Professional Documents
Culture Documents
Department of Education
DepEd Complex, Meralco
Avenue Pasig City
K to 12 Curriculum
Guide
ENGLISH
May 2016
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
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.
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
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K to 12 BASIC EDUCATION CURRICULUM
Learning requires meaning3. 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 language4. 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 5. 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
non-standard 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 principles6.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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K to 12 BASIC EDUCATION CURRICULUM
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.
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
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K to 12 BASIC EDUCATION CURRICULUM
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. 8
2. Multiliteracies
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.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
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K to 12 BASIC EDUCATION CURRICULUM
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.
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 diffic ulty 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, le ssons 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.
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 un derstandings 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 unders tand 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 develo ping 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 note s 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.
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K to 12 BASIC EDUCATION CURRICULUM
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.
1. Oral Language √ √
2. Phonological Awareness √
4. Alphabet Knowledge √ √ √ √ √
6. Fluency √ √
7. Spelling √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Oral language
Phonological awareness
Alphabet knowledge
Fluency
Spelling
Vocabulary development
Reading comprehension
Listening comprehension
Study strategies
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.
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
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.
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 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
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
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.
KEY STAGE STANDARD
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 other
Grade Level Standards
social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-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
1-5 c. events EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings and EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
traits asking permission 1.3
4. Identify cause and/or effect of EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
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 EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
6-10 9. Identify the problem and family, one’s pets, and personal
solution experiences
10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home
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
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
Grade Level Standards
social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IVa-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 Sort and Classify familiar words
1. note important details using appropriate local non-rhyming words Verbs into basic categories (colors,
pertaining to terminologies with ease and EN1G-IVa-e-3.4 shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 Recognize common action words
b. setting Supply rhyming words in in stories listened to
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
3. Infer the character feelings and place
1-5
traits the characters and
4. Identify cause and/or effect of some important
events details of the story
5. Identify the speaker in the
story or poem EN1OL-IVa-j-1.2.9
6. Predict possible ending of Participate in some sharing
a story read activities
7. Relate story events to one’s News sharing
experience Show and tell
8. Discuss, illustrate, dramatize “I Spy” games
specific events Recite rhymes, poem
6-10 9. Identify the problem and EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
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K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
solution Ask simple questions Adjectives Give the meaning of words using
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
Follow one-to-two step people, objects, things and movements, etc.)
directions places (color, shape, size,
EN1OL-IVi-j-1.17.1 height, weight, length, distance,
Give one-to-two step directions etc.)
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond through
discussions, illustrations, songs,
dramatization and art
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
LC – Listening Comprehension
3Q
Listen to short stories/poems and BEAM ENG1 Module 8 – Noting Details. 2009.
1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IIIa-j-1.1
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 4. BEAM ENG2 – Sequencing Events. 2009.
c. events 5. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 6. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
GRADE 2
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.
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-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/Categoriz environmental EN2G-Ia- are related to dialogues, Engage in a
1-5 family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
K to 12 English Curriculum Guide May 2016 Page 29 of 266
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K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih-j- b. settings Discriminate EN2G-Id-e-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the left to right (declarative, spoken at home
etc.) character top to interrogative and in school
feelings and bottom )
traits return sweep EN2VD-Id-e-1
d. Identify cause Identify the
and/or effect English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or poem or in Filipino
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
K to 12 English Curriculum Guide May 2016 Page 30 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN2LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
on new words in skills) in simple languages
knowledge response to left to right sentences spoken at home
formed spoken words top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2 return sweep Recognize EN2V-Ii-j-1
Relate the use of Identify the
information and a/an + noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
Learning Competencies
EN2LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to
EN2LC-IId-e-
2.5
Validate ideas
made after
listening to a
story
EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-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 non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a rhyming words Mother Recognize categories interview, TV talk to share
EN2LC-IIg-3.6 story (theme, EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g.
Follow one-to- setting, EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing,
two step characters, and 2.4 Recognize the things and places reporting,
directions events) Supply words common terms in (color, shape, EN2V-IIh-i- summarizing,
that rhyme with English relating size, height, 12.1 retelling and
EN2OL-IIh- EN2LC-IIh-i- given words to part of book weight, length, Determine the show and tell)
1.17.1 2.1 (e.g. cover, title distance, etc.) meaning of
6-10
Give one-to-two Ask and answer EN2PA-IIi-j- page, etc.) book words using clues
step directions simple questions 2.4 orientation (Total Physical
(who, what, Supply rhyming Response
EN2OL-IIi-j- where, when, words in EN2BPK-IIi-j-5 through realia,
1.6 why, and how) response to Recognize proper pictures, body
Recite about text spoken words eye movement movements,
memorized listened to skills (transfer context clues etc.
verses, short skills)
poems, and EN2LC-IIj-2.5 left to right EN2V-IIj-6
rhymes Validate ideas top to Derive meaning
made after bottom from repetitive
listening to a return sweep language
(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.
Learning Competencies
LC RC WC PA BPK PWR V
WEEK OL Listening Reading Writing/ Phono Book and
AK Phonics F S G Vocabulary A SS
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 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 Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understandi read should in speech illustrations beginning Give the engage in a instructions
1-3
identifying ng of be generating sounds on the sound of EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used of texts
points and incidents depending through and letter predict consonant Distinguish in stories (e.g.
key themes and on the prewriting names) what the (m,s, f, t, sentences presented poetry,
PWR
K to 12 English Curriculum Guide May 2016 Page 36 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PA BPK PWR V
WEEK OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet Study
Comprehen Comprehen Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language sion sion sition Awareness Knowledge Knowledge Recognition ment Strategy
Learning Competencies
Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Compre Compre Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language hension hension sition Awareness Knowledge Knowledge Recognition ment Strategy
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2PWR- EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronouns Give the Participate/ Arrange
texts understandi read should in e the common a words in phrases, with short meaning of engage in a words
identifying ng of be generating concept of terms in CVC sentences e and a EN2G- short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words of texts ly by the 1st
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 (e.g. letter
key themes and on the prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to PWR activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make lesson.) EN2WC- in English cover, title EN2PWR- some sight pronouns Give the text)
2 predictions IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- (e.g. I, meaning of
EN2RC- brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
IVa-2.2 ming words entation pictures speed, Spell words she, it, words with
State EN2WC- with short accuracy with short we, they) short e and
details of IVb-1.2 a words and proper e, a and i in a sounds
text during webbing expression sound in dialogues
and after EN2WC- CVC
reading) IVc-1.3 pattern
EN2OL- EN2LC- EN2RC- drawing EN2PA- (see PWR) EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 IVc-d-6.2; IVc-d- IVc-d-3
Participate Use an Give the Produce EN2S- 4.2.3 Interpret
in choral understandi sequence speech IVa-e-3.1 Use simple
3 speaking ng of of three sounds Spell 2- demonstrati maps of
and echo incidents, events in (sounds syllable ve unfamiliar
reading of characters stories read and letter words with pronouns places,
short and names) short e, a (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PWR- and i these/ symbols
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 sound in those)
stories with predictions Infer/ Express Differentiat CVC
repeated predict idea e and read pattern
4 patterns outcomes through correctly (see PWR)
and illustrations the short e
refrains in or and a
English storyboard words
EN2OL- EN2LC- EN2RC- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 man-men,
Listen and Use Use clues Produce tan-iten
5 respond to personal to make the sounds etc.)
texts to experiences and justify of English
clarify to make predictions letters EN2PWR-
K to 12 English Curriculum Guide May 2016 Page 42 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PA BPK PWR V
WEEK OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet Study
Compre Compre Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language hension hension sition Awareness Knowledge Knowledge Recognition ment Strategy
meanings predictions before, using the IVd-14
heard while about text during and letter Write the
drawing on viewed and after sounds of names of
personal listened to reading Mother pictures
experiences (titles, Tongue as with the
pictures,) reference short a, e
words.
EN2PWR-
IVd-e-
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create and syllable phrases,
participate words sentences
in oral consisting and stories
dramatic of short e consisting
activities and a of short e,
6 (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression
Learning Competencies
LC RC WC PA BPK PWR V
WEEK OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet Study
Compre Compre Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language hension hension sition Awareness Knowledge Knowledge Recognition ment Strategy
videos and and short height,
other age- stories weight,
appropriate consisting length,
publications of short e, distance,
and a and i etc.)
a. Note words and
importa the Who,
nt What and
details Where
pertaini questions
about them
Learning Competencies
LC RC WC PA BPK PWR V
WEEK OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet Study
Compre Compre Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language hension hension sition Awareness Knowledge Knowledge Recognition ment Strategy
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
OL – Oral Language
1Q
Talk about oneself and one’s family 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-j-1.3 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
K to 12 English Curriculum Guide May 2016 Page 48 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
at http://lrmds.deped.gov.ph
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
5. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
7. *English Expressways 1. 2010. pp 9.
8. English (Learner’s Material) 2. 2013. pp 299-306.
Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.
EN2OL-IIh-1.17.1 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIi-j-1.6 2. BEAM ENG2 Module 4 – Rhymes. 2009.
3. *English for You and Me 3 (Reading). 2011. pp 48.
3Q
Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
EN2OL-IIIc-d-1.2
poems, rhymes and stories with repeated patterns and Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IIIg-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIIh-j-1.6 2. BEAM ENG2 – Sequencing Events. 2009.
