN4OL-IVg- EN4V-IVg- EN4RC-IVg- EN4F-IVg- EN4SS-IVg- EN4VC-IVg- EN4AT-IVg-
2.10 1.24 Use 12.4.2 3.1.11 1.13 1.8 1.7 16
Distinguish fact verbal cues in Identify the Evaluate a Read grade Take down Explain how Observe
from opinion a radio meaning of variety of level text with relevant specific aspects politeness at all
7 broadcast unfamiliar information 118 words information of a text’s times
words al texts correct per illustrations
according to minute contribute to
structure what is
(affixes) conveyed by
RC
LC OL V F WC
Reading SS Study VC A
Week Listening Oral Vocabulary Oral Reading G Grammar Writing/
Comprehensio Strategy Viewing Attitude
n
the words in a
text
EN4LC-IVh- EN4V-IVh- EN4RC-IVh- EN4F-IVh- EN4SS-IVh- EN4VC-IVh- EN4A-IVh--
2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
Distinguish fact Identify the Evaluate a Read grade Take down Explain how Observe
from opinion meaning of variety of level text with relevant specific aspects politeness at all
unfamiliar information 118 words information of a text’s times
words according al texts correct per illustrations
8 to structure minute contribute to
what is
(affixes)
conveyed by
the words in an
authentic
text

EN4LC-IVi- EN4V-IVi- EN4RC-IVi- EN4F-IVi- EN4SS-IVi- EN4VC-IVi- EN4AT-IVi-16
2.10 12.4.2 3.1.11 1.13 1.8 1.7 Observe
Distinguish fact Identify the Evaluate a Read grade Take down Explain how politeness at all
from opinion meaning of variety of level text with relevant specific aspects times
unfamiliar information 118 words information of a text’s
9 words according al texts correct per illustrations
to structure minute contribute to
(affixes)
what is
conveyed by
the words in an
authentic text
EN4LC-IVj- EN4V-IVj- EN4RC-IVj- EN4F-IVj- EN4SS-IVj- EN4VC-IVj- EN4AT-IVj-16
2.10 12.4.2 3.1.11 1.13 1.8 1.7 Observe
Distinguish fact Identify the Evaluate a Read grade Take down Explain how politeness at all
from opinion meaning of variety of level text with relevant specific aspects times
unfamiliar information 118 words information of a text’s
10 words according al texts correct per illustrations
to structure minute contribute to
(affixes) what is
conveyed by
the words in an
authentic text
GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude

EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 Use and 13 Self-correct Compose clear 1.1.6.1 Plan a Describe Observe
details appropriat Infer the when reading and coherent two to different forms politeness at all
e facial meaning of sentences threeparagraph and times
expressions unfamiliar using conventions of
composition
words appropriate film and
(compound) grammatical using an
moving
based on given structures: - outline/other pictures (lights,
context clues Aspects of graphic blocking,
(synonyms, verbs organizers direction,
antonyms, characterizatio
word parts) n, acting,
and other dialog, setting
strategies or set-up)
1 BEAM English 5
DLP Module 3
Decoding words
with prefixes
BEAM English 5
DLP Module 4
Decoding words
with suffixes
BEAM English 5
DLP Module 8
Using synonyms
BEAM English 5
DLP Module 9
Using antonyms
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib- EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib- EN5A-Ib-16
2.17.1 2.6.2 Use and 13 2.9.1 1.6 Read Compose clear 1.1.6.1 Plan a 5.1 Describe Observe
appropriat Infer the Infer the theme aloud grade and coherent two to different politeness at all
2 meaning of times
e body of literary text level sentences threeparagraph forms and
unfamiliar appropriate using
MISOSA Eng6 text with an
LC OL V RC F WC
SS Study G VC A

Identify the movements/ge words Making accuracy rate appropriate composition using conventions of
elements of stures (compound) inferences of 95 – 100% grammatical an outline/other film and
literary texts based on given structures: - graphic organizers moving
context clues Aspects of pictures (lights,
(synonyms, verbs blocking,
antonyms, direction,
word parts) characterizatio
and other n, acting,
strategies dialog, setting
or set-up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic- EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 1.6 Read Compose clear 2.2.4 Write Describe Observe
Identify the informal Infer the Summarize aloud grade and coherent two to different forms politeness at all
elements of English when meaning of narrative level sentences threeparagraph and times
appropriate to unfamiliar appropriate using conventions of
literary texts texts based composition
task and words text with an appropriate film and
situation ( affixed) on accuracy rate grammatical based on the
moving EN5A-Ic-17
based on given elements of 95 – 100% structures: prepared
pictures (lights, Show
context clues -Theme -Modals outline blocking,
3 tactfulness
(synonyms, -Setting direction, when
antonyms, -Characters characterizatio communica
word parts) (Heroes and n, acting, ting with
and other Villains) dialog, setting others
strategies or set-up)
-Plot
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id- EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 3.9 and 13 2.23 1.8.1.1 Compose clear 2.2.4 Write Distinguish Observe
Identify the Use formal and Infer the Summarize Read with and coherent two to among various politeness at all
elements of informal meaning of narrative automaticity sentences threeparagraph types of times
English when unfamiliar grade level using viewing
literary texts texts based composition
appropriate to words frequently appropriate
on based on the materials
task and ( affixed) occurring grammatical
elements prepared EN5A-Id-17
4 situation based on given content area structures:
outline Show
context clues -Theme words -Modals
tactfulness
(synonyms, -Setting (Art)
when
antonyms, -Characters communica
word parts) (Heroes and ting with
and other Villains) others
strategies -Plot
(beginning,

LC OL V RC F WC
SS Study G VC A
middle and
ending)
EN5LC- EN5OL-Ie-3.9 EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16

Ie2.11.1/2.11. Use formal and and 13 Analyze a 1.8.1.2 Ie8.3/8.4 1.8.2 Distinguish Observe
2/2.11.3 informal Infer the 2-stanza Read with Compose clear Revise among various politeness at all
Analyze sound English when meaning of poem in automaticity and coherent writing for types of times
devices appropriate to unfamiliar terms of its grade level sentences clarity - viewing
(onomatopoeia task and words frequently correct
elements using materials
situation ( blended) occurring spelling
, alliteration, (rhymes, appropriate EN5A-Ie-17
based on content area
5 assonance) sound grammatical Show
words
given context devices, structures: - tactfulness
(Math)
clues imagery conjunctions when
(synonyms, and communica
antonyms, figurative ting with
word parts) language) others
and other
strategies
EN5LC- EN5OL-If-3.9 EN5V-If-12 EN5RC-If- EN5F-If- EN5G- EN5WC-If- EN5A-If-16
If2.8.1/2.8.2/ Use formal and and 13 2.3 Analyze 1.8.1.3 If8.3/8.4 1.8.1 Observe
2 informal Infer the figures of Read with Compose clear Revise writing politeness at all
.8.3 Infer the English when meaning of speech automaticity and coherent for clarity times
speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words frequently marks EN5A-If-17
metaphor, using
purpose situation ( blended) occurring Show
personificat appropriate
based on content area tactfulness
6 ion, grammatical
words when
given context structures: -
hyperbole) (Science) communica
clues conjunctions
in a given ting with
(synonyms,
text others
antonyms,
word parts)
and other
strategies
7 EN5LC-Ig-2.3 EN5OL-Ig- EN5V-Ig-12 EN5RC-Ig- EN5F-Ig- EN5G- EN5WC-Ig- EN5A-Ig-16
Distinguish 1.8 and 13 2.3 1.8.1.4 Ig8.3/8.4 1.8.3 Observe
reality from Recount events Infer the Analyze Read with Compose clear Revise writing politeness at all
fantasy effectively meaning of figures of automaticity and coherent for clarity - times
unfamiliar transition/
words speech grade level sentences signal words
( clipped) (simile, frequently using
based on given metaphor, occurring appropriate EN5A-Ig-17
context clues personificat content area grammatical Show
(synonyms, ion, words structures: - tactfulness
(Health) conjunctions
LC OL V RC F WC
SS Study VC A
antonyms, hyperbole) in when
word parts) a given text communica-
and other ting with
strategies others
EN5LC-Ih-2.3 EN5OL-Ih- EN5V-Ih-12 EN5RC-Ih- EN5F-Ih-1.13 EN5G- EN5A-Ih-16
Distinguish 1.8 and 13 2.3 Read grade Ih8.3/8.4 Observe
reality from Recount events Infer the Analyze level text with Compose clear politeness at all
fantasy effectively meaning of figures of 118 words and coherent times
unfamiliar correct per sentences
speech
words minute
(simile, using
( clipped)
8 metaphor, appropriate EN5A-Ih-17
based on given
personificat grammatical Show
context clues tactfulness
ion, structures: -
(synonyms, when
conjunctions
antonyms, hyperbole) in communica-
word parts) a given text ting with
and other others
strategies
EN5OL-Ii-1.8 EN5VD- EN5F-Ii-1.13 EN5G- EN5A-Ii-16
Recount events Ii8.1/8.2/8.3 Read grade Ii8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
of words using 118 words and coherent times
dictionaries, correct per sentences
thesaurus, minute EN5A-Ii-17
using
9 and/or online
appropriate Show
resources tactfulness
grammatical
structures: - when
BEAM English 5
conjunctions communica-
DLP
Module 5 ting with
Using dictionary others

EN5OL-Ij-1.8 EN5V- EN5F-Ij-1.13 EN5A-Ij-16
Recount events Ij8.1/8.2/8.3 Read grade Observe
effectively Clarify meaning level text with politeness at all
of words using 118 words times
dictionaries, correct per
10 thesaurus, minute
and/or online
EN5A-Ij-17
resources
Show
tactfulness
when
communica-
LC OL V RC F WC
SS Study VC A
ting with others
SECOND QUARTER
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude

EN5LC-IIa-4 EN5OL- EN5RC- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal IIa1.13.1 IIa2.21 Compose clear 1.1.6.1 Plan a Determine Observe
words from text Provide Identify and coherent two to images/ideas politeness at all
heard accurate main idea, sentences threeparagrap that are times
instructions key using h composition explicitly used
sentences appropriate to influence EN5A-IIa-17
using an
and grammatical viewers Show
outline/other
supporting structures: - EN5VC-IIa7.1 tactfulness
1 details of a subject-verb graphic
Stereotypes, when
given agreement organizers
EN5VC-IIa- communica-
paragraph ( inverted 7.2 ting with others
sentences) Point of view
EN5VC-IIa-
7.3
Propagandas
EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16

3.19 1.26 20.2.1 IIb2.21 1.5.3 Compose clear 2.2.5 Write Determine Observe
Identify Give precise Identify Identify Use card and coherent paragraphs images/ideas politeness at all
informational information on different main idea, catalog to sentences showing - that are times
text-types a given topic meanings of key locate using cause and explicitly used
content sentences resources effect to influence EN5A-IIb-17
2 appropriate
specific words and viewers Show
grammatical
(denotation MISOSA English 6 EN5VC-IIb7.1 tactfulness
supporting structures: -
and Using the Card when
details of a subject-verb
connotation) Catalogue communica-
given agreement
(Science) ting with others
paragraph
LC OL V RC F SS WC
VC A
Viewing Attitude
(intervening Stereotypes,
phrases) EN5VC-IIb-
7.2
Point of view
EN5VC-IIb-
7.3
Propagandas

EN5LC-IIc- EN5OL-IIc- EN5V- EN5RC-IIc- EN5F-IIc- EN5SS- EN5G- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 IIc20.1.1 3.2.1 1.8.1 Read IIc1.4 IIc2.2.2 2.2.5 Write Determine Observe
Identify Ask questions Distinguish with Gather EN5G-IIc-3.9 paragraphs images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity relevant Compose clear showing - that are times
text-types understanding 20.2.1 according to grade level information and coherent cause and explicitly used
of information Identify purpose frequently from various sentences effect to influence EN5A-IIc-17
presented different -To classify or occurring sources using viewers Show
meanings of describe content -glossaries appropriate EN5VC-IIc- tactfulness
3 area grammatical 7.1
content when
specific words words structures: Stereotypes, communica-
(denotation -irregular EN5VC-IIc- ting with others
and nouns and 7.2
connotation) verb
Point of view
(Science) agreement
EN5VC-IIc-
7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS- EN5G- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 Read IId1.4 IId2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish with Gather EN5G-IId- Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity relevant 3.9 Compose writing for that are times
opinions after Identify according to grade level information clear and clarity - explicitly used
reflection different purpose frequently from various coherent to influence EN5A-IId-17
correct
meanings of -To classify or occurring sources sentences viewers Show
spelling
content describe content -Dictionaries EN5VC-IId7.1 tactfulness
using
4 specific words area Stereotypes, when
appropriate
(denotation words EN5VC-IId- communica-
grammatical
and 7.2 ting with others
structures: -
connotation) Point of view
collective
(Science) EN5VC-IId-
nouns and
7.3
verb
Propagandas
agreement
LC OL V RC F SS WC
VC A
Viewing Attitude

EN5LC-IIe- EN5OL-IIe- EN5V- EN5RC-IIe- EN5F-IIe- EN5SS- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 IIe20.1.2 3.2.2 1.8.1 Read IIe1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish with Gather and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity relevant sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level information using explicitly used
reflection Identify purpose frequently from various to influence EN5A-IIe-17
appropriate Revise writing
-To recall a occurring sources viewers Show
different grammatical for clarity
series of content EN5VC-IIe- tactfulness
5 meanings of structures: -
events/ area -Thesaurus 7.1 when
content kinds of -punctuation
information words Stereotypes, communica-
specific words adjectives marks
EN5VC-IIe- ting with others
(denotation -signal words
7.2
and
Point of view
connotation)
EN5VC-IIe-
(Mathematics)
7.3
Propagandas
EN5OL- EN5V- EN5RC-IIf- EN5F-IIf- EN5SS- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
IIf3.5.1 IIf20.1.2 3.2.3 1.8.1 Read IIf1.7 Compose clear 2.2.6 Write Determine Observe
Provide Distinguish with Gather and coherent paragraphs images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity relevant sentences showing - that are times
support 20.2.2 according grade level information using comparison explicitly used
opinion/fact Identify to purpose - frequently and contrast to influence EN5A-IIf-17
from appropriate
To explain occurring viewers Show
different various grammatical
content EN5VC-IIf- tactfulness
6 meanings of sources - structures: -
area 7.1 when
content Online order of
words Stereotypes, communica-
specific words references adjectives
EN5VC-IIf- ting with others
(denotation
7.2
and
Point of view
connotation)
EN5VC-IIf-
(Mathematics)
7.3
Propagandas
EN5V-IIg- EN5RC- EN5F-IIg-2.9 EN5SS- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 IIg2.12 Self-correct IIg1.7 Compose clear 2.2.6 Write Determine Observe
EN5V-IIg- Make when reading Gather and coherent paragraphs images/ideas politeness at all
20.2.3 generalizati relevant sentences showing - that are times
Identify ons information using comparison explicitly used
7 and contrast to influence EN5A-IIg-17
different from various appropriate
viewers Show
meanings of sources - grammatical
EN5VC-IIg7.1 tactfulness
content Online structures: -
specific words references degrees of when
communica-
(denotation adjectives
ting with others
LC OL V RC F SS WC
VC A
Viewing Attitude
and Stereotypes,
connotation) EN5VC-IIg-
(Health) 7.2
Point of view
EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V- EN5RC- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
Make a stand IIh20.1.3 IIh2.15.1 Read grade 1.8 Organize Compose clear 1.8.2 Determine Observe
Make an outline level text with information and coherent Revise writing images/ideas that politeness at all
EN5V-IIh- from a selection accuracy, from primary sentences using for clarity - are explicitly times
20.2.3 Identify read appropriate rate sources in appropriate correct used to influence
different and proper preparation for grammatical spelling viewers EN5A-IIh-17
meanings of expression writing, structures: - EN5VC-IIh7.1 Show
content specific reporting and subordinate and Stereotypes, tactfulness when
8
words similar coordinate EN5VC-IIh- communica-
(denotation and academic tasks conjunctions 7.2 ting with others
connotation) in collaboration Point of view
(Health) with others EN5VC-IIh-
7.3
MISOSA English 6 Propagandas
Organizing Ideas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16

Make a stand 2.15.1 Read grade level 1.8.1 Determine Observe
Make an outline text with Revise writing for images/ideas that politeness at all
from a selection accuracy, clarity are explicitly times
read EN5F-IIi-1.6 - appropriate used to influence
appropriate punctuation viewers EN5A-IIi-17
rate and marks EN5WC- EN5VC-IIi- Show
9 EN5F-IIi-1.7 IIi- 7.1 tactfulness when
proper 1.8.3 Stereotypes, communica-
expression -transition/ EN5VC-IIi- ting with others
signal words 7.2
Point of view
EN5VC-IIi-
7.3
Propagandas
10 EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade level 3.7 Determine Observe
text with Distinguish images/ideas that politeness at all
accuracy, among forms are times
LC OL V RC F SS WC
VC A
Viewing Attitude
EN5F-IIj-1.6 (kinds and explicitly used to
appropriate rate descriptions influence EN5A-IIj-17
EN5F-IIj-1.7 viewers Show
and proper EN5VC-IIj- tactfulness when
Fill-out forms
expression 7.1 communica-
accurately
(school forms, Stereotypes, ting with others
deposit and EN5VC-IIj-
withdrawal 7.2
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas
THIRD QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS G Grammar WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Viewing Attitude

EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on meaning of text-types level text with from primary and coherent times
EN5LC- topic unfamiliar according to accuracy, sources in sentences
IIIa2.15 words EN5F-IIIa- preparation for using EN5A-IIIa-17
purpose -To
Provide (compound, 1.6 writing, appropriate
persuade Show
evidence to affixed) appropriate reporting and grammatical tactfulness
support based on rate and similar structures: -
academic tasks when
understanding EN5V- EN5F-IIIa- Prepositions
1 in collaboration communica-
IIIa20.4 1.7
given context with others ting with
proper
clues others
expression
(Synonyms
Antonyms
word parts)
and EN5V-
IIIa20.5
LC OL V RC F SS WC
VC A
Viewing Attitude
other
strategies
(Health)

EN5LC- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb3 EN5G-IIIa- EN5A-IIIb-
IIIb2.15 2.7 20.3 3.2.5 2.9 Organize 7.3.2 16
Provide Remind others Infer the Distinguish Self-correct information Compose clear Observe
evidence to to stay on meaning of text-types when reading from primary and coherent politeness at all
support topic unfamiliar according to sources in sentences times
understanding words features preparation for using
(compound, (structural and writing, appropriate
reporting and EN5A-IIIb17
affixed) language) - grammatical
similar Show
based on Problem and structures: -
solution academic tasks tactfulness
EN5V- Prepositional
in when
2 IIIb20.4 phrases
collaboration communica-
given context
clues with others ting with
(Synonyms others
Antonyms
word parts)
and EN5V-
IIIb20.5
other
strategies
(Health)
EN5LC- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G- EN5A-IIIc-16

IIIc2.15 2.8 20.3 3.2.5 1.3 Organize IIIa1.8.1 Observe
Provide Link comments Infer the Distinguish Read grade information politeness at all
evidence to to the remarks meaning of text-types level text with from EN5G- times
support of others unfamiliar according to accuracy, secondary IIIa1.8.3
understanding words features EN5F-IIIc1.6 sources in Use a EN5A-IIIc-17
(compound, (structural and appropriate preparation for particular Show
affixed) language) - rate and writing, kind of tactfulness
3 based on Problem and EN5F- reporting and sentence for when
EN5V- solution IIIc1.7 similar a specific communica-
IIIc20.4 proper academic tasks purpose and
in collaboration ting with
given context expression audience -
with others others
clues asking
(Synonyms permission -
Antonyms making
word parts) requests
and
LC OL V RC F SS WC
G VC A

EN5V-
IIIc20.5
other
strategies
(Science)
EN5LC- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-
IIId2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Plan a 16
8.3 Link comments Infer the Distinguish Self-correct information EN5G- two to Observe
Infer the to the remarks meaning of text-types when reading from IIId1.8.2 threeparagraph politeness at
speaker’s tone, of others unfamiliar according to secondary Use a all
composition
mood and words features sources in particular
using an times
purpose (compound, (structural and preparation kind of
language) - for writing, outline/other
affixed) sentence for
Problem and reporting and graphic EN5A-IIId17
based on a specific
solution similar organizers Show
EN5V- purpose and
IIId20.4 academic audience - tactfulness
4 when
given context tasks in asking
clues collaboration permission - communica-
(Synonyms with others responding to ting with
Antonyms questions others
word parts)
and EN5V-
IIId20.5
other
strategies
(Health)
EN5LC- EN5OL- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe- EN5G- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-
IIIe2.8.1/2.8.2/2. IIIe3.7 Use 20.3 3.2.6 1.3 4 Organize IIIe1.8.4 2.2.7 Write a 3.7 16 Observe
8.3 appropriate Infer the Distinguish Read grade information Use a 3paragraph Infer the politeness at
Infer the strategies to meaning of text-types level text with from particular feature article target all
speaker’s tone, keep the unfamiliar according to accuracy, secondary kind of audience times
mood and discussion words features EN5F-IIIe- sources in sentence for
purpose going (compound, (structural and 1.6 preparation a specific
EN5A-IIIe-
affixed) language) - appropriate for writing, purpose and
5 17
based on Cause and rate and reporting and audience -
similar following and Show
EN5V- effect EN5F-IIIe-
academic giving tactfulness
IIIe20.4 1.7
tasks in directions when
given context proper
collaboration communica-
clues expression
(Synonyms with others ting with
Antonyms others

LC OL V RC F SS WC
G VC A
word parts)
and
EN5V-
IIIe20.5
other
strategies
(Mathematics)
EN5LC- EN5OL- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf- EN5SS-IIIf- EN5G- EN5WC- EN5VC-IIIf- EN5A-IIIf-16
IIIf2.8.1/2.8.2/2 IIIf3.7 Use 20.3 3.2.6 2.9 4 Organize IIIf1.8.8 IIIf1.8.2/1.8.1/ 3.8 Observe
. appropriate Infer the Distinguish Self-correct information Use a 1 Infer purpose politeness at
8.3 strategies to meaning of text-types when reading from particular .8.3 of the visual all
Infer the keep the unfamiliar according to secondary kind of Revise writing media times
speaker’s tone, discussion words features sources in sentence for for clarity -
mood and going (compound, (structural and preparation a specific correct spelling - EN5A-IIIf-17
purpose affixed) language) - for writing, purpose and appropriate
Show
based on Cause and reporting and audience - punctuation
similar giving tactfulness
EN5V- effect marks
academic information when
IIIf20.4 -transition/
6 tasks in communica-
given context signal words
collaboration ting with
clues
(Synonyms with others others
Antonyms
word parts)
and
EN5V-
IIIf20.5
other
strategies
(Mathematics)
7 EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS- EN5G- EN5WC-IIIg- EN5VC-IIIg- EN5A-IIIg-
3.17 3.2. 7 1.3 IIIg4 IIIg1.8.9 2.2.7 Write a 7 16
Identify pointof- Distinguish EN5F-IIIg- Organize Use a 3paragraph Determine Observe
view text-types 1.7 Observe information particular feature article images/ideas politeness at
according to accuracy, from kind of that are all
features appropriate secondary sentence for explicitly used times
(structural and rate and to influence
sources in a specific
language) - proper viewers
preparation purpose and EN5A-
comparison expressions EN5VC-IIIg-
and contrast for writing, audience - IIIg17
in choral, 7.1
reporting and making Show
echo and Stereotypes,
shadow similar explanation EN5VC- tactfulness
reading. academic IIIg7.2 when
tasks in communica-
collaboration ting with
with others others
LC OL V RC F SS WC
G VC A
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh4 EN5G- EN5WC- EN5VC-IIIh- EN5A-IIIh-

3.17 3.2. 7 1.3 Organize IIIh1.8.10 IIIh1.8.2/1.8.1/1 7 16
Identify pointof- Distinguish EN5F-IIIh- information Use a .8.3 Determine Observe
view text-types 1.7 Observe from particular Revise writing for images/ideas politeness at all
according to accuracy, secondary kind of clarity - correct that are times
features appropriate sentence for spelling - explicitly used
sources in
(structural and rate and a specific appropriate to influence
preparation EN5A-IIIh17
language) - proper purpose and punctuation viewers
for writing, audience - marks Show
comparison expressions EN5VC-IIIh-
8 and contrast reporting and expressing -transition/ tactfulness
in choral, 7.1
similar opinions/ signal words when
echo and Stereotypes,
shadow academic Emotions communica-
EN5VC-IIIh-
reading tasks in ting with
7.2
collaboration others
Point of view
with others
EN5VC-IIIh-
7.3
Propagandas

EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G- EN5WC- EN5A-IIIi-16
3.17 Organize IIIi1.8.10 IIIi2.2.7 Write a Observe
Identify pointof- EN5F-IIIi- information Use a 3paragraph politeness at all
view 1.7 Observe from particular feature article times
accuracy, secondary kind of
appropriate sources in sentence for EN5A-IIIi-17
rate and preparation for a specific Show
proper writing, purpose and tactfulness
expressions in reporting and audience -
when
9 choral, echo similar expressing
communica-
and shadow academic tasks opinions/
in Emotions ting with
reading
collaboration others
with others
LC OL V RC F SS WC
G VC A
EN5LC-IIIj- EN5F-IIIj1.3 EN5SS-IIIj-4 EN5G- EN5A-IIIj-16
3.17 Organize IIIj1.8.10 Observe
Identify pointof- EN5F-IIIj- information Use a politeness at all
view 1.7 Observe from particular times
accuracy, secondary kind of
appropriate sentence for EN5A-IIIj-17
sources in
rate and a specific
preparation for Show
proper purpose and
10 writing, tactfulness
expressions audience -
reporting and expressing when
in choral,
similar opinions/ communica-
echo and
shadow academic tasks Emotions ting with
reading in others
collaboration
with others
FOURTH QUARTER
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest

in reading to meet various needs .

LC OL V RC F SS Study G Grammar WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Strategy Writing/ Viewing Attitude
EN5LC- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
IVa3.11 2.6.1 Use 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate appropriate EN5V-IVa- Distinguish text- grade level Take down Use Infer target politeness at all
sentences facial 20.2 types according appropriate relevant notes compound audience times
heard in one’s expressions Identify to features text with an sentences to
own words different (structural and accuracy rate show cause EN5A-IVa-17
1 meanings of language) of 95 – 100% and Show
content specific -Enumeration effect tactfulness
words when
(denotation communica-
and
ting with
connotation)
others
(Science)
LC OL V RC F WC
SS Study G VC A
EN5LC- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb- EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
IVb3.11 2.6.1 Use 20.1 3.2. 8 1.6 Read 1.8 1.8.1 3.7 Observe
Restate appropriate EN5V-IVb- Distinguish aloud grade Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types level relevant notes sentences to audience times
heard in expressions Identify according to appropriate show
different features text with an cause and EN5A-IVb-17
one’s own
2 meanings of (structural and accuracy rate effect
words Show
content specific language) of 95 – 100%
tactfulness
words -Enumeration
when
and ting with
connotation) others
(Science)

EN5LC- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc- EN5SS-IVc1.9 EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
IVc3.11 2.6.2 Use 20.1 3.2. 9 1.6 Read Assess 1.8.2 1.1.6.1 Plan a 3.8 Observe
Restate appropriate EN5V-IVc- Distinguish aloud grade credibility of Use two to Infer purposes politeness at all
sentences body 20.2 text-types level the sources of compound threeparagrap of the visual times
heard in movements/ Identify according to appropriate information sentences to h composition media
different features text with an using an EN5A-IVc-17
one’s own Gestures show
3 meanings of (structural and accuracy rate outline/other Show
words problem-
content specific language) - of 95 – 100% graphic tactfulness
solution
words Time-order organizers when
(sequence, relationship of
recounts, ideas
and ting with
connotation) process)
others
(Health)
EN5LC- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
IVd3.11 2.6.2 Use 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate appropriate EN5V-IVd- Distinguish Read grade Assess Use Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of compound threeparagraph visual and times
heard in one’s movements/ Identify according to 128 words sources of sentences to descriptive essay multimedia
own words Gestures different features correct per information show on selfselected elements EN5A-IVd-17
4 meanings of (structural and minute topic Show
problem- contribute to
content specific language) -
solution the meaning of tactfulness
words Time-order
relationship of a text when
(denotation (sequence,
recounts, ideas communica-
and
process) ting with
connotation)
others
(Health)
EN5LC- EN5OL-IVe-4 EN5V-IVe- EN5RC- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
IVe3.11 Use verbal and 20.1 IVe2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
5 politeness at all
Restate non-verbal EN5V- Use Read grade and secondary Revise writing for Analyze how
sentences IVe20.2 appropriate level text with clarity visual and times
LC OL V RC F WC
SS Study VC A
heard in one’s cues in a TV Identify graphic 128 words sources of Use complex - correct multimedia
own words broadcast different organizers in correct per information sentences to spelling elements EN5A-IVe-17
meanings of texts read minute show contribute to Show
content specific cause and the meaning of tactfulness
words effect a text when
and
ting with
connotation)
others
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 Use 2.2.8 Determine Observe
Summarize non-verbal EN5V-IVf- Respond Read grade and secondary complex Compose a images/ideas politeness at all
information cues in a TV 20.2 appropriate level text with sources of sentences to threeparagraph that are times
from various broadcast Identify ly to 128 words information show descriptive explicitly used
different messages correct per cause and essay on to influence EN5A-IVf-17
text types
meanings of of different minute effect selfselected viewers Show
content specific authentic topic EN5VC- IVf- tactfulness
6 7.1
words texts when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with
connotation) 7.2 others
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 IVg2.12 Self-correct 2.3 1.9.2 Use 1.8.1/1.8.3 Determine Observe
Summarize non-verbal EN5V-IVg- Make when reading Conduct short complex Revise writing images/ideas politeness at all
information cues in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
different punctuation to influence EN5A-IVg-17
text types self-selected problem-
meanings of marks viewers
topic solution Show
unfamiliar -transition/ EN5VC- IVg-
relationship tactfulness
7 words signal words 7.1
of ideas when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with
connotation) 7.2 others
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
LC OL V RC F WC
SS Study VC A

EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh EN5A-IVh-16
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 Use 2.2.8 2.4 Observe
Summarize non-verbal EN5V-IVh- EN5F-IVh-1.7 Conduct short complex Compose a Make politeness at all
information cues in a TV 20.2 EN5F-IVh- research sentences to threeparagraph connections times
from various broadcast Identify 1.14 projects on a show descriptive between
different Observe essay on information EN5A-IVh-17
text types self-selected problem-
meanings of accuracy, selfselected viewed and
topic solution Show
unfamiliar appropriate topic personal
relationship tactfulness
8 words rate, proper experiences
of ideas when
(denotation expressions
communica-
and and correct
pronunciation ting with
connotation)
in dramatic others
(Mathematics
readings and
presentations
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi EN5A-IVi-16

3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal EN5F-IVi-1.7 Conduct short Make politeness at all
information cues in a TV EN5F-IVi- research connections times
from various broadcast 1.14 projects on a between
Observe information EN5A-IVi-17
text types self-selected
accuracy, viewed and Show
topic
appropriate personal tactfulness
rate, proper experiences
when
9 expressions communica-
and correct
ting with
pronunciation
others
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj EN5A-IVj-16

3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal EN5F-IVj-1.7 Conduct short Make politeness at all
information cues in a TV EN5F-IVj- research connections times
10
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show
appropriate tactfulness
LC OL V RC F WC
SS Study VC A
rate, proper personal when
expressions experiences communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
VC A
Viewing Attitude
1 EN6LC-Ia- EN6OL-Ia- EN6V- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 Ia12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer EN6RC-Ia- when reading Compose clear Write a Describe politeness at all
2.3.3 experience meaning of 2.3.3 and coherent 3line different forms times
EN6LC-Ia- appropriate to idiomatic EN6RC-Ia- sentences 4stanza and
expressions using poem conventions of MISOSA English 6
2.3.2 the occasion 2.3.2
using appropriate film and Using Courteous
EN6LC-Ia- EN6RC-Ia-
-context clues grammatical moving Expressions
2.3.6 2.3.9
structures: - pictures
EN6LC-Ia- Analyze
BEAM English 6 Pluralization of (lights) EN6A-Ia-17
2.3.8 sound
DLP Module 12 regular nouns Show
EN6LC-Ia- Common Idioms
devices
(onomatop tactfulness
2.3.7
oeia, BEAM English 6 when
Analyze sound DLP Module 12 communicating
devices alliteration,
Using the with others
(onomatopoeia assonance, Plural Form of
consonance
, alliteration, Nouns
) EN6A-Ia-18
assonance,
Show openness
personification, to criticism
irony and
hyperbole) in a
text heard
LC OL V RC F SS WC
VC A
Viewing Attitude
EN6LC-Ib- EN6OL-Ib- EN6V- EN6RC-Ib- EN6F-Ib- EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 Ib12.4.2.1 6.1 1.6 Read 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning EN6RC-Ib- aloud grade Compose clear Write a Describe politeness at all
devices experience of idiomatic 6.2 level and coherent 3line different forms times
(personification appropriate to expressions EN6RC-Ib- appropriate sentences 4stanza and
) in a text using text with an using poem conventions of EN6A-Ib-17
the occasion 6.3
heard -affixes accuracy rate appropriate film and Show
EN6RC-Ib-
of 95 – 100% grammatical moving tactfulness
6.4
BEAM ENG6 DLP structures: - pictures when
Analyze
Module 2 Pluralization of (blocking) communicating
poem with
Words with Affixes irregular with others
2 4 or more
nouns
stanzas in
terms of EN6A-Ib-18
its MISOSA 5 Show openness
Module 5 Using
elements to criticism
The
(rhymes,
Plural Form Of
sound Nouns
devices,
imagery
and
figurative
language)