4Q
Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
poems, rhymes and stories with repeated patterns and EN2OL-IVc-d-1.2 Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IVf-g-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IVh-j-1.6 2. BEAM ENG2 – Sequencing Events. 2009.
LC – Listening Comprehension
1Q
Listen to a variety of media including books,
1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and
3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to
4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character
5. BEAM ENG2 – Sequencing Events. 2009.
b) settings
6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events
7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events EN2LC-Ia-j-1.1
8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits
9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events
10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem
11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 59-62, 127-128, 315-318,
p. Predict possible ending of a story read
364-367, 408-410.
q. Relate story events to one’s experience
12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events
s. Identify the problem and solution 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
LEARNING COMPETENCY
LEARNING MATERIALS
K to 12 English Curriculum Guide May 2016 Page 49 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Materials are uploaded CODE *These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
t. Retell a story listened to
Follow a set of verbal two-step directions with picture 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig-3.16 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
6. English (Learner’s Material) 2. 2013. pp 299-306.
2Q
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
setting, characters, and events)
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
a. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIa-j-1.1
b. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
c. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
d. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
e. Predict possible ending of a story read 410-412.
f. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
g. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
h. Identify the problem and solution
i. Retell a story listened to
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
EN2LC-IIc-2.1
4. UnionBank English. Grade 2. Unit 1. Lesson 30.
5. UnionBank English. Grade 2. Unit 3. Lesson 8.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
setting, characters, and events)
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2LC-IIh-i-2.1
4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.
4Q
Recognize the difference between “made-up” and “real” 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15 2. English for You and Me 3 (Reading). 2011. pp 156-161
in) texts listened to
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6 2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events EN2LC-IIa-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IIId-e-2.4 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
predictions about stories
Answer questions to clarify understanding before, during *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72, 78-80,
EN2RC-IIIf-h-2.17 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
and after reading
4Q
Give the sequence of three events in stories read 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IVc-3.1.3 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
Infer/ predict outcomes 1. *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
EN2RC-IVd-2.8 2. Let’s Begin Reading in English 2. 2013. pp 196-197.
Use clues to make and justify predictions before, during *English for You and Me 3 (Reading). 2011. pp 138.
EN2RC-IVe-2.16
and after reading (titles, pictures,)
WC – Writing/ Composition
4Q
Participate in generating ideas through prewriting
EN2RC-IVa-c-1
activities
a. drawing EN2RC-IVc-1.3 *English for You and Me 3 (Reading). 2011. pp 13-14, 21-22.
PA - Phonological Awareness
1Q
Classify/Categorize sounds heard (animals, mechanical, 2. BEAM ENG1 Module 3A – Sounds like Science.
objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
4. Let’s Begin Reading in English 2. 2013. pp 275-276.
Discriminate sounds from a background of other sounds EN2PA-Id-e-1.2 1. BEAM ENG1 Module 3A – Sounds like Science.
Recognize same/different sounds EN2PA-If-1.2.1 2. *English Expressways 1. 2010. pp 52-53, 62-65, 98-99.
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-Ig-2.3 3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
5. Let’s Begin Reading in English 2.2013. pp 49-56.
Supply words that rhyme with given words EN2PA-Ih-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-Ii-j-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2Q
Distinguish rhyming words from non-rhyming words 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
3. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-IIf-2.3
4. *English Expressways 1.2010. pp. 51.
5. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
K to 12 English Curriculum Guide May 2016 Page 52 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
6. Let’s Begin Reading in English 2.2013. pp 49-56.
Supply words that rhyme with given words EN2PA-IIg-h-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-IIi-j-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
3Q
Produce speech sounds (sounds and letter names) EN2PA-IIIc-e-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
4Q
Produce speech sounds (sounds and letter names) EN2PA-IVc-d-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
BPK – Book and Print Knowledge
1Q
Recognize the common terms in English relating to part of EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-Id-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-Ig-h-4
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
b. top to bottom EN2BPK-Ii-j-5
c. return sweep
2Q
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIb-c-4
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-IId-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right EN2BPK-IIi-j-5
b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
book (e.g. cover, title page, etc.)
4Q
Identify the common terms in English relating to part of EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
book (e.g. cover, title page, etc.) book orientation
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Ih-j-2
Tongue/Filipino and vice-versa
2Q
Identify letters in English that are not present in Mother EN2AK-IIc-e-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Tongue/Filipino and vice-versa
Identify the name and sound of each consonant EN2AK-IIa-e-3 Let’s Begin Reading in English 2.2013. pp 11, 23.
Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Iif-j-2
Tongue/Filipino and vice-versa
3Q
Give the beginning sound of each consonant (m,s,f,t,h) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-1.1 2. *English Expressways 1. 2010. pp 62-65, 69-71, 80-83, 92-95.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (c,r,n,b,g,p) 1. BEAM ENG2 Module 1B – Critical Speech Sounds
EN2AK-IIIb-1.2 2. *English Expressways 1. 2010. pp 52-53, 62-65, 84-85, 96-99.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (d,j,w,v,z,y) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIc-1.2 2. *English Expressways 1. 2010. pp 52-53, 69-71, 86-87, 101-103.
3. English (Learner’s Material). Grade 2 2013. pp. 19.
Name the pictures that begin its name with a particular BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-1.2
consonant
Give the beginning consonant sound of the name of each BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-4
picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern (e.g. pen, 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short phrases consisting of short /e/ words and EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
some sight words
Read short phrases and sentences consisting of short /e/ EN2PWR-IIIg-h-11 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
words and the sight words
Read a short story consisting of short /e/ words and sight 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words EN2PWR-IIIi-j-12 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
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LEARNING MATERIALS
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5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
4Q
Read short /a/ words in CVC pattern (cat, man, bag) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVa-c-1 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 32-38.
Differentiate and read correctly the short /e/ and /a/ 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short /i/ words in CVC pattern (pin, big, fit . . .) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVg-h-16 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 43-50.
S - Spelling
3Q
Spell words with short e sound in CVC pattern EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
Spell words with short e and a sound in CVC pattern EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
4Q
Spell words with short e and a sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Spell words with short e, a and i sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Spell 2-syllable words with short e, a and i sound in CVC 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
(see PWR) EN2S-IVa-e-3.1 8. *Unionbank Student’s Work Text 2. 2013. pp 11.
9. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
10. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
G - Grammar
1Q
Sentences EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.
a. Recognize sentences and non-sentences EN2G-Ia-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
b. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2G-Ib-c-1.4 2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.
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LEARNING MATERIALS
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c. Recognize different kinds of sentences English (Learner’s Material) 2. 2013. pp 426-429, 459-461.
EN2G-Id-e-1.3
(declarative, interrogative)
Nouns 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-If-g-2 2. Let’s Begin Reading in English 2.2013. pp 29-41.
Recognize names people, objects, things and places (e.g. *English Expressways 1.2010. pp 224-225, 231-235, 253-254, 258.
names of animals, fruits, objects in songs, stories,
EN2G-If-g-2.1
poems, nursery rhymes, pictures, realia and other ICT-
based
materials)
Recognize nouns in simple sentences 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-Ih-2.4 2. Let’s Begin Reading in English 2.2013. pp 29-41.
Recognize the use of a/an + noun EN2G-Ii-9.2 BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2Q
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN1G-IIa-e-3 2. English (Learner’s Material) 2. 2013. pp 149-151.
Recognize common action words in retelling, EN1G-IIa-e-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
conversation, etc.
Adjectives EN2G-IIf-j-5 English (Learner’s Material) 2. 2013. pp 279-281.
Recognize descriptions of people, objects, things and English (Learner’s Material) 2. 2013. pp 292-294.
EN2G-IIf-j-5.1
places (color, shape, size, height, weight, length,
distance, etc.)
3Q
Sentences EN2G-IIIa-c-1 English (Learner’s Material) 2. 2013. pp 173-174.
Distinguish sentences from non-sentences EN2G-IIIa-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
Use different kinds of sentences: declarative (telling) and BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
interrogative (asking)
Recognize punctuation marks (period, question mark) 1. BEAM ENG1 Module 7 – Personal Idea.
EN2G-IIIc-1.6 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
3. English (Learner’s Material) 2. 2013. pp 377-378.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IIIf-9.2 2. *English Expressways 1. 2010. pp 147-151.
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3 2. English (Learner’s Material) 2. 2013. pp 149-151.
Identify action words EN2G-IIIg-3.1
Use common action words in retelling, conversations, etc. EN2G-IIIh-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
4Q
Pronouns 1. *English Expressways 1. 2010. pp. 85-87, 127.
EN2G-IVa-f-4 2. English (Learner’s Material) 2. 2013. pp 106-110.
Use personal pronouns (e.g. I, you, he, she, it, we, they) EN2G-IVa-b-4.2.1 2. BEAM ENG1 Module 7 – Personal Idea.
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LEARNING COMPETENCY
LEARNING MATERIALS
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in dialogues 3. *English Expressways 1.2010. pp 116-119, 122-125, 129-130.
4. English (Learner’s Material) 2. 2013. pp 111-115.
5. Let’s Begin Reading in English 2. 2013. pp 113, 173-176.
Use demonstrative pronouns (this/that, these/those) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2G-IVc-d-4.2.3
3. *English Expressways 1. 2010. pp 38-41.
4. Let’s Begin Reading in English 2. 2013. pp 233-245.
Prepositions EN2G-IVg-h-7 1. English (Learner’s Material) 2. 2013. pp 307-310.
Use the most frequently occurring preposition (e.g. on, 1. English (Learner’s Material) 2. 2013. pp 307-310, 320-322.
EN2G-IVg-i-7.3
over, under, to, from, above, etc.)
V – Vocabulary Development
Give the meaning of words used in stories presented 1. *English for You and Me 3 (Reading). 2011. pp 3, 37, 39, 44.
EN2V-IIIa-b-13.1
through real objects, illustrations, demonstration and
context clues
Recognize that some words mean the same (synonyms) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2V-IIIc-13.1
3. BEAM ENG2 Module 4 – Rhymes. 2009.
4. English (Learner’s Material) 2. 2013. pp 336-339, 404-407.
Recognize that some words have opposite meaning 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
(antonyms) EN2V-IIIc-d-13.2 2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
3. BEAM ENG2 Module 4 – Rhymes. 2009.
4Q
SS – Study Strategy
1Q
Engage in a variety of ways to share information (e.g. role English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2SS-Ia-e-1.2
playing, reporting, summarizing, retelling and show and
tell) EN2SS-If-j-1.2
2Q
Engage in a variety of ways to share information (e.g. role EN2SS-IIa-e-1.2 English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
playing, reporting, summarizing, retelling and show and EN2SS-IIf-j-1.2
tell)
3Q
Follow instructions orally given English (Learner’s Material) 2. 2013. pp 299-306.
EN2SS-IIIa-d-1.1
4Q
Arrange words alphabetically by the 1st letter EN2SS-IVa-b-2
Interpret simple maps of unfamiliar places, signs and 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
EN2SS-IVc-d-3
symbols
Interpret pictographs EN2SS-IVh-1.2 1. Let’s Begin Reading in English 2. 2013. pp 311-313.
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
Grade Level Standards
structure in oral and written communication, and reads with comprehension
Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words
demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
Writing and demonstrates understanding of sentences and paragraphs in expressing
composes three-to-five sentence paragraph
Composition ideas
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will forms of simple b-7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
controlled
1 with peers in a based on the depending on
as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
variety of stories to be the PWR to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read lesson.) poems listened a and i words syllable words sentences from to repetitive text) order
to in CVC pattern with short non-sentences
EN3OL-Ib-3.6 Listen to a Read simple vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of sentences and EN3WC-Ia-j- EN3PWR-Ib- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and levelled stories 4 d-19 95-100% Show self-correct
conversational expository texts and a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- EN3RC-I0-2.2 write with short o Construct of meaning of comprehension
2.1 a. note details sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note regarding about one’s pattern and 1.10.1 sentences through and skimming
1.19 important character, drawing phrases and Read aloud drawing,
Express one’s details setting and EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
2 ideas by EN3LC-Ia-j- plot 5 containing prose and 1.4.1 using them in 1.1
presenting a 2.7 EN3RC-I0- b. a note of these words poetry Use a sentences Follow
skit b. sequence 2.10 advice Consisting of declarative instructions
at least 3 b. sequence 3 EN3WC-Ia-j- EN3PWR-Ib- Long vowel sentence given orally
events events 6 d-19.1 words with
using signal (Note: different c. Thank you Recognize fluency, EN3G-Ib-
words comprehension letter more common appropriate 1.4.1.1
EN3LC-Ia-j- skills may EN3WC-Ia-j- sight words in rhythm, pacing Differentiate a
2.6 recur in 7 order to read and intonation declarative
different
c. retell some d. descriptive simple phrases from an
quarters)
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Learning Competencies
PWR
WEEK OL LC RC WC F G V A SS
Phonics and
Listening Reading Writing/ Vocabulary
Oral Language Word Recognition Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition and Spelling Develop ment
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits g. a short Construct
of paragraph, declarative and
characters etc. interrogative
EN3LC-Ia-j- sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
EN3OL-Ic-1.3 g. draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant conclusions 2.1 Identify Show
information Describe an understanding
Listen to poems literary imperative of meaning of
and elements of sentence short u words
EN3LC-Ic- texts including through
3 2.18 characters EN3G-Ic-1.3 drawing,
a. identify the setting and plot Use different actions, and
rhyming kinds of using them in
words sentences (e.g. sentences
EN3LC-Ic- declarative,
3.11 interrogative,
give a simple exclamatory,
paraphrase imperative)
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
4 Read aloud
specific/signific
ant events EN3G-Id-1.6
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K to 12 BASIC EDUCATION CURRICULUM
short
Learning Competencies
PWR
WEEK OL LC RC WC F G V A SS
Phonics and
Listening Reading Writing/ Vocabulary
Oral Language Word Recognition Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition and Spelling Develop ment
stories/poems Use appropriate
consisting of punctuation
short a,e,i and marks (e.g.
o words with period, comma,
speed, question mark,
accuracy and exclamation
proper point)
EN3OL-Ie- EN3PWR-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize and with short u EN3F-Ie-j-4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns categories (e.g.
5 shared by speed and (e.g. people, animals, foods,
others proper phrasing animals, toys)
sentences and places,, things
stories with events) in EN2V-Ie-j-4.1
short u words simple Show
and other sentences understanding
EN3RC-If-j- EN3PWR-If- words EN3G-If-2.2 of meaning of
2.8 g-17.1 previously Use common 2-syllable
6 studied words
Make and Differentiate and proper
confirm words with nouns consisting of
predictions different EN3F-Ie-j- EN2G-Ig-h-2 short e to u
about texts medial vowels 4.2.1 .3 words through
7 (eg: cap- cop- Read with Use plural form drawing,
cup; fan-fin, accuracy, of regular actions, and
fun) appropriate nouns by using them in
speed and adding /s/ or correctly in
EN3PWR-Ig- correct /es/ (e.g., dog, sentences
h-20.1 intonation 2- dogs; wish,
Read phrases, syllable words wishes)
8 sentences and consisting of
short stories short e to u
consisting of words
short vowel
words and the
questions about
them
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K to 12 BASIC EDUCATION CURRICULUM
EN3OL-Ii-j- EN3PWR-Ii- EN3G-Ii-j-2.4
9 1.10.3 15 Use plural from
Learning Competencies
PWR
WEEK OL LC RC WC F G V A SS
Phonics and
Listening Reading Writing/ Vocabulary
Oral Language Word Recognition Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition and Spelling Develop ment
Connect Read 2-syllable of frequently
information words occurring
heard to consisting of irregular nouns
personal short e to u (e.g. children,
experience sound (basket, feet, teeth)
hotdog, sunset,
etc.)
EN3PWR-Ij-
21
Read phrases,
sentences and
short stories
10 consisting of 2-
syllable words
and the
questions about
them
Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Compre Compre Word Fluency Spelling Grammar Attitude
Language Composition Awareness Development Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-IIa-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting of syllable ng of read-along the same
Learning Competencies
LC RC PWR
WEEK OL WC PA F S G V A SS
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Compre Compre Word Fluency Spelling Grammar Attitude
Language hension hension Composition Awareness Recognition Development Strategy
EN3LC- different IIa-j-6 Identify preceded by sentences final
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IIa-j-3.15 quarters) c. Thank sounds and short e, a, and stories consonant
d. differentia you letter count i,o and u consisting of blends
te real EN3WC- syllables in words (belt, words with through
from IIa-j-7 words sand, raft) ending drawing,
make- d. descriptiv consonant actions,
believe e blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PWR- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and characters for a Read Locate
retell EN3LC- story phrases, information
information IIa-j-2.16 EN3WC- sentences using print
f. identify IIa-j-2.2 and short and non-
cause and f. a diary stories print sources
effect EN3WC- consisting of
EN3LC- IIa-j-9 words with
6 IIa-j-2.17 g. a short final
g. draw paragrap consonant
conclusio h, etc. blends and
ns other words
EN3WC- previously
EN3LC-IIf- IIi-j-2.6 studied and
h- 2.8 Use the
Make simple appropriate questions
inferences punctuation about them
EN3OL- about marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 thoughts IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and and feelings Read words Read with Spell words Use verbs in Show
share based from with initial accuracy, with simple understandi
experiences, texts and final speed and consonant present and ng of
film viewed viewed/ consonant proper digraphs ch past tense meaning of
8 and story listened to digraph ch phrasing and sh words with
read/listene sentences consonant
d to as EN3LC-IIi- and stories digraphs ch
springboard with words through
Learning Competencies
LC RC PWR
WEEK OL WC PA F S G V A SS
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Compre Compre Word Fluency Spelling Grammar Attitude
Language hension hension Composition Awareness Recognition Development Strategy
Learning Competencies
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Recognition Development
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3A- IVa – EN3SS- IVa
1 e-1.19 -3.7 text that IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 c-7 -1.3
Present Identify and they will Write a Read words Read grade Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 3level texts that were correct favorite written