EN6LC-Ic- EN6OL-Ic- EN6V- EN6RC-Ic-6.5 EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16
2.3.8 1.17 Ic12.4.1.1 EN6RC-Ic-6.6 Read aloud Compose clear 5.1.3 Observe
EN6LC-Ic- Relate an Infer EN6RC-Ic-6.7 grade level and coherent Describe politeness at all
2.3.7 experience meaning of Determine appropriate sentences different forms times
idiomatic tone, mood, text with an using and
Analyze sound appropriate to
expressions and purpose of accuracy rate appropriate conventions of
devices (irony the occasion EN6A-Ic-17
using -roots the author of 95 – 100% grammatical film and
and hyperbole) Show
in a text heard structures: - moving tactfulness
MISOSA English 6
tenses of pictures when
Determining the verbs (direction) communicating
Purpose of the with others
Author
3
EN6A-Ic-18
BEAM English 6
Show openness
DLP Module 12
Using the Plural to criticism
Form of Nouns
BEAM English 6
DLP Module 12
Determining the
Purpose of the
Author
LC OL V RC F SS WC
VC A
Viewing Attitude
4 EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id- EN6F-Id- EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 6.8 1.6 Read Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- EN6RC-Id- aloud grade and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 6.9 level sentences different forms times
EN6LC-Id- appropriate to EN6V- Analyze appropriate using and
Id12.4.2.2 figures of text with an appropriate conventions of EN6A-Id-17
2.11.3 the occasion
Infer meaning speech accuracy rate grammatical film and Show
Infer the
of figurative (simile, of 95 – 100% structures: - moving tactfulness
speaker’s
language using aspects of pictures when
tone, mood metaphor)
-context verbs (characterizatio communicating
and MISOSA ENGLISH 6
clues -affixes Using Figures of n) with others
purpose
and roots - Speech
BEAM English 6 other EN6A-Id-18

DLP strategies BEAM ENG6 DLP Show openness
Module 51 Module 2
to criticism
Determining the Using Figurative
BEAM English 6

Purpose of the DLP Module 13 Language
Author Using Figurative
Language
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Read Compose clear 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V- Analyze grade level using and
2.11.3 Ie12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
Infer meaning speech occurring film and Show
Infer the grammatical
of figurative (hyperbole, content moving tactfulness
5 speaker’s structures: -
language using irony) area pictures when
tone, mood modals
-context words (acting) communicating
and
purpose clues -affixes with others
and roots -
other EN6A-Ie-18
strategies Show openness
to criticism
EN6LC-If- EN6RC-If- EN6F-If- EN6G-If- EN6VC-If- EN6A-If-16

2.11.1 6.12 1.8.1 Read 4.4.1 5.1.6 Observe
EN6LC-If- Analyze with EN6G-If- Describe politeness at all
2.11.2 figures of automaticity 4.4.3 different forms times
EN6LC-If- speech grade level EN6G-If4.4.2 and
6 2.11.3 (culturebased frequently Compose clear conventions of EN6A-If-17
euphemism occurring and coherent film and Show
Infer the
) content moving tactfulness
speaker’s sentences
area pictures when
tone, mood using
words (dialog)
and purpose
LC OL V RC F SS WC
VC A
Viewing Attitude
appropriate communicating
grammatical with others
structures: -
Pronounreference
agreement
EN6A-If-18
(number, case,
gender) Show openness
to criticism

EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16

2.24.1 1.8.1 Read 4.4.1 5.1.7 Observe
EN6RC-Ig- with EN6G-Ig- Describe politeness at all
2.24.2 automaticity 4.4.3 different times
Evaluate grade level EN6G-Ig- forms and
narratives frequently 4.4.2 conventions of EN6A-Ig-17
based on occurring Compose clear film and Show
how the content moving tactfulness
and coherent
author area pictures when
sentences using
developed words (setting ) communicating
appropriate
the grammatical with others
7 elements: - structures: -
Setting Pronounreference EN6A-Ig-18
-Characters agreement Show openness
(Heroes and (number, case, to criticism
Villains) gender)
BEAM English 5
DLP Module 37
Evaluating and
Making
Judgments on
Oral Texts
EN6RC-Ih- EN6F-Ih- EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16
2.24.3 1.13 Read Compose clear 5.1.8 Observe
Evaluate grade level and coherent Describe politeness at all
narratives text with 135 sentences using different times
based on words correct appropriate forms and
8 per grammatical conventions of EN6A-Ih-17
how the
minute structures: - film and Show
author
Subject-verb moving tactfulness
developed agreement pictures (setup)
the when
elements: communicating
with others
LC OL V RC F SS WC
G VC A

-Plot
(chronologicalsequential EN6A-Ih-18
, en medias res, Show openness
flashback) to criticism
MISOSA ENG6
Identifying The Plot
Of A Story
EN6RC-Ii- EN6F-Ii- EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16

2.24.4 1.13 Read Compose clear 3.3.1 Observe
EN6RC-Ii- grade level and coherent EN6VC-Ii- politeness at all
2.24.5 Evaluate text with sentences 3.3.2 times
narratives based on 135 words using EN6VC-Ii-
how the author correct per appropriate 3.3.3 EN6A-Ii-17
developed the minute grammatical Show
Analyze the
elements: -theme structures: - tactfulness
characters
-point of view Subject-verb when
used in print,
agreement communicating
non-print,
and digital with others
materials
(Age and EN6A-Ii-18
gender, Race Show openness
9 and to criticism
nationality,
Attitude and
behavior)
EN6VC-Ii-
3.3.4 Analyze
the setting
used in print,
non-print and
digital
materials
(Urban or
Rural;
Affluent or
Poor)
10 EN6F-Ij- EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
1.13 Read Compose clear 3.3.1 Observe
grade level and coherent EN6VC-Ij- politeness at all
text with sentences 3.3.2 times
135 words using EN6VC-
correct per appropriate Ij3.3.3 EN6A-Ij-17
minute
LC OL V RC F SS WC
G VC A
grammatical Analyze the Show
structures: - characters tactfulness
Subject-verb used in print, when
agreement non-print, and communicating
digital with others
materials (Age
and gender, EN6A-Ij-18
Race and Show openness
nationality, to criticism
Attitude and
behavior)
EN6VC-Ij-
3.3.4 Analyze
the setting
used in print,
non-print and
digital
materials
(Urban or
Rural;
Affluent or
Poor)
SECOND QUARTER
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- to the Gather relevant sentences efficiently
1 actual text speaking, 12.4.2.3 messages of information using (biodata, EN6A-IIa-17
adjusting the different from various application Show
Infer meaning appropriate
language, authentic texts sources - forms, etc.) tactfulness
of borrowed grammatical
gestures, rate, glossary when
words and structures:
and volume -indices BEAM English 5
DLP Module 12
LC OL V RC F SS WC
VC A
Viewing Attitude
according to content -Order Filling out Forms communicating
audience and specific terms and Correctly with others
purpose using -context degrees of
clues -affixes regular EN6A-IIa-18
and roots - adjectives Show openness
other
to criticism
strategies BEAM English 6
(Math) DLP
Module 11
Using Adjectives in
Series
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 Employ 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 Plan 3.7 Observe
Distinguish an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- a Infer the target politeness at all
various types appropriate 12.4.1.3 appropriate Read grade 1.4.1 5.2.1 composition audience times
of style of EN6V-IIb- ly to the level text with Gather relevant Compose clear using an
informational/f speaking, 12.4.2.3 Infer messages accuracy, information and coherent outline/other EN6A-IIb-17
actual text adjusting meaning of of the appropriate from various sentences graphic Show
language, borrowed different rate and sources - using organizers tactfulness
gestures, words and authentic proper Dictionary appropriate when
2 rate, and expression
content texts -Thesaurus grammatical communicating
volume specific terms structures: - with others
according to using -context Order and
audience and clues -affixes degrees of EN6A-IIb-18
purpose and roots - irregular Show openness
other adjectives to criticism
strategies
(Science)

EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 Employ 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 Use 3.7 Observe
Distinguish an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent appropriate Infer the target politeness at all
various types appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
of style of EN6V-IIc- informational level text with Gather relevant using organizers
informational/f speaking, 12.4.2.3 Infer texts accuracy, information appropriate for pre- EN6A-IIc-17
actual text adjusting appropriate from various writing Show
meaning of grammatical
language, rate and sources tasks tactfulness
borrowed structures: -
3 gestures, proper - when
rate, and words and Adverbs of
expression -Almanac communicating
volume content intensity
-Encyclopedia with others
according to specific terms
audience and using -context
EN6A-IIc-18
purpose clues -affixes
Show openness
and roots - to criticism
other
strategies
LC OL V RC F SS WC
VC A
Viewing Attitude
(Health)
4 EN6LC-IId- EN6OL-IId-5 EN6V-IId- EN6RC-IId- EN6F-IId-1.6 EN6SS-IId- EN6G-IId-6.7 EN6WC-IId- EN6VC-IId- EN6A-IId-16
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note significant EN6F-IId-1.7 Gather relevant and coherent Write a Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences 4paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text interest 12.4.2.3 Infer texts accuracy, sources - appropriate showing EN6A-IId-17
heard meaning of appropriate Online grammatical Show
borrowed rate and references structures: - tactfulness
-comparison
words and proper Adverbs of when
and contrast
content expression frequency communicating
specific terms with others
using -context BEAM English 5
clues -affixes DLP
Module 38 EN6A-IId-18
and roots - Show openness
Using Adverbs of
other Manner and to criticism
strategies Frequency
(Literary
terms) MISOSA 5
Module 8 Using
adverbs of time,

place , manner
and frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
information topics of EN6V-IIe- sources in using EN6WC-IIe-
from text interest 12.4.2.3 Infer preparation for appropriate EN6A-IIe-17
1.8.3
heard meaning of writing, grammatical Show
Revise
borrowed reporting and structures: tactfulness
writing for
words and similar when
clarity -
content academic tasks -Adverbs of communicating
correct
specific terms in collaboration manner with others
spelling -
5 using -context with others
appropriate
clues -affixes BEAM English 5 punctuation EN6A-IIe-18
and roots - DLP marks Show openness
other Module 38 -transition/ to criticism
strategies (ICT Using adverbs of
manner and signal words
terms) frequency
MISOSA 5
Module 8 Using
adverbs of time,
place , manner
and frequency
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6OL-IIf-5 EN6V-IIf- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC-IIf- EN6A-IIf-16
Share brief 12.3.3 Self-correct Organize Compose clear 2.2.5 Observe
impromptu EN6V-IIf- when reading information and coherent Write a politeness at all
remarks about 12.4.1.3 from secondary sentences 4paragraph times
topics of EN6V-IIf- sources in using composition
interest 12.4.2.3 Infer preparation for appropriate showing - EN6A-IIf-17
meaning of writing, grammatical cause and Show
borrowed reporting and structures: effect tactfulness
words and similar when
content academic tasks -Adverbs of communicating
6 in collaboration
specific terms place with others
using -context with others and time
clues -affixes EN6A-IIf-18
and roots - Show openness
other to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16

Share brief EN6F-IIg-1.3 7.3.1 1.8.2 Observe
impromptu EN6F-IIg-1.7 EN6G-IIg- EN6WC-IIg- politeness at all
remarks about Read grade 7.3.2 1.8.1 times
topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise Show
rate and using writing for tactfulness
proper appropriate clarity - when
expression grammatical correct communicating
structures: - spelling - with others
Prepositions appropriate
7 and punctuation EN6A-IIg-18
prepositional marks Show openness
phrases -transition/ to criticism
signal words
MISOSA 5
Module 6
Using prepositions
and prepositional
phrase
BEAM English 5
DLP
Module 40
LC OL V RC F SS WC
VC A
Viewing Attitude
Using prepositions
and prepositional
phrase
EN6OL-IIh-6 EN6F-IIh-1.6 EN6G-IIh-8.3 EN6WC-IIh- EN6A-IIh-16
React on the EN6F-IIh-1.3 EN6G-IIh-8.4 2.2.9 Observe
content of the EN6F-IIh-1.7 Compose clear Write a politeness at all
material Read grade and coherent 4paragraph times
presented level text with sentences composition
accuracy, using showing - EN6A-IIh-17
appropriate appropriate problem and Show
8 rate and grammatical solution tactfulness
proper structures: - when
expression Subordinate communicating
and coordinate with others
conjunctions
EN6A-IIh-18
Show openness
to criticism
EN6OL-IIi-6 EN6F-IIi-1.6 EN6G-IIi-8.3 EN6WC-IIi- EN6A-IIi-16
React on the EN6F-IIi-1.3 EN6G-IIi-8.4 1.8.2 Observe
content of the EN6F-IIi-1.7 Compose clear EN6WC-IIi- politeness at all
material Read grade and coherent 1.8.1 times
presented level text with sentences EN6WC-IIi-
accuracy, using 1.8.3 EN6A-IIi-17
appropriate appropriate Revise Show
rate and grammatical tactfulness
writing for
proper structures: - when
clarity -
9 expression Subordinate communicating
correct
and coordinate with others
spelling -
conjunctions
appropriate
punctuation EN6A-IIi-18
marks Show openness
-transition/ to criticism
signal words
10 EN6G-IIj-8.3 EN6A-IIj-16
EN6G-IIj-8.4 Observe

Compose clear politeness at all
and coherent times
sentences
using EN6A-IIj-17
appropriate
LC OL V RC F SS WC
VC A
Viewing Attitude
grammatical Show
structures: - tactfulness
Subordinate when
and coordinate communicating
conjunctions with others
EN6A-IIj-18
Show openness
to criticism
THIRD QUARTER
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6LC-IIIa- EN6OL- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 IIIa1.27 8.1 3.2.8 2.9 Organize IIIa1.8.1 1.1.6.1 Plan 6.1 Observe
Note significant Provide EN6V-IIIa8.2 Distinguish Self-correct information Use a a EN6VC-IIIa- politeness at all
details evidence to Clarify text-types when reading from particular composition 6.2 times
support meaning of according to secondary kind of using an Identify real or
opinions words using purpose and sources in sentence for outline/other make-believe, EN6A-IIIa-17
dictionaries, language preparation for a specific graphic fact or non-fact Show
thesaurus features - writing, purpose and organizers images
1 tactfulness
Enumeration reporting and audience -
when
MISOSA Eng6 similar asking
communicating
Using a dictionary academic tasks permission
with others
in collaboration
with others
EN6A-IIIa-18
Show openness
to criticism
EN6LC- EN6OL-IIIb- EN6V-IIIb8.3 EN6RC-IIIb- EN6F-IIIb- EN6SS- EN6SS- EN6WC- EN6VC-IIIb- EN6A-IIIb-16
IIIb3.1.12 1.28 Clarify 3.2.9 1.6 IIIb4 IIIb1.8.2 IIIb2.2.10 6.1 Observe
2 Detect biases Make a stand meaning of Distinguish EN6F-IIIb1.3 Organize Use a Write a EN6VC- politeness at all
and propaganda based on text-types information particular 3paragraph IIIb6.2 times
kind
LC OL V RC F SS WC
VC A
Viewing Attitude
devices used by informed words using according to EN6F-IIIb- from of sentence editorial Identify real or
speakers opinion online purpose 1.7 secondary for a specific article make-believe, EN6A-IIIb-17
resources and Read grade sources in purpose and fact or non-fact Show
language level text with preparation for audience - images tactfulness
features - accuracy, writing, responding to when
Time-order appropriate reporting and questions communicating
(sequence, rate and similar with others
recounts, proper academic tasks
process) expression in collaboration
with others EN6A-IIIb-18
Show openness
to criticism

EN6LC-IIIc- EN6OL- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 IIIc1.28 12.3.3 3.2.7 1.6 Organize IIIc1.8.3 1.8.2 7.1 Observe
Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a EN6WC-IIIc- Identify the politeness at all
and propaganda based on 12.4.1.3 text-types 1.3 from particular 1.8.1 values times
devices used by informed Infer according to EN6F-IIIc- secondary kind of EN6WC-IIIc- suggested in
speakers opinion meaning of purpose sources in sentence for the visual EN6A-IIIc-17
1.7 1.8.3
borrowed and preparation for a specific media
Read grade Revise Show
words using language writing, purpose and
3 level text with writing for tactfulness
-context clues features - reporting and audience -
accuracy, clarity - when
-affixes and Comparison similar making
appropriate correct communicating
roots -other and contrast academic tasks requests
rate and spelling - with others
strategies in collaboration
proper appropriate
with others
expression punctuation EN6A-IIIc-18
marks Show openness
signal words
EN6LC- EN6OL- EN6V- IIId - EN6RC- EN6F-IIId- EN6SS-IIId4 EN6SS- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
IIId3.1.13 IIId3.7 Use 12.4.1.3 IIId2.15.2 3.5 Organize IIId1.8.4 1.1.6.1 Plan 7.1 Observe
Make a stand appropriate Infer meaning Use EN6F-IIId- information Use a a Identify the politeness at all
strategies to of borrowed appropriate 3.2 from particular composition values times
keep a words using graphic EN6F-IIId- secondary kind of using an suggested in
discussion roots organizers in 3.6 Observe sources in sentence for outline/other the visual EN6A-IIId-17
going texts read preparation for a specific graphic media
accuracy, Show
writing, purpose and organizers
appropriate tactfulness
reporting and audience -
4 rate and when
similar following and
proper communicating
academic tasks giving
expressions with others
in directions
in dialogs
collaboration
with others EN6A-IIId-18
Show openness
to criticism
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6LC- EN6OL- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS- EN6WC- EN6A-IIIe-16
IIIe3.1.13 IIIe3.7 Use 12.4.2.3 3.5 Organize IIIe1.8.10 IIIe2.2.10 Observe
Make a stand appropriate Infer meaning EN6F-IIIe- information Use a Write a politeness at all
strategies to of borrowed 3.2 from particular 3paragraph times
keep a words using EN6F-IIIe- secondary kind of editorial article
discussion prefix sources in sentence for EN6A-IIIe-17
3.6 Observe
going preparation for a specific
accuracy, Show
writing, purpose and
5 appropriate tactfulness
reporting and audience -
rate and when
similar expressing
proper communicating
academic tasks opinions/
expressions with others
in collaboration Emotions
in dialogs
with others
EN6A-IIIe-18
Show openness
to criticism
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf- EN6SS-IIIf-4 EN6SS- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 3.5 Organize IIIf1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf- information Use a EN6WC-IIIf- politeness at all
to stay on of borrowed 3.2 from particular 1.8.1 times
topic words using EN6F-IIIf- secondary kind of EN6WC-IIIf-
suffix 3.6 Observe sources in sentence for EN6A-IIIf-17
1.8.3
preparation for a specific
accuracy, Revise Show
writing, purpose and
appropriate writing for tactfulness
6 reporting and audience
rate and clarity - when
similar -asserting
proper correct communicating
academic tasks
expressions spelling - with others
in collaboration
in dialogs appropriate
with others
punctuation EN6A-IIIf-18
marks Show openness
signal words
7 EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from times
comprehensive EN6V- IIIg - EN6F-IIIg- secondary
report on 12.4.2.3 3.6 Observe sources in EN6A-IIIg-17
differing Infer meaning accuracy, preparation for Show
viewpoints on of content tactfulness
appropriate writing,
an issue specific terms when
rate and reporting and
using proper similar communicating
-context clues - with others
expressions academic
affixes and
roots in dialogs tasks
EN6A-IIIg-18
LC OL V RC F SS WC
VC A
Viewing Attitude
-other in collaboration Show openness
strategies with others to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh4 EN6A-IIIh-16

Present a EN6V- IIIh - EN6F-IIIh- information politeness at all
comprehensive EN6V- IIIh - EN6F-IIIh- secondary
report on 12.4.2.3 sources in EN6A-IIIh-17
3.6 Observe
differing preparation for
Infer meaning accuracy, Show
viewpoints on writing,
of content appropriate tactfulness
an issue specific terms reporting and
8 rate and when
similar
using proper communicating
academic tasks
-context expressions with others
in
clues -affixes in dialogs
collaboration
and roots - with others EN6A-IIIh-18
other Show openness
strategies to criticism
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16
1.19 12.3.3 EN6F-IIIi-3.2 Organize Observe
Present a EN6V- IIIi EN6F-IIIi-3.6 information politeness at all
coherent, 12.4.1.3 Observe from times
comprehensive EN6V- IIIi - accuracy, secondary
12.4.2.3 appropriate sources in EN6A-IIIi-17
report on
Infer meaning rate and preparation for Show
differing
of content proper writing, tactfulness
9 viewpoints on reporting and
specific terms expressions in when
an issue similar
using dialogs communicating
-context academic tasks with others
clues -affixes in collaboration
and roots - with others
EN6A-IIIi-18
other Show openness
strategies to criticism

EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj- EN6SS-IIIj-4 EN6A-IIIj-16
Present a EN6V- IIIj - EN6F-IIIj- information politeness at all
10
comprehensive EN6V- IIIj - EN6F-IIIj- secondary
report on 12.4.2.3 3.6 sources in EN6A-IIIj-17
differing Infer meaning Observe preparation for Show
of content accuracy, writing, tactfulness
LC OL V RC F SS WC
VC A
Viewing Attitude
viewpoints on specific terms appropriate reporting and when
an issue using rate and proper similar communicating
-context clues expressions in academic tasks with others
-affixes and dialogs in collaboration
roots -other with others EN6A-IIIj-18
strategies Show openness
to criticism
FOURTH QUARTER
Grade Level The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Standards various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS G Grammar WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Viewing Attitude

EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 Plan 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish grade level Take down Use various a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and composition 7.2 times
to clarify conveyed EN6V- IVa - according to text with an kinds of using an EN6VC-IVa-
meaning through 12.4.2.3 purpose accuracy rate sentences for outline/other 7.3 EN6A-IVa-17
discussion Infer and of 95 – 100% effective graphic Determine Show
meaning of language communication organizers images/ideas tactfulness
borrowed features - of information/ that are when
words using - Cause and ideas explicitly used communicating
context clues effect (compound to influence with others
1 -affixes and sentences) viewers
roots -other (Stereotypes, EN6A-IVa-18
strategies MISOSA Eng6 Point of view, Show openness
Using Compound Propagandas)
Sentences
to criticism
BEAM Eng5 Dlp

Module 23 Using
Variety Of
Sentences
According To
Structure
LC OL V RC F SS WC
VC A
Viewing Attitude
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb- EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 1.6 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish Read aloud Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types grade level credibility of types and threeparagraph 7.2 times
to clarify conveyed EN6V- IVb - according to appropriate sources of kinds of persuasive EN6VC-IVb-
meaning through 12.4.2.3 purpose text with an information sentences for essay on 7.3 EN6A-IVb-17
discussion Infer and accuracy effective selfselected Determine Show
meaning of language rate communication topic images/ideas
2 tactfulness
borrowed features - of 95 – 100% of information/ that are when
words using - Cause and ideas explicitly used communicating
context clues effect (complex to influence with others
-affixes and sentences) viewers
roots -other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism

EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 Use 1.8.2 7.1 Observe
Restate portions Summarize Infer meaning Distinguish when reading and various types EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information of borrowed text-types secondary and kinds of 1.8.1 7.2 times
to clarify conveyed words using according to sources of sentences for EN6WC-IVc- EN6VC-IVc-
meaning through roots purpose and information effective 1.8.3 7.3 EN6A-IVc-17
discussion language communication Determine Show
Revise
features - Revise writing of information/ images/ideas tactfulness
writing for
3 Problem and for ideas that are when
clarity -
solution correctness/val (compound, explicitly used communicating
correct
idy of complex spelling - to influence with others
information sentences) appropriate viewers
punctuation (Stereotypes, EN6A-IVc-18
marks Point of view, Show openness
-transition/ Propagandas) to criticism
signal words
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 Use 1.1.6.1 Plan 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short various types a Make politeness at all
information from information of borrowed text-types level text research and kinds of composition connections times
a text conveyed words using according to with 145 projects on a sentences for using an between
4 heard through Prefix purpose words correct relevant issue outline/other information
effective EN6A-IVd-17
discussion and per graphic viewed and Show
communication
language minute organizers personal
of information/ tactfulness
features experiences
ideas when

LC OL V RC F SS WC
VC A
Viewing Attitude
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 IVe2.15.2 1.13 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct various types Compose a Make politeness at all
information from information of borrowed appropriate level text short and kinds of threeparagraph connections times
a text conveyed words using graphic with 145 research sentences persuasive between
heard through Suffix organizers in words correct projects on a for essay on information EN6A-IVe-17
discussion texts read per relevant issue effective selfselected viewed and Show
minute communication topic personal tactfulness
5 of information/ experiences when
ideas
communicating
(compound,
with others
complex
sentences)
EN6A-IVe-18
Show openness
to criticism

EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf1.4 EN6A-IVf-16
2.23 3.6 12.3.3 IVf2.15.2 EN6F- IVf - 2.3 1.10 Use 1.8.2 Make Observe
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct various types EN6WC-IVf- connections politeness at all
information from information 12.4.1.3 appropriate EN6F- IVf - short and kinds of 1.8.1 between times
a text conveyed EN6V- IVf - graphic 3.6 research sentences EN6WC-IVf- information
heard through 12.4.2.3 organizers in projects on a for viewed and EN6A-IVf-17
EN6F- IVf - 1.8.3
discussion texts read relevant issue effective personal Show
Infer meaning 3.11 Revise
of communication experiences tactfulness
Observe writing for
contentspecific of information/ when
6 accuracy, clarity -
terms using ideas communicating
appropriate correct
-context (compound, with others
rate, proper spelling -
clues -affixes expressions complex appropriate
and roots - and correct sentences) punctuation EN6A-IVf-18
other pronunciation marks Show openness
strategies in oral -transition/ to criticism
communication signal words
group task
LC OL V RC F SS WC
VC A
Viewing Attitude
EN6OL-IVg- EN6V-IVg- EN6RC- EN6F-IVg- EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 IVg2.15.2 3.5 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use EN6F- IVg - Conduct various types Compose a Make politeness at all
information 12.4.1.3 appropriate 3.2 short and kinds of threeparagraph connections times
conveyed EN6V- IVg - graphic EN6F- IVg - research sentences for persuasive between
through 12.4.2.3 organizers in projects on a effective essay on information EN6A-IVg-17
3.6
discussion Infer meaning texts read relevant issue communication selfselected viewed and
EN6F- IVg Show
of of information/ topic personal
3.11 tactfulness
contentspecific ideas experiences
Observe when
7 terms using (compound,
accuracy, communicating
-context appropriate complex with others
clues -affixes rate, proper sentences)
and roots - expressions EN6A-IVg-18
other and correct Show openness
strategies pronunciation to criticism
in oral
communication
group task

EN6OL-IVh- EN6V-IVh- EN6RC- EN6F-IVh- EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 IVh2.15.2 3.5 2.3 1.10 Use 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use EN6F- IVh - Conduct various types EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate 3.2 short and kinds of 1.8.1 connections times
conveyed EN6V- IVh - graphic EN6F- IVh - research sentences EN6WC-IVh- between
through 12.4.2.3 organizers in projects on a for information EN6A-IVh-17
3.6 1.8.3
discussion Infer meaning texts read relevant issue effective viewed and
EN6F- IVh Revise Show
of communication personal
3.11 writing for tactfulness
contentspecific of information/ experiences
Observe clarity - when
8 terms using ideas
accuracy, correct communicating
-context (compound,
appropriate spelling - with others
clues -affixes rate, proper complex appropriate
and roots - expressions sentences) punctuation EN6A-IVh-18
other and correct marks Show openness
strategies pronunciation -transition/ to criticism
in oral signal words
communication
group task
EN6OL-IVi- EN6V-IVi- EN6RC- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi1.4 EN6A-IVi-16

3.6 12.3.3 IVi2.15.2 EN6F- IVi - 2.3 1.10 Use 2.2.11 Make Observe
9 Summarize EN6V- IVi - Use 3.2 Conduct short various Compose a connections politeness at all
information 12.4.1.3 appropriate EN6F- IVi 3.6 research types and threeparagraph between times
conveyed graphic kinds of
LC OL V RC F SS WC
VC A
Viewing Attitude
through EN6V- IVi - organizers in EN6F- IVi - projects on a sentences for persuasive information EN6A-IVi-17
discussion 12.4.2.3 texts read 3.11 relevant issue effective essay on viewed and Show
Infer meaning Observe communication selfselected personal tactfulness
of accuracy, of information/ topic experiences when
contentspecific appropriate ideas communicating
terms using rate, proper (compound, with others
-context expressions complex
clues -affixes and correct sentences) EN6A-IVi-18
and roots - pronunciation Show openness
other in oral to criticism
strategies communication
group task

EN6OL-IVj- EN6V-IVj- EN6RC- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj1.4 EN6A-IVj-16
3.6 12.3.3 IVj2.15.2 EN6F- IVj - 2.3 1.10 Use 1.8.2 Make Observe
Summarize EN6V- IVj - Use 3.2 Conduct various types EN6WC-IVj- connections politeness at all
information 12.4.1.3 appropriate EN6F- IVj - short and kinds of 1.8.1 between times
conveyed EN6V- IVj - graphic 3.6 research sentences EN6WC-IVj- information
through 12.4.2.3 organizers in projects on a for viewed and EN6A-IVj-17
EN6F- IVj - 1.8.3
discussion texts read relevant issue effective personal Show
Infer meaning 3.11 Revise
of communication experiences tactfulness
Observe writing for
contentspecific of information/ when
10 accuracy, clarity -
terms using ideas communicating
appropriate correct
-context (compound, with others
rate, proper spelling -
clues -affixes expressions complex appropriate
and roots - and correct sentences) punctuation EN6A-IVj-18
other pronunciation marks Show openness
strategies in oral -transition/ to criticism
communication signal words
group task

GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of 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
PERFORMANCE STANDARD styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the between slang and as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of colloquial connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or expressions in significant past sounds, diphthongs,
reading, intensive juncture, and expressions from conversations EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of EN7V-I-a-22.1: different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning Distinguish features genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: pre-colonial period sentences and
of colloquial
information Listen for important language (fillers, EN7LT-I-a-2.1: paragraphs using
points signalled by Identify the the correct
contractions, etc.)
1 volume, projection, distinguishing production of vowel
and slang
pitch, stress, features of and consonant
intonation, juncture, proverbs, myths, sounds, diphthongs,
and rate of speech and legends blends and glides
EN7LC-I-a-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

RC LC VC V WC F G
LT
Literature
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:

Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-I-b-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
volume, projection, to the theme of a oral communication
2 pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that the correct pitch
affect meaning levels (high,
medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read intensively Listen for important Give the meaning Use appropriate Discover literature Differentiate literary 1.14.2: Observe correct
to find answers to points signalled by of given signs and idiomatic as a means of writing from Observe the subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing correct pitch agreement
pitch, stress, signs, prohibited variety of basic significant past levels (high,
intonation, juncture, signs, etc.) interpersonal EN7LT-I-c-2.2.1: medium, low) when
and rate of speech communicative Express reading lines of
EN7LC-I-c-5.2: situations appreciation for poetry, sample
3
Note the changes in sensory images sentences and
volume, projection, used paragraphs
pitch, stress,
and rate of speech
that affect meaning

EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
4
to find answers to points signalled by of a material idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, viewed (such as expressions in a of paragraph (primary, agreement
RC LC VC V WC F G
LT
Literature
pitch, stress, movie clip, variety of basic connecting to a secondary, tertiary
intonation, juncture, trailer, news interpersonal significant past. and weak) when
and rate of speech flash, internet- communicative EN7LT-I-d-2.2.2: reading passages
based program, situations Explain the literary
EN7LC-I-d-5.2: documentary, devices used
Note the changes in video, etc.)
volume, projection,
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:

Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, viewed (such as colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, movie clip, trailer, idiomatic word or significant past EN7WC-I-e- secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, news flash, expression as a EN7LT-I-e-2.2.2: 2.8.1: Recognize and weak) when
Transcode orally and rate of speech internet-based substitute for Explain the literary the parts of a reading passages
and in writing the program,document another word or devices used simple paragraph
5 information EN7LC-I-e-5.2: ary, video, etc.) expression
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc.
pitch, stress,
and rate of speech
that affect meaning

EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past Yes-No and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
6 table, graphs, etc. and rate of speech substitute for Determine the tone,
rising-falling
another word or mood, technique,
intonation with
EN7LC-I-f-5.2: expression and purpose of the
author information-
Note the changes in
seeking
volume, projection,
questions,
pitch, stress,
option questions
RC LC VC V WC F G
LT
Literature
intonation, and with
juncture, and rate statements
of speech that
affect meaning
7 EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:

Give the meaning Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
of given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
intonation, EN7LT-I-g-2.3: the rising-falling
signs, etc.) expressions in oral
juncture, and rate Draw similarities intonation with
communication
of speech and differences of information-
the featured seeking questions,
EN7LC-I-g-5.2: selections in option questions
Note the changes in relation to the and with
volume, projection, theme statements
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:

Give the meaning Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
of given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, EN7LT-I-h-2.3: when reading
signs, etc.) expressions in oral
juncture, and rate Draw similarities sample passages
communication
of speech and differences of (prose or poetry)
8 the featured
EN7LC-I-h-5.2: selections in
Note the changes in relation to the
volume, projection, theme
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
RC LC VC V WC F G
LT
Literature
9 EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i- EN7G-I-i-11:
Follow directions Listen for Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
using a map important points truthfulness and predominance of as a means of myth or legend in and use correct subject-verb
signaled by accuracy of the colloquial and connecting to a a series of simple juncture/phrasing agreement
volume, material viewed idiomatic significant past paragraphs and rate of speech
projection, pitch, expressions in oral when reading
stress, intonation, EN7LT-I-i-3:
communication sample passages
juncture, and rate Explain how a (prose or poetry)
of speech selection may be
influenced by
EN7LC-I-i-5.2: culture, history,
Note the changes environment, or
in volume, other factors
projection, pitch,
stress, intonation,
juncture, and rate
of speech that
affect meaning
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD 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.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD 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.

RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1: EN7LC-II-a-6: EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate Use listening Note details, Discriminate Discover the Extract Use verbal and non phrases, clauses,
mechanisms/tools strategies based on sequence, and between literal and conflicts presented information from a verbal cues in and sentences
in the library for purpose, familiarity relationships of figurative language in literary selections text using a conversations, appropriately and
locating resources with the topic and ideas and events EN7V-II-a10.1.1: and the need to summary, precis, dialogs, and meaningfully
EN7SS-II-a- levels of difficulty of Classify sample resolve those and paraphrase interviews
1.5.3: Use the card short texts listened texts into literal or conflicts in EN7OL-II-a-4.1:
catalog, the online to EN7LC-II- figurative nonviolent ways Use appropriate
public access a6.1: Extract EN7LT-II-a-4.1: verbal and
1 catalog, or information from Identify the nonverbal cues
electronic search the text listened to distinguishing when developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use

1.5.3: Use the card Recognize main/key Note details, 10.1.1: Classify Discover the Extract Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented information from a verbal and and sentences
2 public access relationships of literal or figurative in literary selections text using a nonverbal cues appropriately and
catalog, or ideas and events and the need to summary, precis, when developing, meaningfully
electronic search resolve those and paraphrase maintaining and
Week RC LC VC V LT WC F G

Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
engine to locate conflicts in ending
specific resources nonviolent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the
distinguishing
features of poems
and short stories
EN7SS-II-c- EN7LC-II- EN7VC-II-c-11: EN7V-II-c- EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use

1.5.3: Use the card c2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Extract Employ correct turn- phrases, clauses,
catalog, the online specific chronologically/ figures of speech conflicts presented information from a taking, turngiving and sentences
public access details/elements of Arrange ideas that show in literary selections text using a and topic control appropriately and
catalog, or the text listened to logically based on a comparison (simile and the need to summary, precis, strategies in meaningfully
material viewed metaphor, resolve those and paraphrase conversations and
electronic search
personification) conflicts in dialogs
engine to locate
nonviolent ways
specific resources EN7LT-II-c-2.2:
3
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-II- EN7LC-II- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use

d1.3/1.4: Get d2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct turn- phrases, clauses,
information from the specific chronologically/ figures of speech conflicts presented taking, turngiving and sentences
different parts of a details/elements of Arrange ideas that show in literary selections and topic control appropriately and
book and from the text listened to logically based on a comparison (simile and the need to strategies in meaningfully
general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in dialogs
nonviolent ways
4 EN7LT-II-d-2.2:
Explain how the
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-
d2.2.1:
Express
appreciation
for
RC LC VC V WC F G
LT
Literature
sensory images
used
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use

e1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
information from cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas that show in literary selections strategies when appropriately and
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
5 in the library personification) conflicts in answers
nonviolent ways
EN7LT-II-0-
2.2.2: Explain the
literary devices
used

EN7SS-II- EN7LC-II- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use
f1.3/1.4: Get f2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
the different parts of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
of a book and from characters in the pictures, and oxymoron, and the need to asking questions meaningfully
general references narrative listened to excerpts of the paradox) resolve those and eliciting
in the library material viewed conflicts in answers
6
nonviolent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use

Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures appropriately and
other print and pictures, and (irony, oxymoron, and the need to (handbody) that meaningfully
non-print media excerpts of the paradox) resolve those
accompany oral
7 material viewed conflicts in
language
nonviolent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in
RC LC VC V WC F G
LT
Literature
relation to the
theme

EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from about the contents about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and of the texts listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
non-print media paradox) resolve those
rate/speed of
conflicts in
speech in
nonviolent ways
8 EN7LT-II-h-3: conversations and
Explain how a dialogs
selection may be
influenced by
culture, history,
environment, or
other factors
EN7SS-II-i-2.1: EN7LC-II-i-6.2: EN7VC-II-i-12: EN7V-II-h- . EN7LT-II-i-4: EN7WC-II-i-5.3: EN7OL-II-i-1.14: EN7G-II-i-1: Use

Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and in the text listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
non-print media paradox) resolve those
rate/speed of
conflicts in
speech in
nonviolent ways
9 EN7LT-II-0-3: conversations and
Explain how a dialogs
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use
of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a2.2: EN7OL-III-a-1.3: EN7G-III-a-1:

Use one’s schema Use different Determine the key 13.11: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert narrative texts opinions, feelings using logical
understand a text based on purpose, in the material expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels viewed according to identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema of difficulty of shades of meaning better understand features of group/panel and logical
as basis for simple informative EN7V-III-a- other people narrative writing discussions, sequence and
conjectures made and short 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation
about a text narrative texts collocations used Identify the debates, etc.
1
EN7LC-III- in a selection distinguishing EN7OL-III-a-5:
a2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b2.1: EN7OL-III-b-3: EN7G-III-b-1:

8.1: Use one’s b3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
2 schema as basis Recognize main message conveyed collocations used as a tool to assert and factual appropriate oral using logical
for conjectures points and in the material in a selection one’s unique recounts language and connectors that
supporting ideas viewed identity and to stance in an signal chronological

in the text better understand interview, a panel and logical
listened to other people discussion, in a
made about a forum and in a sequence and

text EN7LT-III-b-5.2: debate summation
Identify the
distinguishing
features of
revolutionary
songs, poems,
short stories,
drama, and novels
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2:

Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the Use the passive and
the text to activate feelings expressed message conveyed collocations used as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material in a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
3 other people discussion, in a
EN7LT-III-c-2.2: forum and in a
Explain how the debate
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:

Use the universe of d3.18: Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate Determine the message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema order of ideas in the material genus-species one’s unique on a significant language and meaningfully in
as signaled by cues viewed (hyponymous) identity and to personal stance in an varied contexts
relations in a experience. interview, a panel
4 better understand
selection discussion, in a
other people
forum and in a
EN7LT-III- debate
d2.2.2: Explain
literary devices
used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3:

Make predictions Follow steps in a Make a stand on Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
5 about the text process the material viewed expressions with as a tool to assert an anecdote based appropriate oral reported speech
genus-species one’s unique on a significant language and appropriately in
(hyponymous) identity and to personal experience stance in an varied contexts
relations in a better understand interview, a panel

selection other people discussion, in a
EN7LT-III- forum and in a
e2.2.2: debate
Explain
literary devices
used

EN7RC-III-f-2.8: EN7LC-III-f2.7: EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f3.4.1: EN7G-III-f-3: Use
Make predictions Sequence a series of Make a stand on Determine words or Discover literature 2.2.14: Compose a Express ideas and direct and reported
about the text events mentioned in the material viewed expressions with as a tool to assert travelogue opinions based on speech
the genus-species one’s unique text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
selection other people
6
EN7LT-III-f2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III- EN7G-III-g-3:

Identify the Identify the persons Make a stand on 13.11.2: Identify Discover literature 2.2.14: Compose a g3.4.1: Express Use direct and
author’s intentions speaking and the material viewed words or as a tool to assert travelogue ideas and opinions reported speech
for writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
fact from opinion, explicit statements other people
7 made
fantasy from reality EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
selections in
relation to the
theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and the material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
8 in the text stand of the part-whole other people provoking questions
identity and to contexts
speaker based on (partitive) relations in public
better understand
explicit statements forums/panel
other people
made discussions, etc.
EN7LT-III-h-3:
Explain how a
selection may be
influenced by

culture, history,
environment, and
other factors
EN7RC-III-i2.1.7: EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i1.3.1: EN7G-III-i-3: Use

React to assertions Formulate Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose a Raise sensible, the past and past
made by the author predictions about the material viewed words or as a tool to assert personal letter to a challenging thought perfect tenses
in the the contents of the expressions with one’s unique friend, relative, and provoking questions correctly in varied
text text part-whole identity and to other people in public contexts
(partitive) relations better understand forums/panel
other people discussions, etc.
9 EN7LT-III-i-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.

The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Literature
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a- EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality 12.3: Use lexical Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy and contextual cues Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to based on a material in understanding the need to work EN7WC-IV-a- language, stance giving instructions
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, Determine the and expressions responsibly in features of giving information,
persuasive) intentions of today’s global personal essays instructions, making
speakers by village explanations, and
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and
1 personal recounts
non-verbal cues distinguishing
features of selected EN7OL-IV-a-
literary genres 1.26: Give clear
during the precise and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
RC LC VC V WC F G
LT
Literature
2 EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b- EN7G-IV-b-4:
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish 1.26: Give clear Use imperatives
reading strategies mentioned in the from fantasy and contextual cues Philippine literature between and precise and concise and prepositions
for various text text listened to based on a material in understanding the need to work among a capsule information, when
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and giving instructions
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article varied oral
follow instructions speakers by village. communication
and directions focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to

a genre contribute
to the theme of a
particular literary
selection
EN7RC-IV- EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5:

c2.12: Make Predict the Compare content of Analyze Discover through Organize Orally narrate Use verbs when
generalizations outcomes of a materials viewed to relationships Philippine literature information about a events in factual giving information
from different verbal exchange other sources of presented in the need to work chosen subject and personal and making
text types listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
possible effects on and radio)
3 Supply other words today’s global and non-verbal
the speakers
or expressions that village cues
complete an EN7LT-IV-c2.2.1:
analogy Express appreciation
for sensory images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5:

10.2: Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate Use verbs when
Distinguish of events materials viewed to relationships Philippine literature information about a events in factual giving information
between general mentioned in the other sources of presented in the need to work chosen subject and personal and making
and specific text listened to information (print analogies cooperatively and using a one step recounts using explanations
statements EN7V-IV-d-23.1: responsibly in appropriate verbal
and radio) topic outline
4 Supply other words today’s global and non-verbal
or expressions that village. cues
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices
used

RC LC VC V WC F G
LT
Literature
EN7RC-IV-e2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e- EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series of Compare content of Give the various Discover through 2.8.6.1: Compose 3.10: Use correct verbs when giving
e ideas or events mentioned materials viewed to meanings of Philippine literature a capsule and appropriate information and
information in the other sources of identified the need to work biography of a multi-media making
text listened to information (print homonymous or cooperatively and person resources when explanations
and radio) polysemous words responsibly in interviewed orally giving
or expressions today’s global information,
5 village instructions, making
EN7LT-IV-e- explanations and
2.2.3: Determine narrating events in
tone, mood, personal or factual
technique, and recounts
purpose of the
author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature a capsule appropriate meaningful
thoughts and based on a material identified the need to work biography of a multimedia expressions
feelings expressed viewed homonymous or cooperatively and person resources when EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in interviewed orally giving Formulate who,
6 to or expressions today’s global information, what, when, where,
village instructions, making why, and how
explanations and questions
narrating events in
personal or factual
recounts

EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g- EN7G-IV-g-6.2:
10.4: Cite evidence Determine the worth Express one’s Identify words or Discover through 2.8.6.2: Compose 3.10: Use correct Formulate who,
to support a of ideas mentioned beliefs/convictions expressions used in Philippine literature a biographical and appropriate what, when, where,
general statement in the based on a material a selection that the need to work sketch based on a multi-media why, and how
text listened to viewed show varying cooperatively and personal interview resources when questions
shades of meaning responsibly in and background orally giving
(gradients) today’s global information,
EN7RC-IV- research
7 village instructions, making
g3.1.13: Make a
EN7LT-IV-g-2.3: explanations and
stand
Draw similarities narrating events in
and differences of personal or factual
the featured recounts
selections in
relation to the
theme
RC LC VC V WC F G
LT
Literature
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
into an outline texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in background research information,
the today’s global village
8 instructions, making
punch lines EN7LT-IV-h-3:
explanations and
Explain how a
narrating events in
selection may be
personal and factual
influenced by
recounts
culture, history,
environment, orother
factors

EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: Use EN7G-IV-i-6.1:
Narrate events Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a correct and Formulate short
for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in information,
background research
the today’s global instructions, making
punch lines village explanations and
narrating events in
personal and
factual recounts
9 EN7LT-IV-0-7:
Explain the
contributions of
national artists for
literature in elevating
Philippine Literature
in English
in the global village
10 Culminating Task

GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD 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.
The learner transfers learning by composing and delivering an informative speech based 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.
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, viewed to idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, determine the expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, meaning of noting context African writers ideas using a an informative
and rate of speech unfamiliar words or clues and EN8LT-Ia-8.1: variety of speech
1 expressions collocations Identify the graphic
distinguishing organizers
features of
notable African
chants, poems,
folktales, and
short stories
2 EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, viewed to idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, determine the expressions by contributed by Organize ideas in devices in composing
intonation, juncture, meaning of African writers one-step word, an informative
noting context
and rate of speech unfamiliar words or EN8LT-Ib-8.1: phrase, and speech
clues and
expressions Identify the sentence outline
collocations distinguishing forms
features of
notable African
chants, poems,
folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, viewed to idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, determine the expressions by contributed by Organize ideas in devices in composing
intonation, juncture, meaning of noting context African writers one-step word, an informative
and rate of speech unfamiliar words or clues and EN8LT-Ic-2.2: phrase, and speech
expressions collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
3 particular literary
selection
EN8LT-Ic-
2.2.1: Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2: Explain
the literary
devices used.
4 EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use

Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships selfcomposed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative
and rate of speech clues and EN8LT-Id-2.2: phrase, and speech
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary notes taken prosodic features EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres from an of speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by expository text delivering lines devices in composing
reading etc.) for one’s and speech rate unfamiliar words African writers EN8WC-Ie-6.1: an informative
purpose serve as carriers of and idiomatic EN8LT-Ie-2.2: Arrange notes speech
meaning expressions Explain how the using a variety of
elements specific graphic organizers
to a genre
contribute to the
5 theme of a
particular literary
selection
EN8LT-Ie-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
6 EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative
purpose that affect meaning noting context and the forces using a variety of speech
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize Deliver a parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary notes taken selfcomposed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres from an informative speech appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by expository EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers text Use the correct an informative
that affect meaning genres noting context EN8LT-Ig-2.3: EN8WC-Ig-6.2: stance and
7 speech
clues Draw similarities Arrange notes in behavior
and differences one-step word,
of the featured phrase, and
selections in sentence outline
relation to the forms
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be notes taken points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by from an informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, expository using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or text an informative
presentation aids
that affect meaning genres noting context other factors EN8WC-Ih-6.2: speech
clues Arrange notes in
one-step word,

phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9 reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative
purpose that affect meaning genres noting context other factors one-step word, speech
clues phrase, and
sentence outline
forms
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD 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.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective Use the appropriate
significance of a listening skills and the material between and notable literary paragraphs appropriate grammatical signals
literary text strategies suited to viewed based on among verbal, genres EN8WC-IIa- prosodic features or expressions
EN8RC-IIa-2.18: long descriptive and the title, pictures, situational, and contributed by 2.8.7: Limit a topic of speech when suitable to each
Relate content or and excerpts dramatic types of East Asian delivering an pattern of idea
narrative texts
theme to previous EN8VC-IIa-17: irony and give writers entertainment development:
EN8LC-IIa-7.2:
Discern positive examples of each EN8LT-IIa-9.2: speech • general to
1 experiences and Employ projective
and negative Identify the particular
background knowledge listening strategies
messages distinguishing • claim and
with longer stories conveyed in a features of counterclaim
material viewed notable East • problemsolution
Asian poems, • cause-effect
folktales, and • and others
short stories
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective Use the appropriate
significance of a listening skills and the material between and notable literary paragraphs appropriate grammatical signals
literary text strategies suited to viewed based on among verbal, genres EN8WC-IIb- prosodic features or expressions
2 EN8RC-IIb-2.18: long descriptive and the title, pictures, 2.8.8: Use a
situational, and contributed by of speech when suitable to each
Relate content or narrative texts and excerpts dramatic types of East Asian variety of delivering an pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: techniques to
irony and give writers entertainment development:
Discern positive introduce a topic
examples of each speech
experiences and Infer dominant and negative EN8LT-IIb-9.2: • general to

background knowledge thoughts and feelings messages Identify the particular
expressed in the text conveyed in a distinguishing • claim and
listened to material viewed features of counterclaim
notable East • problemsolution
Asian poems, • cause-effect
folktales, and • and others
short stories

EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use
Evaluate the Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the appropriate
personal significance listening skills and the material between and elements specific paragraphs sounds of English grammatical signals
of a literary text strategies suited to viewed based on among verbal, to a genre EN8WC-IIc- correctly and or expressions
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.2.1: Develop effectively when suitable to each
React to assertions narrative texts and excerpts dramatic types of theme of a related support pattern of idea
delivering an
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences development:
entertainment
the text Determine the tone Discern positive examples of each selection • general to
3 speech
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages 2.2.1: Express • claim and
in the narrative conveyed in a appreciation for counterclaim
listened to material viewed sensory images • problemsolution
used • cause-effect
• and others
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use