read should
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an be controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending (bay) vowel recognition (pail,pale) EN3SS- IVa-
2 show and tell, factual text on the PWR digraphs b -1.2.3
radio heard lesson.) and EN3V-IVa-j- Interpret
play/podcast/ diphthongs 12.3 simple maps
broadcast/ EN3LC- IVb with at least Use clues of places
reporting/ -3.7.1 EN3RC-IVa- 95-100% from the
poster Informational b-2.13 EN3PWR- accuracy context to EN3SS- IVc-
presenta Reports Identify cause IVc-2 figure out d-1.2.7
tions) (School and effect Match words, EN3F-IVc-d- what words Interpret a
events, phrases and 1.4 mean pictograph
EN3OL-IVa- sports, EN3RC- IVa sentences Read aloud
j-5 projects) –b-2.14 containing from familiar EN3V-IVa-j-
Engage in a Show these words prose and 12.3
3 variety of EN3LC-IVc- understandin with pictures poetry with Determine
ways to share 3.7.2 g of a story fluency, what words
information Three-step by present EN3PWR- appropriate mean based
(e.g. role directions ing them in IVc-28 rhythm, on how they
playing,) EN3LC- IVd through Read stories pacing and are used in a
reporting, -3.7.3 dramatization containing intonation sentence
summarizing, Conversations these words
EN3F-IVa-j-
K to 12 English Curriculum Guide May 2016 Page 70 of 266
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K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Recognition Development
retelling and , role playing and other 3.5.1
show and tell EN3LC-IVa- etc. words Read grade 3
(depending j-1.1 previously level texts
on th e Activate prior Read simple learned consisting of
selection knowledge sentences 2-syllable
presented) based on new and levelled EN3PWR- words with EN2S-IVd-f- EN3A-IVd-f-
knowledge stories and IVd-e-22 long vowel 5 2.9
4 formed EN3RC-I0- and 29 sound with at Spell some Take part in
EN3OL-IVa- EN3LC-IVa- 2.2 Read words least 95- irregularly - creative
j-3.2 j-2 a. note with vowel 100% spelled words responses to
Ask and Activate prior details digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
respond to knowledge regarding and ee and said, please, preparing f -1.2.2
questions based on the character, phrases, EN3F-IVa-j- because) logs, journal
about stories to be setting 1.10.1 Interpret
5 sentences and other oral
informational read. and plot and stories Read aloud presentations simple
texts listened Listen to a EN3RC-I0 - containing from familiar tables
to variety of 2.10 these words. prose and EN3V-IVf-g-
(environment, literary and b. sequence EN2WC-IVf- EN3PWR- poetry 13.6
health, how- expository 3 events j-2.3 IVf-g-8 Consisting of Use
6 to’s, etc) texts (Note: Make a card Read words Long vowel homonyms
EN3LC-IVa- different words with correctly
for various with vowel
EN3OL-IV j-2.1 comprehension fluency,
occasions digraphs (meat- meet,
skills may
a-j-1.9 a. note (birthday, oo(food), oa appropriate EN3G-IVg-7 road, -rode)
recur in EN3S-IVg-i- EN3A-IVg-i- EN3SS- IVg-
Compare and important different Christmas, (road) rhythm, Prepositions
2.5 6 h -1.2.1
contrast details quarters) New Year, pacing and EN3V-IVg-i-
Use Take books Interpret a
information EN3LC-IVa- etc) EN3PWR- intonation EN3G-IVg- 9
capitalization from home to bar graphs
heard j-2.7 EN3RC -IVc- IVg-2 h-7.3 Use known
rules in word school or
b. sequence d-1.2 Match words, EN3F-IVa-j- and sentence Use the most words to vice-versa for
at least 3 Interpret phrases and 1.8 level (e.g. frequently perform independent /
events simple maps sentences Read with proper and occurring artistic shared extra
7 using of unfamiliar containing automaticity common prepositions(e theme-based reading
signal places, signs these words 100 2nd and nouns, .g. towards, activities(e.g.
words and symbols with pictures 3rd grade beginning beside,, into, interviews,
EN3LC-IVa- high- words in etc.) telephone
j-2.6 EN3PWR- frequency/ sentences) conversation,
c. retell EN3RC - IVg-28 sight words role-play,
some IVe-g-1.2 etc.) using
Read stories
parts of Interpret EN3F-IVa-j- common sight
containing
K to 12 English Curriculum Guide May 2016 Page 71 of 266
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K to 12 BASIC EDUCATION CURRICULUM
pictographs
Learning Competencies
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Recognition Development
the story these words 1.11 words
EN3LC-IVa- and other Use
j-3.15 words punctuations
d. differentiat including
previously
e real commas,
from learned periods and
make- question EN3V-Ih-i-
believe EN2PW- marks to EN3G-IVh- 26
EN3LC-IVa- IVh-i-6 guide reading 5.6 Show
j-2.8 Read words for fluency Give the understandin
8 e. infer EN3RC - with vowel synonyms g of the
feelings IVh-j-1.2 diphthongs EN3F-IVi-j- and antonyms meaning of
and traits Interpret Oy (boy), oi 5 of common words with
of simple graphs (boil), ou Read poems adjectives vowel
characters and tables (out) with fluency, EN3G-IVi-j- diphthongs by
EN3LC-IVa- Ow (bow) appropriate 5.2 using them in
j-2.16 rhythm,pacin Use the correct
f. identify EN3PWR- g and degrees of sentences in
cause and IVi-2 intonation adjectives in correct
effect Match these making sentences
EN3LC-IVa- words with comparisons
j-2.17 the (positive,
g. draw appropriate comparative,
conclusions pictures superlative)
Learning Competencies
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Recognition Development
water cycle) EN3PWR-
IVj-22
EN3LC-IVi- Recognize
j-3.5 and read EN1V-IVj-
Restate facts some 27
from irregularly Read word
10 informational spelled words with affixes
texts (climate (e.g. such as
change, enough,
children’s through,
rights, traffic beautiful)
safety, etc.)
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
OL – Oral Language
1Q
Initiate conversations with peers in a variety of school BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip Presented.
EN3OL-Ib-1.19 2. *Fun in English 4. 1999. pp 6.
3. *English for You and Me 4 (Language). 2011. pp 27, 93.
2Q
Ask simple questions 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
EN3OL-IIa-b-1.17.2 2. *Unionbank Student’s Work Text 2. 2013. pp 203.
3. *English for You and Me 4 (Language). 2011. pp 31-32.
Give one-to-three step directions 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
EN3OL-IId-e-1.17.1 3. BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
4. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
5. *English for You and Me 4 (Language). 2011. pp 17-19.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.
Recall and share experiences, film viewed and story BEAM ENG2 Module 7 – Organizing Ideas.
EN3WC-IIg-h-2.1
read/listened to as springboard for writing
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K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
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Retell familiar stories to other children EN3A-IIi-j-3 English 2. 2013. pp 317, 340, 364-367, 410.
3Q
Listen and respond to others EN3OL-IIIc-1.16.2 *English for You and Me 4 (Language). 2011. pp 93-97.
Ask and respond to questions about informational texts *English for You and Me 3 (Reading). 2008. pp 56.
EN1LC-IIIg-h-3.2
listened to (environment, health, how-to’s, etc.)
4Q
Present information in varied artistic ways (e.g. role *English for You and Me 4 (Language). 2011. pp 27, 93.
playing, show and tell, radio play/podcast/broadcast/ EN3OL-IVa-e-1.19
reporting/poster presentations)
LC – Listening Comprehension
1Q
Activate prior knowledge based on the stories to be read *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
Listen to a variety of literary and expository texts EN3LC-Ia-j-2 121, 130, 147.
a. note important details 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3LC-Ia-j-2.1 3. *Fun in English 4. 1999. pp. 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
EN3LC-Ia-j-2.7 4. English 2 (Learner’s Material). 2013. pp 63-64.
5. English 2 (Teacher’s Guide). 2013. pp 46.
6. *Fun in English 4. 1999. pp 56, 64, 70-72.
7. *English for You and Me 4 (Language). 2011. pp 96.
8. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-Ia-j-2.6
3. English 2 (Teacher’s Guide). 2013. pp 137.
4. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
3. English 2 (Learner’s Material). 2013. pp 276-278.
4. English 2 (Teacher’s Guide). 2013. pp 143-145.
EN3LC-Ia-j-3.15
5. *English for You and Me 3 (Reading). 2008. pp 159-161.
6. *Fun in English 4. 1999. pp 185, 187.
7. *English for You and Me 4 (Language). 2011. pp 179-181.
8. *English for You and Me 4 (Reading). 2011. pp 173-176.
LEARNING COMPETENCY
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3. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3LC-Ia-j-2.16
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *English for You and Me 3 (Reading). 2008. pp 124.
7. *Fun in English 4. 1999. pp 97-99, 101.
8. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-Ia-j-2.17 5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *English for You and Me 3 (Reading). 2008. pp 140, 154.
8. *Fun in English 4. 1999. pp 172-175.
9. *English for You and Me 4 (Reading). 2011. pp 167,169.
Listen to poems and 1. BEAM ENG2 Module 4 – Rhymes.
a. identify the rhyming words 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
3. English 2 (Learner’s Material). 2013. pp 33-37, 42.
EN3LC-Ic-2.18
4. English 2 (Teacher’s Guide). 2013. pp 34-35.
5. Let’s Begin in English 2. 2013. pp 49-50.
6. *Fun in English 4. 1999. pp 79.
b. give a simple paraphrase EN3LC-Ic-3.11
2Q
Follow a set of verbal three-step directions with picture 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
EN3LC-IIa-b-3.16 2. English for You and Me 3 (Language). 2008. pp 41-43.
cues
Activate prior knowledge based on the stories to be read 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IIa-j-2 121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details EN3LC-IIa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
LEARNING COMPETENCY
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5. English 2 (Teacher’s Guide). 2013. pp 46.
6. English for You and Me 3 (Reading). 2008. pp 109.
7. *Fun in English 4. 1999. pp 56, 64, 70-72.
8. *English for You and Me 4 (Language). 2011. pp 96.
9. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IIa-j-2.6 2. English 2 (Learner’s Material). 2013. pp 264.
3. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIa-j-3.15 3. *Fun in English 4. 1999. pp 185, 187.
4. *English for You and Me 4 (Language). 2011. pp 179-181.
5. *English for You and Me 4 (Reading). 2011. pp 173-176.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIa-j-2.8 2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3LC-IIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause - Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *Fun in English 4. 1999. pp 97-99, 101.
7. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-IIa-j-2.17
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *Fun in English 4. 1999. pp 172-175.
8. *English for You and Me 4 (Reading). 2011. pp 167, 169.
Make simple inferences about thoughts and feelings based 1. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
EN3LC-IIf-h- 2.8
from texts viewed/ listened to
LEARNING COMPETENCY
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3Q
Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IIIa-j-2 121, 130, 147.
Listen to a variety of literary and expository texts 1. *Fun in English 4. 1999. pp 11, 150, 202.
a. Note important details EN3LC-IIIa-j-2.1 2. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. Sequence at least 3 events using signal words 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
EN3LC-IIIa-j-2.7 2. *English for You and Me 4 (Language). 2011. pp 96.
3. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IIIa-j-2.6 2. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIIa-j-3.15 3. *Fun in English 4. 1999. pp 187.
4. *English for You and Me 4 (Language). 2011. pp 179-181.
5. *English for You and Me 4 (Reading). 2011. pp 173-176.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIIa-j-2.8 2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3LC-IIIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *Fun in English 4. 1999. pp 97-99, 101.
7. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
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Informational Reports (school events, sports, projects) EN3LC- IVb -3.7.1
Three-step directions EN3LC-IVc-3.7.2 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IVa-j-2 121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details EN3LC-IVa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
EN3LC-IVa-j-2.7 Sentences/Guided Questions.
4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96.
6. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some partsof the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IVa-j-2.6 2. *Fun in English 4. 1999. pp 187.
LEARNING COMPETENCY
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6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *English for You and Me 3 (Reading). 2008. pp 140, 154.
8. *Fun in English 4. 1999. pp 172-175.
9. *English for You and Me 4 (Reading). 2011. pp 167, 169.
Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7
Explanation (life cycle, water cycle) 1. English 2 (Learner’s Material). 2013. pp 239-240.
EN3LC-IVg-h-3.7.5 2. English 2 (Teacher’s Guide). 2013. pp 125-126.
RC – Reading Comprehension
1Q
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and plot 2. MISOSA ENG4 – Noting Details Using Story Grammar.
3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
EN3RC-I0-2.2
4. English 2 (Learner’s Material). 2013. pp 236-238.
5. English 2 (Teacher’s Guide). 2013. pp 123-124.
6. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
LEARNING COMPETENCY
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Make simple predictions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
EN3RC-IIa-b-2.8 4. MISOSA ENG4 – Predicting Outcomes.
5. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
65, 72, 83, 89, 92, 94, 107, 113, 131, 137, 144, 147-148, 158, 165.
6. *Fun in English 4. 1999. pp 134-135.
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
EN3RC-II0-2.2
104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
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3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
4. *English for You and Me 4 (Reading). 2011. pp 5, 167.
a. note details regarding character, setting and plot 1. Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
2. English 2 (Learner’s Material). 2013. pp 123-124.
EN3RC-III0-2.2 3. English 2 (Teacher’s Guide). 2013. pp 236-238.
4. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
65, 72, 83, 92, 94, 107, 113, 131, 144, 147-148, 158, 168.
5. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
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WC – Writing/ Composition
1Q
Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to EN3WC-Ia-j-4 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
a. draw and write sentences about one’s drawing
a. a note of advice EN3WC-IIa-j-5
b. Thank you letter 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
EN3WC-Ia-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
3. *English for You and Me 4 (Language). 2011. pp 64.
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Use verbs in simple future tense 1. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
2. MISOSA ENG4 – Using the Future Form of the Verb.
EN3G-IIi-j-3.2.2
3. Let’s Begin in English 2. 2013. pp 356, 359, 362.
4. *English for You and Me 4 (Language). 2011. pp 139-146.
3Q
Use demonstrative pronouns (this,/that, these/those) 1. BEAM ENG2 Module 5A – Getting the Main Idea.
EN3G-IIIa-b-4.2.1 2. Let’s Begin in English 2. 2013. pp 233-234, 236-237, 239-240, 244-245.
3. *Unionbank Student’s Work Text 2. 2013. pp 88, 128.
Use personal pronouns (e.g. I, you, he, she, it, we, they) 1. BEAM-DLP3 Module 26 – Identifying Pronouns.
2. Let’s Begin in English 2. 2013. pp 133-134, 139, 148-149, 152, 154, 157, 165-167.
EN3G-IIIc-d-4.2.3 3. *Unionbank Student’s Work Text 2. 2013. pp 85-87.
4. *English for You and Me 3 (Language). 2008. pp 89-90.
5. *English for You and Me 4 (Language). 2011. pp 104-110, 112-115.
Use commonly used possessive pronouns 1. BEAM-DLP3 Module 30 – Using Possessive Pronouns.
2. Let’s Begin in English 2. 2013. pp 180-181, 184, 186, 190-191, 197-198, 201-202, 204, 215,
EN3G-IIIe-f-4.2.4 216, 217, 221, 224.
3. *Unionbank Student’s Work Text 2. 2013. pp 127, 130.
4. *English for You and Me 3 (Language). 2008. pp 72-75.
Adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives.
EN3G-IIIf-g-5 2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
466-468.
Use descriptive adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives
2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
EN3G-IIIf-g-5.3.1
466-468.
3. *English for You and Me 4 (Language). 2011. pp 147-154.
4Q
Prepositions 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. BEAM ENG2 – Sequencing Events.
EN3G-IVg-7 3. BEAM-DLP3 Module 68 – Using Prepositions.
4. BEAM-DLP4 Module 61 – Using Prepositions.
5. *English for You and Me 4 (Language). 2011. pp 173-178.
Use the most frequently occurring prepositions(e.g. 1. BEAM ENG2 – Sequencing Events.
towards, beside,, into, etc.) 2. BEAM ENG2 Module 7 – Organizing Ideas.
EN3G-IVg-h-7.3
3. BEAM-DLP3 Module 68 – Using Prepositions.
4. BEAM-DLP4 Module 61 – Using Prepositions.
5. *English for You and Me 4 (Language). 2011. pp 173-178.
Give the synonyms and antonyms of common adjectives 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN3G-IVh-5.6 2. BEAM ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
4. Let’s Begin in English 2. 2013. pp 473-475, 481-483, 490-491, 495-497.
Use the degrees of adjectives in making comparisons EN3G-IVi-j-5.2 1. BEAM-DLP3 Module 65 – Comparing Adjectives.
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(positive, comparative, superlative) 2. BEAM-DLP4 Module 53 – Using the Degrees of Comparison of Regular Adjectives.
3. MISOSA ENG4 – Using the Degree of Comparison of Regular Adjectives.
4. *English for You and Me 3 (Language). 2008. pp 157-160.
5. *English for You and Me 4 (Language). 2011. pp 155-164.
Adverbs 1. BEAM-DLP4 Module 59 – Adverbs of Place.
2. BEAM-DLP4 Module 60 – Adverbs of Time.
EN3G-IVi-6
3. MISOSA ENG4 – Using Adverbs of Time and Place.
4. *English for You and Me 4 (Language). 2011. pp 165-171.
Recognize adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN3G-IVi-j-6.1 2. *English for You and Me 4 (Language). 2011. pp 165-171.
S – Spelling
2Q
Spell one-to-two syllable words with consonant blends EN3S-IIa-b-4 BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
(e.g. pl, tr)
Spell words with initial and final consonant blends and 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
EN3S-IIi-j-4.3 2. BEAM-DLP3 Module 5 – Identifying Words with Final Consonant Blends.
consonant digraphs
3Q
Spell words that were introduced during word recognition EN3S-IIIa-d-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IIIg-j-2.5
sentences)
4Q
Spell words that were introduced during word recognition EN3S- IVa –b-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IVg-i-2.5
sentences)
V – Vocabulary Development
1Q
Give the meaning of words used in stories listened to 1. BEAM-DLP3 Module 3 – Decoding New Words with (CVC/CVCV) Patterns.
2. *English for You and Me 3 (Reading). 2008. pp 44, 70, 105, 111, 120, 128, 149, 155, 162.
EN1V-Ia-b-01 3. Fun in English 4. 1999. pp. 3, 8, 16, 24, 30, 38, 44, 53, 58, 66, 74, 82, 90, 102, 110, 120,
*128, 136, 146, 153, 162, 168, 180, 188, 198, 206.
4. *English for You and Me 4 (Reading). 2011. pp 113, 123, 137, 143, 151, 152.
Classify common words into conceptual categories (e.g. *English for You and Me 4 (Reading). 2011. pp 83, 84.
EN2V-Ie-14
animals, foods, toys)
2Q
Derive meaning from repetitive language structures *English for You and Me 3 (Reading). 2008. pp 23, 44, 70, 86, 105, 114, 120, 128, 149, 155,
EN3V-IIc-6 162.
review
Show understanding of meaning of words with consonant *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
EN3V-IIg-h-5.2
digraphs /ch/ through drawing, actions, and using them
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in sentences
Show understanding of meaning of words with consonant *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
digraphs /sh/ through drawing, actions, and using them EN3V-IIi-j-5.3
in sentences
3Q
Recognize some words represented by common 1. BEAM ENG2 Module 2 – Intonation and Expressions.