Evaluate the Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the appropriate
personal significance listening skills and the material between and elements specific paragraphs sounds of English grammatical signals
strategies suited to viewed based on among verbal, to a genre EN8WC-IId- correctly and or expressions
of a literary text
long descriptive and the title, pictures, situational, and contribute to the 2.8.9: Use a effectively when suitable to each
narrative texts and excerpts dramatic types of theme of a variety of pattern of idea
delivering an
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to development:
entertainment
Determine the tone Discern positive examples of each selection formulate a • general to
4 speech
and mood of the and negative EN8LT-IId- particular
conclusion
speaker or characters messages 2.2.2: Explain • claim and
in the narrative conveyed in a the literary counterclaim
listened to material viewed devices used • problemsolution
• cause-effect
• and others

EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0- EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use
Explain visual-verbal Employ appropriate Predict the gist of Discriminate 9: Appreciate Develop Use appropriate appropriate
relationships illustrated listening skills and the material between literal literature as an paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to viewed based on art form inspired illustrate each text when delivering or expressions
and figurative
information maps long descriptive and the title, pictures, and influenced type (narrative in lines in an suitable to each
language literature, pattern of idea
found in expository narrative texts and excerpts by nature entertainment
texts EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, development:
speech
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, • general to
5
Transcode information the text listened to and negative factual and particular
from linear to nonlinear messages personal recount, • claim and
texts and viceversa conveyed in a persuasive) counterclaim
material viewed • problemsolution
• cause-effect
• and others
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use

Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in lines in an suitable to each
found in expository narrative texts and excerpts (hyperbole and theme of a literature, pattern of idea
entertainment
texts EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, development:
speech
EN8RC-IIf-11: Formulate predictions Discern positive selection EN8LT- explanatory, • general to
6
Transcode information about the contents of and negative IIf2.2.3: factual and particular
from linear to nonlinear messages Determine tone, personal recount, • claim and
the listening text.
texts and viceversa conveyed in a mood, persuasive) counterclaim
material viewed technique, and • problemsolution
purpose of the • cause-effect
author • and others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use

Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Deliver a appropriate
relationships illustrated listening skills and the material figures of speech elements specific paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text entertainment or expressions
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in speech using all suitable to each
7 found in expository narrative texts and excerpts (hyperbole and theme of a literature, the needed speech pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
EN8RC-IIg-11: Listen to paraphrase Discern positive selection explanatory, EN8OL-IIh-3.13: • general to
Transcode information information/ideas and negative EN8LT-IIg- factual and Maintain the particular
from linear to non- messages 2.2.3: personal recount, interest of the • claim and
Determine tone, persuasive) audience by counterclaim

Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
linear texts and conveyed in a mood, delivering punch • problemsolution

viceversa material viewed technique, and lines effectively • cause-effect
purpose of the • and others
author
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use

Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Draw similarities Develop Deliver a appropriate
relationships illustrated listening skills and the material figures of speech and differences paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to viewed based on that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and the title, pictures, emphasis selections in type (narrative in speech using all suitable to each
found in expository narrative texts and excerpts (hyperbole and relation to the literature, pattern of idea
the needed speech
texts EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, development:
EN8RC-IIh-2.15: Discern positive explanatory, conventions • general to
8 Employ projective
Organize information in listening strategies and negative factual and particular
tables, graphs, and with longer stories messages personal recount, • claim and
maps conveyed in a persuasive) counterclaim
• cause-effect
• and others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3: EN8G-IIi-9: Use

Explain visual-verbal Employ appropriate Predict the gist of Discriminate Explain how a Develop Deliver a appropriate
relationships illustrated listening skills and the material between literal selection may be paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to viewed based on influenced by illustrate each text entertainment or expressions
and figurative
information maps long descriptive and the title, pictures, culture, history, type (narrative in speech using all suitable to each
language literature,
found in expository narrative texts and excerpts pattern of idea
environment, or the needed speech
texts EN8LC-IIi-7.2: EN8VC-IIi-17: expository, development:
other factors conventions
EN8RC-IIi-2.15: Employ projective Discern positive explanatory, • general to
9
Organize information in listening strategies and negative factual and particular
tables, graphs, and with longer stories messages personal recount, • claim and
maps conveyed in a persuasive) counterclaim
• cause-effect
• and others
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
features, stance,and behavior.
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC- EN8V-IIIa- EN8LT-IIIa- EN8SS- EN8OL-IIIa3.11: EN8RC-IIIa-10:

Recognize propaganda Determine the target IIIa3.4/4.4/5.4: 15.3: Explain the 11: Identify the IIIa1.10: Use the correct Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary Organize sounds of English opinion-marking
given text listening text and the target audience of word through genres information during speech signals
objective/s of the a material viewed structural analysis contributed by about a chosen delivery EN8G-IIIa-3.6: Use
Southeast Asian subject using a modals appropriately
speaker (prefixes, roots,
writers graphic
suffixes)
EN8LT-IIIa- organizer
1 11.1: Identify
the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by

Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC- EN8V-IIIb- EN8LT-IIIb- EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:

Recognize propaganda Judge the relevance IIIb3.4/4.4/5.4: 15.3: Explain 11: Identify the 1.1.6: Transcode Observe the use of Share ideas using
2 techniques used in a and worth of ideas Determine the the meaning of a notable literary information from correct stress, opinion-marking
given text word through genres a graphic pitch, and juncture signals
organizer
presented in the text target audience of a structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
listened to material viewed (prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
suffixes) writers
EN8LT-IIIb-
11.1: Identify
the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:

Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of secondary sources persuasive speech appropriate
a particular documentation EN8G-
listening text suffixes)
3 literary selection IIIc-3.6: Use modals
EN8LT- appropriately
IIIc2.2.1:
Express
appreciation for
sensory images
used

EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements Compose an correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a informative essay pitch, and juncture EN8G-IIId-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of persuasive speech
4 a particular
literary selection
EN8LT-IIId-
2.2.4: Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe- EN8LT-IIIe10: EN8SS-IIIe-1.6: EN8OL- EN8G-IIIe-3.6:

React to what is Determine the stand Determine the 12.3: Arrive at Appreciate Show respect for IIIe1.14: Use Use modals
asserted or expressed of the speaker on a issue and stand meanings through literature as a intellectual appropriate appropriately
in a text given issue presented presented in the context clues mirror to a property rights by persuasive EN8G-IIIe-12: Use
in the text listened to material viewed shared heritage acknowledging devices emphasis markers
of people with citations made in for
5 diverse an informative persuasive purposes
backgrounds essay EN8SS-
IIIe1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use

Evaluate the details Distinguish facts from Judge the Arrive at 2.2: Explain how Show respect for Deliver a modals appropriately
that support opinion cited in the relevance and meanings through the elements intellectual selfcomposed EN8G-IIIf-12: Use
assertions in a text text listened to worth of ideas context clues specific to a property rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of citations made in
a particular an informative
6 literary selection essay. EN8SS-
EN8LT- IIIf1.6.3:
IIIf2.2.5: Acknowledge
Determine key sources by creating
ideas, tone, and a bibliography.
purposes of the
author

EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL- EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for IIIg1.14: Use Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual appropriate opinion-marking
author suited to the topic, worth of ideas expressions used specific to a property rights by persuasive signals
purpose, and level of presented in the in propaganda genre contribute acknowledging devices EN8G-IIIg-3.6: Use
material viewed to the theme of citations made in modals appropriately.
difficulty of the techniques
a particular an informative EN8G-IIIg-12: Use
listening text
7 literary selection essay emphasis markers for
EN8LT- EN8SS-IIIg- persuasive purposes
IIIg2.2.5: 1.6.4: Use
Determine key conventions in
ideas, tone, and citing sources
purposes of the
author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:

Examine biases (for or Determine various Judge the relevance Analyze intention 2.3: Identify Show respect for Deliver a Share ideas using
against) made by the social, moral, and and worth of ideas of words or similarities and intellectual property selfcomposed opinion-marking
author economic issues presented in the expressions used in differences of the rights by persuasive speech signals
discussed in the text material viewed propaganda featured acknowledging EN8G-IIIh-3.6: Use
selections citations made in modals appropriately
listened to techniques
an informative EN8G-IIIh-12: Use
8 essay
emphasis markers for
EN8SS-IIIh-
persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC- EN8OL-IIIi-4.1: EN8RC-IIIi-10:

Utilize coping reading Determine various Judge the relevance Use appropriate Explain how a IIIi2.2.16: Use appropriate Share ideas using
strategies to process social, moral, and and worth of ideas strategies for selection is Compose an verbal and opinion-marking
information in a text economic issues presented in the unlocking influenced by informative essay nonverbal cues signals
discussed in the text material viewed unfamiliar words culture, history, when delivering a EN8G-IIIi-11: Use
9 listened to environment persuasive speech appropriate
documentation EN8G-
IIIi-3.6: Use modals
appropriately EN8G-
IIIi-12: Use emphasis
markers for persuasive
purposes
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD

The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use

Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
topic sentence follow after a elements that strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text make up reality decoding the contributed by journalistic writing sounds of English appropriate logical
listened to and fantasy based meaning of words South and West when delivering a connectors for
on a material Asian writers manuscript or emphasis
viewed EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
1 the
declamation or in a
distinguishing
dramatic
features found in
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
2 contributed by journalistic contexts.
sentence a text listened to aspect of a decoding the journalistic writing sounds of English
material viewed meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVb- feature article, and memorized speech tenses in journalistic

13.1: Identify sports news article) in an oration, in a writing
the declamation or in a
distinguishing dramatic
features found in monologue
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like about the text contrast one’s strategies in literary genres among types of production of the speech in
cohesive devices) listened to beliefs/convictions decoding the contributed by journalistic writing sounds of English journalistic writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers appropriate modifiers
opinion article, manuscript or
material viewed EN8LT-IVc- feature article, and memorized speech
13.1: Identify sports news article) in an oration, in a
3 the
declamation or in a
distinguishing
dramatic
features found in
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that strategies in literary genres among types of production of the speech in
directions, notices, presented in the text make up reality decoding the contributed by journalistic writing sounds of English journalistic writing
rules and regulations listened to and fantasy based meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
on a material Asian writers opinion article, manuscript or past and past perfect
4 EN8LT-IVd- memorized speech tenses in journalistic
viewed feature article, and
13.1: Identify in an oration, in a writing
sports news article)
the declamation or in a
distinguishing dramatic
features found in monologue
religious texts,
epics, myths,

drama, and short

stories
contributed by
South and West
Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5: EN8G-IVe-14: Use
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts appropriate speech in
literature, text listened to. aspect of a decoding the expression of prosodic features journalistic writing
instructions, material viewed meaning of words philosophical and of speech like EN8G-IVe-3: Use
5 explanation, factual religious ideals pitch, stress, past and past perfect
and personal tenses in journalistic
juncture, volume,
recount, persuasive, writing
and projection,
EN8G-IVe-15: Use
expository) to intonation and
appropriate modifiers
process information speech rate
in a text
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: Use EN8G-IVf-13: Use
Distinguish between Process speech Compare and Use various Explain how the Use primary and the appropriate active and passive
general and specific delivered by making contrast one’s strategies in elements specific secondary sources prosodic features constructions in
statements inferences from what beliefs/convictions decoding the to a genre to develop a topic of speech like journalistic contexts
has been listened to with those meaning of words contribute to the for journalistic pitch, stress, EN8G-IVf-16: Use
presented in a theme of a writing appropriate logical
juncture, volume,
material viewed particular literary connectors for
and projection,
selection emphasis
EN8LT-IVf- intonation and
6 2.2.1: Express speech rate
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use

Evaluate the Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported
accuracy of a given and worth of ideas elements that strategies in Explain how the intellectual manuscript/memori speech in
information presented in the text make up reality decoding the elements specific property rights by zed oral speech journalistic writing
7 EN8G-IVg-15: Use
listened to and fantasy based meaning of words to a genre acknowledging with ease and
on a material contribute to the sources of fluency before an appropriate modifiers
EN8G-IVg-16: Use
viewed theme of a information in audience
appropriate logical
particular literary journalistic writing
selection
EN8LT-IVg- connectors for

2.2.5: emphasis
Determine key
ideas, tone, and
purposes of the
author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use

Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective active and passive
from a set of details delivered by making about a particular strategies in similarities and conventions to nonverbal constructions in
inferences from what aspect of a material decoding the differences of the indicate communication journalistic contexts
has been listened to viewed meaning of words featured acknowledgement strategies: EN8G-IVh-14: Use
selections of sources gestures and body direct and reported
8 EN8LT-IVh-3: movements and speech in journalistic
Explain how a eye contact, etc. writing
selection is
influenced by
culture, history,
environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15: EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use

Synthesize essential Summarize Compare and Use various Appreciate Compose Deliver a active and passive
information found in a information from the contrast one’s strategies in literature as an journalistic texts manuscript/memori constructions in
given text text listened to beliefs/convictions decoding the expression of zed oral speech journalistic contexts
with those meaning of words philosophical and with ease and EN8G-IVi-14: Use
religious ideals direct and reported
presented in a fluency before an
speech in journalistic
material viewed audience
writing
EN8G-IVi-3: Use
9 past and past perfect
tenses in journalistic
writing
EN8G-IVi-15: Use
appropriate modifiers
EN8G-IVi-16: Use
appropriate logical
connectors for
emphasis
10 Culminating Task
GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self;
CONTENT STANDARD also how to use 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.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature
1 EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and appropriate word order in
text topic listened to intentions in the appropriate for a discovering the among informative, segmentals creative writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and (sounds of English) EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia- and the Use appropriate
literary writing.
following instructions 14.1: Identify suprasegmentals or punctuation marks
prosodic features and capitalization to
the
convey meaning
distinguishing of speech when
EN9G-Ia-18: Use
features of delivering lines of interjections to
notable poetry and prose in convey meaning
AngloAmerican a speech choir,
lyric poetry, jazz chants and
songs, poems, raps.
sermons, and
allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and appropriate word order in
2 text topic speaker intentions in the appropriate for a discovering the among informative, segmentals creative writing
material viewed given situation self journalistic, and (sounds of English) EN9G-Ib-1.6/1.7:
EN9LT-Ib- literary writing and the Use appropriate
14.2: Explain suprasegmentals or
punctuation marks
RC LC VC V WC F G
LT
Literature
how the prosodic features and capitalization to
elements specific of speech when convey meaning
to a selection delivering lines of EN9G-Ib-18: Use
build its theme poetry and prose in interjections to
a speech choir, convey meaning
jazz chants and
raps
EN9F-Ib-3.1:
Produce the correct
beat and rhythm in
delivering jazz
chants and raps

EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and appropriate word order in
connectors to intentions in the names of persons enhancing the among informative, segmentals creative writing
determine patterns of material viewed and self journalistic, and (sounds of English) EN9G-Ic-1.6/1.7:
idea development places EN9LT-Ic-2.2: literary writing and the Use appropriate
given in a text Explain how the suprasegmentals or punctuation marks
elements specific prosodic features and capitalization to
to a genre of speech when convey meaning
contribute to the delivering lines of EN9G-Ic-18: Use
3 poetry and prose in interjections to
theme of a
particular literary a speech choir, convey meaning.
selection jazz chants and
raps
EN9F-Ic-3.1:
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use

Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts pitch, juncture, word order in
to determine patterns speaker material viewed names of persons discovering the representative of stress, intonation, creative writing
of idea development EN9LC-Id-8.5: and self each type. rate of speech, EN9G-Id-1.6/1.7:
4 Accept or reject ideas places EN9LT-Id- Use appropriate
volume and
mentioned 2.2.1: Express punctuation marks
projection when
and capitalization to
appreciation for delivering lines of
convey meaning
sensory images poetry and prose in
used dramatic and
Week RC LC VC V WC F G
LT
Comprehension Comprehension Comprehension Development Literature Composition Fluency Awareness
conventional EN9G-Id-18: Use
speech choirs interjections to
convey meaning.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine Make decisions based Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and on what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in
author’s purpose material viewed word formation discovering the stress, intonation, creative writing
(clipping, self rate of speech, EN9G-Ie-1.6/1.7:
blending, EN9LT-Ie- Use appropriate
volume and
acronymy, 2.2.2: Explain punctuation marks
5 projection when
compounding, folk the literary and capitalization to
delivering lines of convey meaning
etymology, etc.) devices used poetry and prose in EN9G-Ie-18: Use
dramatic and interjections to
conventional convey meaning
speech choirs
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use

Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. appropriate word order in
author’s purpose. presented worth of ideas word formation discovering the gestures (hand, creative writing
presented in the (clipping, self face, and body) EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If2.2.3: Use appropriate
acronymy, Determine tone, punctuation marks
6
compounding, folk mood, and capitalization to
etymology, etc.) technique, and convey meaning
purpose of the EN9G-If-18: Use
author. interjections to
convey meaning
7 EN9RC-Ig-17: EN9LC-Ig-8.7: EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use