EN3V-IIIa-7 2. BEAM ENG2 Module 3A – Giving and Following Directions.
abbreviations (e.g. Mr. Ave., Oct.)
Give the synonyms and antonyms of somewords 1. BEAM ENG2 Module 2 – Intonation and Expressions.
2. BEAM ENG2 Module 4 – Rhymes.
3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN1V-IIIa-c-13.1,13.2
4. Let’s Begin in English 2. 2013. pp 34, 62, 131.
5. *Unionbank Student’s Work Text 2. 2013. pp 79-82.
6. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.
1. *Unionbank Student’s Work Text 2. 2013. pp 79-82.
EN3V-IIIb-d-13 2. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.
Homonyms (e.g. flower/flour) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN3V-IIIe-f13.6 2. *Fun in English 4. 1999. pp 153, 162, 168, 180, 188, 198.
4Q
Give the correct meaning of homonyms (pail,pale) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN1V-IVa-b-13.6 2. *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Determine what words mean based on how they are used *Fun in English 4. 1999. pp 204-205.
EN3V-IVa-j-12.3
in a sentence
Use homonyms correctly (meat- meet, road, -rode) EN1V-IVf-g-13.6 *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Read word with affixes 1. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes.
EN1V-IVj-27 2. *Unionbank Student’s Work Text 2. 2013. pp 153, 192-193, 198.
3. *Fun in English 4. 1999. pp 3, 8, 16, 24, 30, 38, 44, 206.
A - Attitude
1Q
Participate/engage in a read-along of texts (e.g. poetry, EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
2Q
Participate/ engage in a read-along of texts (e.g. poetry, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
repetitive text)
SS – Study Strategy
1Q
Arrange words in alphabetical order 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-Ia-2.1 2. *Fun in English 4. 1999. pp 119, 126.
2Q
The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
Grade Level Standards
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from
various text types.
FIRST QUARTER
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Ia-17 EN4OL-Ia- EN4V-Ia-31 EN4RC-Ia-2.2 EN4F-Ia-6 EN4SS-Ia-6 EN4G-Ia-b- EN4WC-Ia-b- EN4A-Ia-c-19
Note details in a 1.14.4 Use context clues Note significant Read words, Locate 2.3 15 Show willingness
literary text listened Speak clearly to find meaning details in a literary phrases, poems, information Use the plural Write 2–3 and enthusiasm
to using appropriate of unfamiliar text or stories with using print and form of regular sentences about in reading or
1
pronunciation words long vowel a nonprint nouns the characters in listening to a
and intonation sound resources a literary text literary text
listened to or
read
EN4LC-Ib-1.1 EN4OL-Ib- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 EN4SS-Ib-6
Note details in a 1.14.4 Use context clues Analyze a story in Read words, Locate
selection listened to Speak clearly (synoynms) to terms of its setting phrases, poems, information
2
using appropriate find meaning of or stories with using print and
pronunciation unfamiliar words long vowel e nonprint
and intonation sound resources
EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in Read words, 2.15 Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting phrases, poems, Use graphic of irregular forms of simple
questions about a using appropriate find meaning of or stories with organizers to nouns composition
story/poem listened pronunciation unfamiliar words long vowel i show (letters) as a
3
to and intonation sound understanding response to
of texts (story stories/poems
sequence read or listened
organizers) to
SECOND QUARTER
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-IIa-19 EN4OL-IIa-11 EN4V-IIa-32 EN4RC-IIa-1.1 EN4F-IIa-4 EN4SS-IIa-7 EN4G-IIa- EN4WC-IIa- EN4A-IIa-b-
Identify the Restate or retell Identify meanings of Identify the Read with Classify related 4.2.1 15 22
elements of a information from unfamiliar words important story automaticity words, ideas, Identify and Write 2–3 Demonstrate
literary text listened a text listened to through structural elements such as grade-level and and concepts use personal sentences about respect for the
to analysis (e.g., setting, frequently according to pronouns in the characters ideas, feelings,
compound words and character, and occurring certain sentences in a literary text and culture of
1 their components: one- plot content-area characteristics listened to or the author of
word compound words and similarities read the text listened
[backyard], two-word to
compound [security
guard], hyphenated
compound word [sister-
in-law])
EN4LC-IIb-19 EN2OL-IIb-1.5 EN4V-IIb-32 EN4RC-IIb-27 EN4F-IIb-4 EN4SS-IIb-7 EN4G-IIb-37 EN4WC-IIb-
2 Identify the Use courteous Identify meanings of Identify the Read with Classify related Use the 15
elements of a expressions unfamiliar words important story automaticity words, ideas, pronoun that Write 2-3
K to 12 English Curriculum Guide May 2016 Page 96 of 266
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K to 12 BASIC EDUCATION CURRICULUM
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
literary text listened through structural elements such as grade-level and concepts agrees in sentences about
to analysis (e.g., setting, character frequently according to gender, number the characters
compound words and and plot occurring certain with the in a literary text
their components: one- content area characteristics antecedent listened to or
word compound words and similarities read
[backyard], two-word
compound [security
guard], and hyphenated
compound [sister-in-
law])
EN4LC-IIc-19 EN4OL-IIc-12 EN4V-IIc-32 EN4RC-IIc-28 EN4F-IIc-4 EN4G-IIc-38 EN4A-IIc-23
Note the elements Listen and Identify meanings of Identify the Read with Identify and Show
of the literary text answer questions unfamiliar words theme of the automaticity use s form of enthusiasm for
listened to about a story through structural literary text read grade-level and verbs participating in
read/listened to analysis (words and frequently read-along
affixes) occurring activities (choral
3 content-area reading and
words readers’
theather)
EN4F-IIc-5
Read correctly
words that end
with –s
EN4LC-IId-20 EN4OL-IId-12 EN4V-IId-33 EN4RC-IId-29 EN4F-IId-15 EN4SS-IId-8 EN4G-IId- EN4WC-IId- EN4A-IId-24
Infer traits and Listen to and Use prefixes and root Infer traits and Read words, Locate meaning 3.2.1 20 Show
feelings of answer questions words as clues to get feelings of phrases, of words from Use the present Write a short enthusiasm for
characters based about the story the meaning of words characters based poems, and the dictionary form of verbs story with its participating in
4 on what they say read/ listened to on what they say stories with that agree with complete read-along
or do in a story or do in a story accuracy and the subject elements activities (choral
listened to read appropriate reading and
expression readers’
theather)
EN4LC-IIe-21 EN4OL-IIe-1.1 EN4V-IIe-33 EN4RC-IIe-30 EN4F-IIe-15 EN4SS-IIe-9 EN4G-IIe-9 EN4WC-IIe- EN4A-IIe-25
Sequence events in Relate story Use prefixes and root Use appropriate Read words, Use timeline to Use possessive 21 Take part in
a story listened to events to one’s words as clues to get graphic phrases, show order of pronouns that Write a short creative
experience meaning of words organizers to poems, and events agree in story with its responses in
5 show the stories with gender with complete preparing logs,
sequence of accuracy and antecedents elements journal, and
events in a text appropriate other oral
read (story) expression presentations
LC V RC F WC
OL SS G A
Week Listening Vocabulary Reading Oral Reading Writing
Oral Language Study Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC-IVa- EN4A-IVa-34
Distinguish fact from State a fact and 1 Distinguish fact from Read aloud Get information Identify 34 Express interest
opinion in opinion about a Use knowledge opinion in an grade four-level from an prepositions in Outline a in different
informational text particular topic of context clues informational text texts with advertisement sentences paragraph with texts by
1
(advertisements) to find the accuracy rate of explicity given reading
meaning of 95–100% main idea available print
unfamiliar words materials
(synonyms) (Informational)
EN4LC-IVb-31 EN4OL-IVb-21 EN4V-IVb- EN4RC-IVb-42 EN4F-IVb-1.6 EN4SS-IVb-16 EN4G-IVb- EN4WC-IVb- EN4A-IVb-34
Distinguish fact from State a fact and 13.2 Distinguish fact from Read aloud Get information 7.3 35 Expess interest
opinion in opinion about a Use knowledge opinion in grade four-level from an Use Write a 2- in text by
informational text particular topic of context clues informational text texts with an announcement prepositions in point sentence reading
2 sentences –
(announcement) to find the accuracy rate of outline available print
meaning of 95–100% to and from materials
unfamiliar words (Informational)
(antonyms)
EN4LC-IVc-31 EN4OL-IVc-22 EN4V-IVc-41 EN4RC-IVc-43 EN4F-IVc-1.6 EN4SS-IVc-17 EN4G-IVc-7.3 EN4WC-IVc- EN4A-IVc-34
Tell whether an Express whether Identify the Distiguish reality Read aloud Use search Use 36 Express interest
action or event is a an action or meaning of from fantasy in grade four-level engine, prepositions in Write a in text by
reality or a fantasy event is reality words with stories read texts with encylopedia, sentences paragraph reading
3
or fantasy multiple accuracy rate of almanac and – among and based on a 2- available print
meanings 95–100% other multimedia between point outline materials
sources to get (Informational)
information
EN4LC-IVd-32 EN4OL-IVd-23 EN4V-IVd-42 EN4RC-IVd-43 EN4F-IVd-1.13 EN4SS-IVd-18 EN4G-IVd- EN4WC-IVd- EN4A-IVd-34
Evaluate the State conclusion Identify meaning Distinguish reality Read grade-level Take down 7.3 37 Express interest
likelihood that a to realistic of words with from fantasy in texts with 118 important Use Write 5–6 in text by
story/event could fiction prefixes un-, in-, stories read words correct information prepositions in, sentence reading
4
really happen im-, dis-, mis- words per on, under, and paragraph available print
and re- minute above in about a given materials
sentences topic (Informational)
(Prewriting)
EN4LC-IVe-33 EN4OL-IVe-24 EN4V-IVe-43 EN4RC-IVe-44 EN4F-IVe-1.13 EN4SS-IVe-5.4 EN4G-IVe- EN4WC-IVe- EN4A-IVe-34
Draw conclusion in State conclusion Identify meaning Make inferences and Read grade-level Interpret a map 7.2 38 Express interest
informational text to informational of word with draw conclusions texts with 118 Use Write 5–6 in text by
5 heard text suffixes -ful and based on words correct prepositional sentence reading
-less informational text words per phrases in paragraph available print
minute sentences about a given materials
topic (Writing) (Informational)
GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
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 and 13 Self-correct Compose clear 1.1.6.1 Describe Observe
1 Use appropriate Infer the when reading and coherent Plan a two to different forms politeness at all
details
facial meaning of sentences three- and times
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
expressions unfamiliar using paragraph conventions of
words appropriate composition film and
(compound) grammatical using an moving pictures
based on structures: (lights,
outline/other
given context -Aspects of blocking,
clues verbs graphic direction,
(synonyms, organizers characterization
antonyms, , acting, dialog,
word parts) setting or set-
and other up)
strategies
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 Describe Observe
Identify the Use appropriate Infer the Infer the theme grade level and coherent Plan a two to different forms politeness at all
elements of body meaning of of literary text appropriate sentences three- and times
literary texts movements/ges unfamiliar text with an using paragraph conventions of
tures words accuracy rate appropriate film and
composition
(compound) of 95 – 100% grammatical moving pictures
2 using an
based on structures: (lights,
given context -Aspects of outline/other blocking,
clues verbs graphic direction,
(synonyms, organizers characterization
antonyms, , acting, dialog,
word parts) setting or set-
and other up)
strategies
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) occurring grammatical EN5A-Id-17
based on given elements content area structures: based on Show
context clues -Theme words -Modals the prepared tactfulness
4 outline
(synonyms, -Setting (Art) when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and
ending)
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts)
text
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
unfamiliar grade level sentences -transition/
(simile,
words frequently using signal words
metaphor, occurring appropriate EN5A-Ig-17
( clipped)
7 personificati
based on content area grammatical Show
given context on, words structures: tactfulness
clues hyperbole) (Health) -conjunctions when
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
structures: when
-conjunctions communica-
ting with others
SECOND 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
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used
sentences appropriate composition to influence EN5A-IIa-17
and grammatical using an viewers Show
1
supporting structures: outline/other EN5VC-IIa- tactfulness
details of a -subject-verb graphic 7.1 when
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2
Point of view
EN5VC-IIa-
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
K to 12 English Curriculum Guide May 2016 Page 115 of 266
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K to 12 BASIC EDUCATION CURRICULUM
Comprehension Language Development Comprehension Fluency Research Grammar Composition Viewing Attitude
content describe content area appropriate EN5VC-IId- tactfulness
specific words words grammatical 7.1 when
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others
connotation) nouns and verb 7.2
(Science) agreement Point of view
EN5VC-IId-
7.3
Propagandas
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
5
content events/ words -kinds of -punctuation 7.1 when
specific words information adjectives marks Stereotypes, communica-
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times
support 20.2.2 according to grade level from various using showing explicitly used
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show
meanings of content area references structures: EN5VC-IIf- tactfulness
6
content words -order of 7.1 when
specific words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
signal words EN5VC-IIi- ting with others
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
10
and proper accurately 7.1 when
expression (school forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others
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
Grade Level Standards
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
2.15 2.7 20.3 3.2.5 2.9 Organize 7.3.2 Observe
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
to support to stay on topic meaning of text-types when reading from primary and coherent times
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17
(compound, (structural and writing, appropriate Show
affixed) based language) reporting and grammatical tactfulness
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
2 20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other strategies
K to 12 English Curriculum Guide May 2016 Page 119 of 266
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K to 12 BASIC EDUCATION CURRICULUM
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize 1.8.1 Observe
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary times
3 EN5G-IIIa-
understanding of others unfamiliar according to accuracy, sources in
1.8.3
words features EN5F-IIIc- preparation for EN5A-IIIc-17
writing, Use a Show
(compound, (structural and 1.6
affixed) based language) appropriate reporting and particular kind tactfulness
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
on -Problem and rate and similar of sentence when
EN5V-IIIc- solution EN5F-IIIc- academic tasks for a specific communica-
20.4 1.7 in collaboration purpose and ting with others
given context proper with others audience
clues expression -asking
(Synonyms permission
Antonyms -making
word parts) requests
and
EN5V-IIIc-
20.5
other strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
composition
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness
on -Problem and similar purpose and outline/other when
EN5V-IIId- solution academic tasks audience graphic communica-
4 20.4 in collaboration -asking organizers ting with others
given context with others permission
clues -responding to
(Synonyms questions
Antonyms
word parts)
and
EN5V-IIId-
20.5
K to 12 English Curriculum Guide May 2016 Page 120 of 266
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K to 12 BASIC EDUCATION CURRICULUM
other strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
5
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - appropriate tactfulness
on -Cause and similar -giving punctuation when
EN5V-IIIf- effect academic tasks information marks communica-
6 20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
K to 12 English Curriculum Guide May 2016 Page 121 of 266
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K to 12 BASIC EDUCATION CURRICULUM
20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
7
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
-comparison expressions in similar -making 7.1 when
and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16
3.17 Organize 1.8.10 Observe
Identify point- information Use a politeness at all
EN5F-IIIj-1.7
of-view from secondary particular kind times
Observe
sources in of sentence
accuracy,
preparation for for a specific EN5A-IIIj-17
appropriate
10 writing, purpose and Show
rate and proper
reporting and audience tactfulness
expressions in
similar -expressing when
choral, echo
academic tasks opinions/ communica-
and shadow
in collaboration Emotions ting with others
reading
with others
FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
Grade Level Standards
reading to meet various needs .
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
K to 12 English Curriculum Guide May 2016 Page 123 of 266
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K to 12 BASIC EDUCATION CURRICULUM
Comprehension Language Development Comprehension Fluency Composition
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
2 3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17
meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
3 meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
and recounts, ting with others
connotation) process)
(Health)
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
(denotation communica-
and ting with others
connotation)
(TLE)
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
8 Use verbal and Observe
3.13 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
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K to 12 BASIC EDUCATION CURRICULUM
Comprehension Language Development Comprehension Fluency Study Strategy Grammar Composition Viewing Attitude
pronunciation
in dramatic
readings and
presentations
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
LC - Listening Comprehension
1Q
Note significant details 1. MISOSA ENG5 – Noting Details.
EN5LC-Ia-2.1 2. *English for You and Me (Language) 6. 2008. pp 3, 8, 14, 21, 37, 38, 44, 50, 54, 60, 64,
69, 77, 84, 91, 94, 100, 106, 112, 120, 127, 133, 139, 156, 162.
Identify the elements of literary texts EN5LC-Ib-2.17.1 1. *Fun in English 4. 1999. pp 20, 21, 22, 23.
EN5LC-Ic-2.17.2 2. *English for You and Me (Language) 6. 2008. pp 100.
EN5LC-Id-2.17.3
Analyze sound devices (onomatopoeia, alliteration, EN5LC-Ie- *English for All Times 6. 1999. pp 105, 144-146.
assonance) 2.11.1/2.11.2/2.11.3
Infer the speaker’s tone, mood and purpose EN5LC-If- 1. *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8.3 2. *English for All Times 5. 1999. pp 142, 184.
Distinguish reality from fantasy 1. *Fun in English 4. 1999. pp 185, 187.
EN5LC-Ig-2.3
2. *English for All Times 5. 1999. pp 171, 200.
EN5LC-Ih-2.3 3. *English for All Times 6. 1999. pp 72.
2Q
Identify informational text-types EN5LC-IIb-3.19 *English for All Times 5. 1999. pp 44.
EN5LC-IIc-3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-2.10
2. *English for All Times 5. 1999. pp 218-219.
EN5LC-IIe-2.10 3. *English for You and Me (Reading) 6. 2008. pp 31.
3Q
Distinguish fact from opinion 1. *English for All Times 5. 1999. pp 48-49, 75, 103-104.
EN5LC-IIIa-2.10 2. *English for You and Me (Reading) 6. 2008. pp 31.
Provide evidence to support understanding EN5LC-IIIa-2.15 *English for All Times 5. 1999. pp 7, 18, 31, 44, 65, 75, 82, 91-92, 103-104, 131-132, 141-
EN5LC-IIIb-2.15 142, 163, 173, 200, 211, 223.
EN5LC-IIIc-2.15
Infer the speaker’s tone, mood and purpose EN5LC-IIId- 1. *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8.3 2. *English for All Times 5. 1999. pp 18, 184.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
Correct Word).