Make a connection Draw generalizations Assess the Note types of Analyze literature Identify types and Use the normal and inverted
between the present and conclusions from relevance and context clue as a means of features of poetry. appropriate word order in
text and previously the material listened worth of ideas (restatement, discovering the gestures (hand, creative writing
read texts to presented in the definition, self face, and body) EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
antonyms) used 2.2.3: punctuation marks
for a given word and capitalization to
Determine tone,
or expression. convey meaning.
mood,
EN9G-I-0-18: Use
technique, and interjections to
purpose of the convey meaning
author
RC LC VC V WC F G
LT
Literature
EN9RC-Ih-17: EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
Make a connection Compare and 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the normal and inverted
between the present contrast information generalizations and context clue as a means of and techniques to appropriate and word order in
text and previously listened to conclusions from (restatement, discovering the craft poetic forms. effective speech creative writing
read texts the material definition, self conventions EN9G-Ih-1.6/1.7:
viewed synonyms, EN9LT-Ih-2.3: expected of speech Use appropriate
antonyms) used Draw similarities choir punctuation marks
for a given word and differences presentations. and capitalization to
8
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to
theme convey meaning
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii1.5/2.5: EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: EN9G-Ii-17: Use

Identify advance Summarize Draw Note types of Analyze literature Use literary devices Use the normal and inverted
organizers, titles, sub- information from the generalizations and context clue as a means of and techniques to appropriate and word order in
titles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms effective speech creative writing
etc. given in a text the material definition, self conventions EN9G-Ii-1.6/1.7:
viewed synonyms, EN9LT-Ii-3: Use appropriate
expected of speech
9 antonyms) used Explain how a punctuation marks
choir presentations
for a given word selection may be and capitalization to
or expression influenced by convey meaning
culture, history, EN9G-Ii-18: Use
environment, or interjections to
other factors convey meaning
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre 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.
RC LC VC V WC F G
LT
Literature
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa19:
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied Use adverbs in
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and narration.
presented in different based on topic, these lead to the communicative other people and poetry and in nonverbal
texts. purpose, and level of ending of a material. styles for various their various prose. strategies to
difficulty of the situations circumstances in create impact on
argumentative or (intimate, casual, life. the audience while
persuasive text. conversational, EN9LT-IIa- delivering lines in
consultative, 15.1: Identify a Readers Theatre
frozen). the or in a Chamber
distinguishing Theatre.
features of
notable
AngloAmerican
sonnets,
dramatic poetry,
vignettes, and
short stories.
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media information from information contained appropriate a means of valuing features present in verbal and adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and poetry and in nonverbal narration.
pamphlets, periodicals, persuasive texts. styles for various their various prose. strategies to
and audio-video situations circumstances in create impact on
(intimate, casual,
recordings. life. the audience while
delivering
RC LC VC V WC F G
LT
Literature

EN9LC-IIb-2.8: conversational, EN9LT-II- lines in a Readers
Make inferences from consultative, 014.2: Explain Theatre or in a
what was said. frozen). how the Chamber Theatre.
elements specific
to a selection
build its theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-

Get information from 3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media paraphrase and information contained appropriate a means of valuing features present in correct production adverbs in
like brochures, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
pamphlets, periodicals, from persuasive texts. styles for various their various prose. vowels sounds,
and audio-video situations circumstances in consonant sounds,
recordings. (intimate, casual, life. diphthongs, etc.
conversational, EN9LT-IIc-2.2:
consultative, Explain how the
frozen). elements specific
to a genre
contribute to the
theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-

Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative, EN9LT-IId-
frozen). 2.2.1:
Express
appreciation
for sensory
images used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-
information from Make a stand based Agree or disagree with Give the Analyze literature as Distinguish the Use the IIe20: Use
various print media on the text listened the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, to. the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments

situations delivering lines in
RC LC VC V WC F G
LT
Literature
and audio-video (intimate, casual, circumstances in a Readers Theatre
recordings. conversational, life. or in a Chamber
consultative, EN9LT- Theatre.
frozen). IIe2.2.2:
Explain the
literary
devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: Use EN9G-IIf20:
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of the appropriate Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. prosodic features conditionals in
non-linear texts. the material viewed. jargons expected of other people and EN9WC-IIf- of speech when expressing
a communicative their various 9.2: Identify delivering lines in a arguments.
circumstances in types and Readers Theatre or
style.
life. features of short in a Chamber
EN9LT- prose. Theatre.
IIf2.2.3:
Determine
tone, mood,
technique,
and purpose
of the author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-

Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals in
texts such as the ideas listened to. presented in the jargons expected of other people and EN9WC-IIg- non-verbal expressing
diagrams, maps, material viewed. a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of short a Readers or
EN9LT-IIg- prose. Chamber Theatre.
2.2.3:
Determine
tone, mood,
technique,
and purpose
of the author.
RC LC VC V WC F G
LT
Literature
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
write-ups. utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
circumstances in literary devices delivering lines in
style.
life. and techniques a Readers Theatre
EN9LT-IIh2.3: to craft short or in a Chamber
Draw similarities prose forms. Theatre.
and differences
of the featured
selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi20:
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate Use
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals
(outlining, graphic, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when in expressing
representations, etc.) material viewed. of a communicative their various 9.3: Use delivering lines in arguments.
circumstances in literary devices a Readers Theatre
style.
life. and techniques or in a Chamber
EN9LT-IIi-3: to craft short Theatre.
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.

10 Culminating Task
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
CONTENT STANDARD
world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature

EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Get familiar Analyze Compose forms of Employ varied verbals.
play listening strategies Interpret the with the literature as a literary writing verbal and
EN9LT-IIIa-20.1: suited to type of text message conveyed technical means of EN9WC-IIIa-9.4: nonverbal
Explain how the EN9LC-IIIa-6.1: in a vocabulary for connecting to Identify types and strategies while
elements specific to a Extract important material viewed drama and the world. features of a play performing in a
one-act play information from theatre (like stage EN9LT-IIIa- synopsis. one-act play EN9F-
1 contribute to the argumentative/persu directions) 16.1: Identify IIIa-3.11:
development of its asive texts the Produce the
theme distinguishing English sounds
features of correctly and
effectively when
Anglo-American
delivering lines in a
one-act plays
one-act play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

Analyze a one-act Reflect on the ideas 1.2/2.2: Get familiar with Analyze literature Compose forms of Produce the verbals.
play of the speaker Interpret the the technical as a means of literary writing English sounds
EN9LT-IIIb-20.1: message conveyed vocabulary for connecting to EN9WC-IIIb-9.4: correctly and
Explain how the in a drama and the world Identify types and effectively when
2 material viewed theatre (like stage EN9LT-IIIb- features of a play delivering lines in a
elements specific to a
one-act play directions) 16.1: Identify synopsis. one-act play.
contribute to the the
development of its distinguishing
theme
RC LC VC V WC F G
LT
Literature
features of
Anglo-American
one-act plays

EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Get familiar with Analyze literature Compose forms of Use the verbals.
play. information listened Interpret the the technical as a means of literary writing appropriate
EN9LT-IIIc-20.1: to message conveyed vocabulary for connecting to EN9WC-IIIc-9.4: prosodic features
Explain how the in a drama and the world Identify types and of speech when
elements specific to a poster theatre (like stage EN9LT-IIIc- features of a play delivering lines in a
3 one-act play directions) 16.1: Identify synopsis. one-act play
contribute to the the
development of its distinguishing
theme features of
Anglo-American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the verbals.
play logic, unsupported the information the technical as a means of literary writing appropriate
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to EN9WC-IIId-9.4: prosodic features
Express appreciation appeal material viewed drama and the world Identify types and of speech when
for sensory images theatre (like stage EN9LT-IIId2.3: features of a play delivering lines in a
used directions) Draw similarities synopsis
4 one-act play
EN9LT-IIId-20.2: and differences
Explain the literary of the featured
devices used selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use

Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar Analyze literature Compose forms of Use the verbals.
play and critical feedback/ the information with the as a means of literary writing appropriate
EN9LT-IIIe-2.1.5: reaction to a specific contained in the technical connecting to EN9WC-IIIe-9.5: prosodic features
Express appreciation context or situation material viewed vocabulary for the world Use literary devices of speech when
for sensory images drama and EN9LT-IIIe2.3: and techniques to delivering lines in a
5 used theatre (like stage craft a play one-act play
Draw similarities
EN9LT-IIIe-20.2: directions) synopsis
and differences
Explain the literary
of the featured
devices used
selections in

RC LC VC V WC F G
LT
Literature
relation to the
theme
EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar Analyze literature Compose forms of Use effective and verbals.
play and critical feedback/ the information with the as a means of literary writing appropriate
EN9LT-IIIf-2.1.5: reaction to a specific contained in the technical connecting to EN9WC-IIIf-9.5: nonverbal
Express appreciation context or situation material viewed vocabulary for the world Use literary devices communication
for sensory images drama and EN9LT-IIIf2.3: and techniques to strategies
6 used theatre (like stage Draw similarities craft a play
EN9LT-IIIf-20.2: directions) and differences synopsis
Explain the literary of the featured
devices used selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use

Determine tone, Share personal Provide critical Get familiar Analyze literature Compose forms of Use effective and verbals.
mood, technique, opinion about the feedback to the with the as a means of literary writing appropriate
and purpose of the ideas listened to idea presented in technical connecting to EN9WC-IIIg-9.5: nonverbal
author the material vocabulary for the world Use literary devices communication
drama and EN9LT-IIIg-3: and techniques to strategies
viewed
theatre (like stage Explain how a craft a play
7 directions) selection may be synopsis
influenced by
culture, history,
environment, or
other factors

EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh16: EN9WC-IIIh-9: EN9OL-IIIh3.10: EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and feeling levels of feedback to the with the as a means of literary writing multimedia
and purpose of the utterances in idea presented in technical connecting to EN9WC-IIIh-9.5: resources to
author persuasive texts the material vocabulary for the world Use literary devices accompany the
drama and EN9LT-IIIh-3: and techniques to oral delivery of
viewed
8 theatre (like stage Explain how a craft a play lines
directions) selection may be synopsis
influenced by
culture, history,
environment, or
other factors
RC LC VC V WC F G
LT
Literature
EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use
Determine tone, Judge the relevance Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and worth of feedback to the the technical as a means of literary writing multi-media
and purpose of the information/ ideas idea presented in vocabulary for connecting to EN9WC-IIIi-9.5: resources to
author EN9LC-IIIi-8.6: the material drama and the world Use literary devices accompany the
Form decisions based theatre (like stage EN9LT-IIIi-3: and techniques to oral delivery of
viewed
on the ideas directions) Explain how a craft a play lines
mentioned selection may be synopsis
9
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content to Listen to lay value Determine the Get familiar Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the with the as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the technical understanding communication
dispositions in real sound analysis and ideas presented in vocabulary for unchanging strategies when
life call for prompt the material drama and values in a performing in a full-
actions viewed theater (like stage changing world length play
directions) EN9LT-IVa- EN9F-IVa-3.11:
1 Produce the
17.1: Explain
how the sounds of English
elements specific effectively when
to full-length delivering lines in a
plays build its full-length play
theme
2 EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use

Relate text content to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. sounds of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real affecting the nation ideas presented in drama and unchanging delivering lines in a
life the material theater (like stage full-length play
values in a
viewed directions) changing world
RC LC VC V WC F G
LT
Literature
EN9LT-IVb-
17.1: Explain
how the
elements specific
to full-length
plays build its
theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:

Relate text content to Employ analytical Determine the Get familiar Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the with the as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the technical understanding non-verbal prohibition.
dispositions in real ideas presented in vocabulary for unchanging communication
life the material drama and values in a strategies
3 viewed changing world
theater (like stage
directions) EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of IVd1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real made on the material drama and unchanging communication
4 life viewed theater (like stage values in a strategies
directions) changing world
EN9LT-IVd-
2.2.2: Explain
the literary
devices used

EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
Relate text content to Compare and IVe1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social contrast ideas Formulate the technical as a means of review and appropriate obligation, and
issues, concerns, or listened to predictions based vocabulary for understanding non-verbal prohibition writing
dispositions in real on the material drama and unchanging communication an evaluation
life viewed theater (like stage values in a strategies
5 changing world
directions)
EN9LT-IVe-
2.2.2: Explain
the literary
devices used
RC LC VC V WC F G
LT
Literature
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1:
Judge the relevance Differentiate biases IVf1.3/2.3: Get familiar with Analyze literature Compose a play Use the Change direct to
and worth of ideas, from prejudices Formulate the technical as a means of review appropriate indirect speech
soundness of predictions based vocabulary for understanding suprasegmentals: and vice versa
author’s reasoning, on the material drama and theater unchanging pitch, stress,
viewed (like stage values in a juncture,
and the effectiveness
directions). changing world intonation, etc.
of the presentation
6
EN9LT-
IVf2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:

Judge the relevance Judge the relevance Take a stand on Get familiar with Analyze literature Compose a play Use the Change direct to
and worth of ideas, and truthfulness of critical issues the technical as a means of review appropriate indirect speech
soundness of the ideas listened to brought up in the vocabulary for understanding suprasegmentals: and vice versa
author’s reasoning, material viewed drama and unchanging pitch, stress,
7 and the effectiveness theater (like stage values in a juncture,
directions) changing world intonation, etc.
of the presentation
EN9LT-IVg-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24:

Judge the relevance Judge the validity of Take a stand on Get familiar Analyze literature Compose a play Use appropriate Use words to
and worth of ideas, the evidence listened critical issues with the as a means of review multi-media express evaluation
soundness of to brought up in the technical understanding resources
author’s reasoning, material viewed vocabulary for unchanging appropriately,
8 and the effectiveness drama and values in a effectively and
theater (like stage changing world
of the presentation efficiently
directions) EN9LT-IVh-
2.3: Draw
similarities and
differences of
RC LC VC V WC F G
LT
Literature
the featured
selections in
relation to the
theme
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

Judge the relevance Make generalizations Take a stand on Get familiar with Analyze literature Compose a play Use appropriate Observe tense
and worth of ideas, critical issues the technical as a means of review multi-media consistency in writing
soundness of author’s brought up in the vocabulary for understanding resources an evaluation
reasoning, and the material viewed drama and unchanging appropriately,
theater (like stage
effectiveness of the values in a effectively and
directions)
presentation changing world efficiently
9
EN9LT-IVi-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

GRADE 10
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD 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 persuasive techniques and devices.
STANDARD
RC LC VC V WC F G
LT
Literature
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determin 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in e how connected formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1 news reports,
titles, non-linear to the totality of a definitions of to a selection
speeches, informative
illustrations, etc. on material viewed words build its theme
talks, panel
the understanding of
discussions, etc.
a text
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib- EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determin 13.9:Differentiate 2.2: Explain how 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit e how connected formal from the elements features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal specific to a persuasive texts of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of genre contribute
illustrations, etc. on used by the speaker material viewed words to the theme of
2 the understanding of a particular
to highlight
a text literary selection
significant points
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determin 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit e how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the assertion speaking
illustrations, etc. on used by the speaker words theme of a
material viewed
3 the understanding of to highlight particular literary
a text significant points selection
EN10LT-Ic-
2.2.2: Explain
the literary

devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id- EN10WC-Id- EN10OL-Id- EN10G-Id-26:
Determine the effect Single out direct and 25:Express 13.9:Differentiate 2.2: Explain how 12.2: Formulate a 3.16.1: Employ Using words and
of textual aids like indirect signals used insights based on formal from the elements statement of the techniques in expressions that
advance organizers, by a speaker the ideas informal specific to a opinion or public speaking in emphasize a point
titles, non-linear presented in the definitions of genre contribute assertion a sample public
illustrations, etc. on material viewed words to the theme of speaking
4 the understanding of a particular
situation
a text literary selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie- EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express 13.9:Differentiate 2.2: Explain how 12.2: Formulate a 3.16.1: Employ words and
of textual aids like effectiveness of the insights based on formal from the elements statement of the techniques in expressions that
advance organizers, devices used by the the ideas informal specific to a opinion or public speaking in emphasize a point
titles, non-linear speaker to attract presented in the definitions of genre contribute assertion a sample public
illustrations, etc. on and hold the material viewed words to the theme of EN10WC-Ie- speaking
the understanding of a particular 12.3: Compose a
attention of the situation
a text literary selection persuasive text of
5 listener
EN10LT-Ie- three paragraphs
2.2.3: expressing one’s
Determine tone, stand on an issue
mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC- EN10V-If- EN10LT-If-2.2: EN10WC-If- EN10OL-If- EN10G-If-3.6: Use

6
Compare new Determine the roles If25:Express 13.9:Differentiate Explain how the 12.3: Compose a 3.16.1: Employ modals
RC LC VC V WC F G
LT
Literature

insights with previous of discourse markers insights based on formal from elements specific persuasive text of the techniques in
learnings (e.g. conjunctions, the ideas informal definitions to a genre three paragraphs public speaking in a
gambits, adverbs) in presented in the of words contribute to the expressing one’s sample public
signaling the functions material viewed theme of a stand on an issue speaking situation
of statements made particular literary
selection.
EN10LT-
If2.2.3:
Determine tone,
mood, technique,
and purpose of
the author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use

Compare new Make generalizations Ig1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ modals
insights with previous generalizations and formal from selection may be persuasive text of the techniques in
learnings conclusions based informal definitions influenced by three paragraphs public speaking in
7 culture, history,
on the materials of words expressing one’s a sample public
environment, or
viewed stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC- EN10V-Ih- EN10LT-Ih2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use

Compare new Show appreciation for Ih1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ modals
insights with previous songs, poems, and generalizations and formal from and differences persuasive text of the techniques in
learnings other listening texts conclusions based informal of the featured three paragraphs public speaking in
8 definitions of selections in
on the materials expressing one’s a sample public
words relation to the
viewed stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

Compare new Examine how spoken Ii1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ modals
insights with previous communication may generalizations and formal from literature as a persuasive texts the techniques in
learnings be repaired or conclusions based informal way of expressing using a variety public speaking in
9 enhanced and resolving
on the materials definitions of ofpersuasive a sample public
words one’s
viewed techniques and speaking situation
personal conflicts
devices
10 Culminating Activity

SECOND QUARTER
PROGRAM STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD 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 STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material definitions to a selection essays intonation, etc.
listening text viewed taking into build its theme
account its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate IIb5:Employ Observe correct
from linear to effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 nonlinear texts and material listened to ideas presented in operational elements specific policy, and stress, juncture, definitions
vice taking into account the material definitions to a selection value intonation, etc.
versa the speaker’s viewed taking into build its theme
purpose account its purpose
3 EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc- EN10LT-IIc- EN10WC-IIc- EN10OL-IIc3.11: EN10G-IIc-29:
Present information Assess whether the Assess the 13.9: Give 2.2: Explain how 13.3: Use patterns Use the correct Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the technical and the elements and techniques of sound of English grammar in making
and maps achieved or not ideas presented in operational specific to a developing an when delivering definitions
the material definitions genre contribute argumentative impromptu and
to the theme of extemporaneous
viewed taking into claim
a particular speech
account its purpose
literary selection
EN10LT-
IIc2.2.1:
Express
RC LC VC V WC F G
LT
Literature
appreciation for
sensory images
used
EN10SS-IId-1.5.2: EN10LC- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed IId3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of bibliography impromptu and
4 a particular
extemporaneous
literary selection
speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of of resources EN10OL-IIe-
a particular 2.6.2: Establish
literary selection eye contact
5
EN10LT-IIe-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author

EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf1.6.6: EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how Use quotation Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements marks or hanging stance and proper expressions that
implicitly stated solving material viewed definitions specific to a indentations for stage behavior as affirm or negate
information genre contribute direct quotes deemed necessary
6 to the theme of EN10OL-IIf-
a particular 2.6.2: Establish
literary selection eye contact
EN10LT-
IIf2.2.3:
Determine tone,
RC LC VC V WC F G
LT
Literature
mood,
technique, and
purpose of the
author
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use

Read closely to get Detect biases and Use previous 13.9: Give IIg2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of ease of delivery affirm or negate
7 information message conveyed definitions the featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
content, elements, unsupported experiences as technical and selection may be argumentative confidence and expressions that
features, and generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8 culture, history,
properties using a set exaggerations message conveyed definitions
of criteria by a material environment, or
viewed other factors

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use
Evaluate text Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
content, elements, unsupported experiences as operational literature as a argumentative impromptu and expressions that
features, and generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
properties using a exaggerations message conveyed expressing and speeches with ease
9 by a material resolving and confidence
set of criteria.
viewed conflicts between
and among
individuals or
groups
THIRD QUARTER
PROGRAM STANDARD
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
PERFORMANCE
The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
STANDARD

EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how IIIa14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of coherence giving a roast and
update knowledge a particular a toast and when
1 literary selection paying tribute to
EN10LT- someone in a
IIIa2.2.1: eulogy
Express
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
underlying or important points from based on the expanded the elements variety of correct stage effectively
overarching issue less important ones ideas presented in definitions of specific to a informative, stance and
concerning human in a text listened to the words genre contribute persuasive, and behavior when
2 experience (moralist) materials viewed to the theme of argumentative giving a roast and
a particular writing techniques
a toast and when
literary selection
paying tribute to
EN10LT-IIIb-
someone in a
2.2.2: Explain
eulogy
RC LC VC V WC F G
LT
Literature
the literary
devices used
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT- EN10SS-IIIc- EN10OL-IIIc-5: EN10G-IIIc-31:
Power struggles of Summarize important Evaluate the 13.9: Give IIIc2.2.3: 1.6: Show respect Employ the Use pronouns
characters (Marxist) points discussed in information expanded Determine tone, for intellectual appropriate effectively
the text listened to contained in the definitions of mood, property rights by prosodic features
material viewed in words technique, and acknowledging of speech
purpose of the citations made in
3 terms of accuracy
author the critique
and effectiveness
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources

EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe- EN10SS-IIIe- EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently Raise questions to 13.9: Give 3: Explain how a 1.6: Show respect 3.9:Use the correct Use structures of
selection to the and creatively to the clarify issues expanded selection may be for intellectual and appropriate modification
historical context during text listened to covered in the definitions of influenced by property rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5 (historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf13.9: EN10LT-IIIf-3: EN10SS- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints Give expanded Explain how a IIIf1.6.3: Use the correct Use structures of
6 the selection to the soundness of an based on the ideas definitions of selection may be Acknowledge and appropriate modification
reader (readerresponse) argument presented in the words influenced by sources by language when
materials viewed culture, history, giving a toast or a
RC LC VC V WC F G
LT
Literature
environment, or preparing a tribute to someone
other factors bibliography and when
delivering welcome
and closing remarks

EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg14: EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (readerresponse) etc. contained in the definitions of source of wisdom critique of a like toast and roast
material viewed in words in expressing and chosen selection speeches, tributes,
terms of accuracy resolving welcome and
7 conflicts between closing remarks,
and effectiveness
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT- EN10WC-IIIh14: EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give IIIh2.3: Draw Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a correctly and
8
material viewed words featured chosen selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi13.9: EN10LT-IIIi20: EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the Give expanded Evaluate Compose an 1.10: Deliver Use structures of
creatively to the personal definitions of literature as a independent special speeches modification
text listened to significance of a words source of wisdom critique of a like toast and roast
material viewed in expressing and chosen selection speeches, tributes,
resolving welcome and
9 conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
FOURTH QUARTER

PROGRAM STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the
gather information reorganize, contrast the technical terms the elements ideas using language when language of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate materials viewed genre contribute cohesion and advocacies
with outside campaign
information information to to the theme of coherence
expand, review, sources of a particular speeches.
1
or update knowledge information in literary selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and language of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and when advocacies
2 Distinguish the with outside to the theme of argumentative delivering
important points from a particular campaign speeches
sources of writing techniques
less important ones literary selection
information in
in any listening text EN10LT-IV-b-
terms of
2.2.2: Explain
accessibility and
effectiveness
Literature
the literary
devices used
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: 1.6.3: Demonstrate the Observe the
information about a viewpoints on various unity of plot, technical terms Determine tone, Acknowledge appropriate stage language of research,
chosen issue local or global issues setting and used in research mood, sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in technique, and preparing a behavior when advocacies
Distinguish the a material viewed purpose of the bibliography persuading others
important points from to achieve the
author in a campaign
less important ones writer’s purpose
speech
in any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith IVd2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English language of research,
the text listened to setting and used in research differences of acknowledge correctly and campaigns, and
4 the featured effectively
characterization in sources advocacies
selections in
a material viewed
relation to the
to achieve the
theme
writer’s purpose
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the
of given information and creatively to the viewing behavior technical terms literature as an research report on prosodic features language of research,
text listened to used in research instrument to a relevant social of speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the
the set of details seek clarifications on elements that technical terms how the ideas using prosodic features language of research,
issues discussed in make up reality used in research elements specific principles of of speech campaigns, and
the text listened to and fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with IVh2.3: Draw Compose a Deliver Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on selfcomposed of research,
etc. characterization in a used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: material viewed to featured issue Speeches on advocacies
Describe the achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi- EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

Distinguish between Summarize important Evaluate how the Get familiar with 21: Evaluate Compose a Deliver Observe the language
general and specific points discussed in elements that make technical terms literature as an research report on selfcomposed of research,
statements the text listened to up reality and used in research instrument to a relevant social Campaign campaigns, and
fantasy affect express and issue Speeches on advocacies
9 viewing habit resolve conflicts Advocacies, Social
EN10VC-IVi- within, between, Issues and
30:Assess one’s and among Concerns
viewing behavior societies

GLOSSARY
A
account - reason given for a particular action or even acquainted - having personal
knowledge as a result of study, experience, etc.; informed act - a division or unit of a drama adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done adverbs of place - words that indicate location adverbs of time - words that indicate when affix - a word
element that can be attached to a base or root to form a new word aggressive communication- a style in which individuals express their feelings and opinions and
advocate for their needs in a way that violates the rights of others; thus, aggressive communicators are verbally and/or physically abusive; aggressive communication is born
of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of a
musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed to
the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires apostrophe - a punctuation mark (') used to indicate either possession or the
omission of letters or numbers archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions argumentative
texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing the pros and
cons of an issue
articulation - the clear and precise pronunciation of words aside - a comment by a character that the audience hears but other characters on stage do not assertive
communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of others.
Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and are strong
advocates for themselves while being very respectful of the rights of others.
B bias – a mental preference, leaning, or inclination, especially one that inhibits
impartial judgement. Bias is an inclination of temperament or outlook to present or hold a partial perspective and a refusal to even consider the possible merits of
alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel ; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas bullying - any
deliberate action that inflicts physical or psychological harm
C capsule biography- a brief summary to condense or summarize an account
of a person’s life written, composed, and produced by another; a biography in which all the important elements of the person's life are included
cast of characters - a list of people who play a part in the story character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by
the actor in a play character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person characterization - the process of
creating a believable character by exploring the character's physical, social, and psychological aspects of the role characters – people involved in the story climax- the
point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution comedy - a theatrical work that is intentionally
humorous conceptualize - to form (an idea, picture, etc.) of something in your mind conclusion- the last main division of a discourse usually containing a summary of
points and a statement of opinion or decisions conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not
have to be quarrels and argument; more often it is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends conquer - to take control
of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of context–appropriate - due consideration
given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality craft
- a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends
D depict - to represent or characterize in
words; describe dialogue - the words the character say to each other; the words each character says are written next to his or
her name discard - to throw (something) away because it is useless or unwanted; to remove discourse - denotes written and
spoken communications disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular
way drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room,
costumes, music and the like drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or
sound effects, the opening dialogue, the facial expressions and gestures of the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings dynamic - always active or changing
E external conflict - a conflict between a
character and an outside force element - a part of something, one that is essential or characteristic exposition - detailed
information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F figurative language - use of words
that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to
those of another character, usually the protagonist fourth wall - the imaginary invisible wall at the front of the stage through
which the audience sees the action

G generalization - a general statement, a
statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true
about a broad category of things.
genre - the main types of literary form
H habitat for humanity - a non-profit
organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its
partner families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods hyperbole
- exaggerated statements or claims not meant to be taken literally
I improvisation - spontaneous invention
and development of drama from within a role infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner
has violated a set of rules or relationship norms infographic - visual representation of data or knowledge interior monologue -
this is where the actor speaks as if to himself
J juncture - an important point in a
process or activity; joint, connection; the manner of transition or mode of justify - to provide a good reason for the actions of
K kinds of listening and reading
strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard 12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.

19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M man vs. man - a
character struggles with another character like the protagonist versus the antagonist man vs. fate - fight for
choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive man vs.
society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules. man
vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty materialism - preoccupation with or emphasis on material objects,
comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values metaphor - a figure of speech that makes an implicit, implied or
hidden comparison between two things or objects monologue - long speech by a character on stage with other characters listening mood - the feeling the reader gets
when reading
N narrative – is a
special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be
entertaining and to teach cultural values. In narratives, normal events are disrupted and language is used to build
up suspense around the disruption so it reaches a crisis point. The way the characters in the story confront and
resolve the crisis teaches the audience about ways of behaving which are valued in the culture.

narration - a technique whereby one or more performers speak directly to the audience to tell a story narrative
paragraph - a group of sentences that tells readers what happened at a particular place and time
O octet - first eight
lines of a sonnet one-act play - a play that takes place, from beginning to end, in a single act; it can range
from one minute to one hour long one-act radio play - a one-act play scripted for radio presentation
P passive
aggressive communication - a style in which individuals appear passive on the surface but are really acting
out anger in a subtle, indirect, or behind-the-scenes way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause projective
listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does pantomime - the telling of
a story without words participle - is a verbal that functions as an adjective passion – a strong feeling of enthusiasm or excitement for something or about doing
something play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end;
it refers to composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid
out as a series of beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district portrait
poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word prologue - introduces the action of a play; it is usually at
the beginning and literally means "first words” prominent - important and well-known; easily noticed or seen;
sticking out in a way that is easily seen or noticed props – the objects used onstage in the play protagonist –
the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R recount - a story genre which is used to tell what happened. When we tell
recounts we reveal the significance of the people and events in the story by sharing our personal feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather than
visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct re-enactment - the acting out or
repetition of a past event or situation renewed - to make new or as if new again requiem - a
Christian religious ceremony for a dead person; a mass for the dead resolution - the part of
the story’s plot line in which the problem of the story is resolve rhyme - one of two or more
words or phrases that end in the same sounds rising action - the part of a plot consisting of

complications and discoveries that create conflict rite - an established, ceremonious, usually
religious act root word – the form of a word after all affixes are removed
S scene - a division of an act, in which a certain portion of the play unfolds, usually
separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning, then the following evening); a section of the play that happens in one time and
place
scenery – the background art or structures onstage to help show the settings script - the written words for the play; this is what everyone reads in order to perform a play;
a written version of a play or movie - If you're auditioning for a movie, you'll get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through sestet - final six lines of a sonnet setting - the place and time where
the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it quite literally forms the backdrop
for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work slideshow - a presentation supplemented by or based on a
display of projected images or photographic slides soliloquy - a long speech by a character who is alone on stage with
no other characters listening sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and
sestet spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage – the platform on which the actors perform stage directions – instructions (in italics); they describe the setting and tell about the action static - showing little or
no change, action, or progress stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech style - the distinctive and unique
manner in which a writer arranges words to achieve particular effects suspense - in situations which rouse our concern for the welfare of the characters can be created in
many ways in a play; it can be accomplished through a series of crises and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding
information, disguise, and the intervention of chance or fate
T target audience -a group or assembly of spectators or listeners; those attending
a stage or film production or viewing a television program; in writing, this could mean a target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people outside
the profession they are used in.
text - printed words, including dialogue and the stage directions for a script theater – a collaborative art form including the composition, enactment, and interpretation of
dramatic presentations for an audience; the structure within which theatrical performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art tone - is the writer's attitude toward the subject he or she is
writing about tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or moral
standing through their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V video - is an extremely dense medium, one which incorporates a wide variety
of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos
themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students
workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to
develop viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its own
that it wants to convey; it is the description of the scene or character that is important verbal - a verb form that functions in a sentence as a noun or a modifier rather than
as a verb
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4 Fluency F
Grade Level Grade 4 Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
-
Phonics and Word Recognition PWR
Roman Numeral Quarter First Quarter I Phonological Awareness PA

*Zero if no specific quarter
Reading Comprehension RC
Lowercase Letter/s
*Put a hyphen (-) in between
Spelling S
letters to indicate more than Week Week six f
a
specific week Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency
appropriate grammatical
2.5
structures Writing and Composition WC

K to 12 English Curriculum Guide for Developing Communicative Competence

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K to 12 English Curriculum Guide for Developing Communicative Competence

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Republic of the Philippines

K to 12 English Curriculum Guide December 2013 Page 2 of 204

I. PHILOSOPHY AND RATIONALE

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II. GUIDING PRINCIPLES

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1. develops thinking and language through interactive learning;

1 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

III. NEEDS OF THE LEARNERS : THE CONTEXT

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Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

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COMPONENT 1: Language Learning Process

COMPONENT 2: Effective Language Use

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COMPONENT 3: Making Meaning through Language

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Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

12. Listening Comprehension √ √

13. Attitudes towards language, literacy and literature √ √ √ √ √

Domains K-3 4-6 7-10 11-12

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

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3. An integrative view of learning

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Content Standards Performance Standards at the end of Grade 3

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KEY STAGE STANDARD

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texts and to communicate meanings and feelings effectively .

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(4TH Quarter Oracy) Quarterly and Weekly Articulation

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Listen to narrative and informational

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(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation

1st Quarter (Continuation of Oracy)

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2nd Quarter (Continuation of Oracy)

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