3. *Fun in English 4. 1999. pp 160-161, 204-205.
4. *English for You and Me 4 (Reading). 2011. pp 7-10.
5. *English for All Times 5. 1999. pp 53.
6. *English for All Times 6. 1999. pp 73, 74, 106, 107.
2Q
Identify different meanings of content specific words EN5V-IIg-20.1.3 1. *English for You and Me 4 (Reading). 2011. pp 16-21.
(denotation and connotation) EN5V-IIg-20.2.3
(Health) ---
EN5V-IIh-20.1.3
EN5V-IIh-20.2.3
3Q
Infer the meaning of unfamiliar words (compound, 1. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
affixed) based on EN5V-IIIa-20.3 2. *English for All Times 6. 1999. pp 45-47, 184.
EN5V-IIIb-20.3 3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
EN5V-IIIc-20.3 173, 184, 200, 211.
EN5V-IIId-20.3 4. *English for You and Me 6 (Language). 2008. pp 59.
5. *English for You and Me 6 (Reading). 2008. pp 10, 12.
given context clues (Synonyms/Antonyms word parts) and 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIa-20.4
2. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-IIIb-20.4
3. BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-IIIc-20.4
4. *English for All Times 6. 1999. pp 35, 51, 79, 117.
EN5V-IIId-20.4 5. *Fun in English 4. 1999. pp 96-97, 124.
given context clues (Synonyms/Antonyms word parts) and 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIf-20.4
2. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-IIIe-20.4 3. BEAM-DLP5 Module 9 – Using Antonyms.
RC - Reading Comprehension
1Q
Infer the theme of literary text 1. MISOSA ENG6 - Making Inferences.
EN5RC-Ib-2.9.1 2. *English for You and Me 4 (Reading). 2011. pp 31-32, 37-38.
Summarize narrative texts based on elements 1. *Fun in English 4. 1999. pp 23.
-Theme 2. *English for All Times 6. 1999. pp 51-55.
EN5RC-Ic-2.23
-Setting 3. *English for You and Me 6 (Reading). 2008. pp 94.
EN5RC-Id-2.23
-Characters (Heroes and Villains)
-Plot (beginning, middle and ending)
Analyze a 2-stanza poem in terms of its elements 1. *English for You and Me 4 (Reading). 2011. pp 2-6, 67-68, 73-75.
EN5RC-Ie-6 2. *English for You and Me 6 (Reading). 2008. pp 94.
(rhymes, sound devices, imagery and figurative language)
Analyze figures of speech (simile, metaphor, EN5RC-If-2.3 *English for All Times 6. 1999. pp 210.
personification, hyperbole) in a given text EN5RC-Ig-2.3
EN5RC-Ih-2.3
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
Identify main idea, key sentences and supporting details 1. *Fun in English 4. 1999. pp 34, 35, 36, 41, 47, 50.
EN5RC-IIa-2.21
of a given paragraph 2. *English for You and Me 4 (Reading). 2011. pp 46-51, 54-58.
EN5RC-IIb-2.21 3. *English for You and Me 6 (Reading). 2008. pp 103.
Distinguish text-types according to purpose EN5RC-IIc-3.2.1 1. *English for You and Me 4 (Language). 2011. pp 147-148.
-To classify or describe EN5RC-IId-3.2.1 2. *English for You and Me 6 (Language). 2008. pp 4-5.
-To recall a series of events/information EN5RC-IIe-3.2.2 *English for You and Me 4 (Language). 2011. pp 45-46, 111-112.
-To explain EN5RC-IIf-3.2.3 *English for You and Me 4 (Reading). 2011. pp 23-26.
Make an outline from a selection read EN5RC-IIh-2.15.1 *English for You and Me 4 (Reading). 2011. pp 96-97, 100.
EN5RC-IIi-2.15.1 1. *English for All Times 6. 1999. pp 204-205.
3Q
Distinguish text-types according to features (structural EN5RC-IIIb-3.2.5 *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119-
and language) EN5RC-IIIc-3.2.5 123, 136-137, 140, 160.
-Problem and solution EN5RC-IIId-3.2.4
-Cause and effect 1. *Fun in English 4. 1999. pp 97-101, 124-125.
EN5RC-IIIe-3.2.6
2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
EN5RC-IIIf-3.2.6 3. *English for All Times 6. 1999. pp 60.
-Comparison and Contrast EN5RC-IIIg-3.2.7 *English for You and Me 4 (Language). 2011. pp 155-164.
EN5RC-IIIh-3.2.7
4Q
Distinguish text-types according to features (structural *English for You and Me 4 (Language). 2011. pp 13, 18-19.
EN5RC-IVa-3.2.8
and language)
-Enumeration EN5RC-IVb-3.2.8
-Time-order (sequence, recounts, process) 1. *Fun in English 4. 1999. pp 70, 71-72.
EN5RC-IVc-3.2.9
2. *English for You and Me 4 (Language). 2011. pp 13, 18-19, 20-21.
EN5RC-IVd-3.2.9 3. *English for All Times 6. 1999. pp 236-237.
Use appropriate graphic organizers in texts read *English for You and Me 4 (Language). 2011. pp 43, 48, 78, 80, 85, 92, 94, 99-102, 143,
EN5RC-IVe-2.15.2 163, 176-177, 180-181.
F - Oral Reading Fluency
SS - Study Strategy
2Q
Use card catalog to locate resources 1. MISOSA English 6 – Using the Card Catalogue.
EN5SS-IIb-1.5.3 2. *English for All Times 6. 1999. pp 85-87.
-Dictionaries 1. BEAM-DLP4 Module 6 – Using the Dictionary.
EN5SS-IId-1.4 2. *English for All Times 6. 1999. pp 73-74, 106-107.
Organize information from primary sources in preparation MISOSA English 6 – Organizing Ideas.
for writing, reporting and similar academic tasks in EN5SS-IIh-1.8
collaboration with others
G - Grammar
1Q
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
grammatical structures: EN5G-Ib-3.3
-Aspects of Verbs
2Q
-kinds of adjectives EN5G-IIe-5.3 *English for You and Me 4 (Language). 2011. pp 149-154.
-order of adjectives EN5G-IIf-5.5
-degrees of adjectives EN5G-IIg-5.2 *English for You and Me 4 (Language). 2011. pp 155-164.
-subordinate and coordinate conjunctions EN5G-IIh-8.3
3Q
Compose clear and coherent sentences using appropriate *English for You and Me 4 (Language). 2011. pp 173-178.
grammatical structures: EN5G-IIIa-7.3.1
-Prepositions
-Prepositional phrases EN5G-IIIa-7.3.2 *English for You and Me 4 (Language). 2011. pp 173-178.
Use a particular kind of sentence for a specific purpose *English for You and Me 4 (Language). 2011. pp 83-85, 90-95.
and audience EN5G-IIIa-1.8.1
-asking permission
-following and giving directions 1. BEAM-DLP4 Module 10 – Writing Sentences/Paragraphs Giving Simple Directions in Doing
Something.
EN5G-IIIe-1.8.4 2. *Fun in English 4. 1999. pp 192, 193, 194, 197.
3. *English for You and Me 4 (Language). 2011. pp 12-17.
4. *English for All Times 6. 1999. pp 161-163.
-giving information EN5G-IIIf-1.8.8 1. *English for You and Me 4 (Language). 2011. pp 90-95.
-making explanation EN5G-IIIg-1.8.9 1. *English for You and Me 4 (Language). 2011. pp 90-95.
4Q
Use compound sentences to show EN5G-IVa-1.8.1 1. *Fun in English 4. 1999. pp 97-101, 124-125.
-cause and effect EN5G-IVb-1.8.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
-problem – solution relationship of ideas EN5G-IVc-1.8.2 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119-
EN5G-IVd-1.8.2 123, 136-137, 140, 160.
Use complex sentences to show EN5G-IVe-1.9.1 1. *Fun in English 4. 1999. pp 97-101, 124-125.
-cause and effect EN5G-IVf-1.9.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
-problem – solution relationship of ideas EN5G-IVg-1.9.2 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119-
EN5G-IVh-1.9.2 123, 136-137, 140, 160.
WC - Writing/Composition
1Q
Plan a two to three-paragraph composition using an EN5WC-Ia-1.1.6.1 1. *English for You and Me 4 (Reading). 2011. pp 118.
outline/other graphic organizers EN5WC-Ib-1.1.6.1 2. *English for You and Me 4 (Language). 2011. pp 18-19, 110.
Revise writing for clarity 1. *English for You and Me 4 (Reading). 2011. pp 6.
- correct spelling EN5WC-Ie-1.8.2 2. *English for You and Me 4 (Language). 2011. pp 6, 10.
-punctuation marks EN5WC-If-1.8.1 1. *English for You and Me 4 (Language). 2011. pp 8-9, 75-79, 81, 89.
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
outline/other graphic organizers
Write paragraphs showing EN5WC-IIb-2.2.5 1. *Fun in English 4. 1999. pp 97-98, 99, 101, 124-125.
-cause and effect EN5WC-IIc-2.2.5 2. *English for All Times 6. 1999. pp 60.
Distinguish among forms (kinds and descriptions) 1. BEAM-DLP5 Module 12.
Fill-out forms accurately (school forms, deposit and EN5WC-IIj-3.7 2. *English for All Times 6. 1999. pp 141.
withdrawal slips, etc.)
3Q
Plan a two to three-paragraph composition using an *English for All Times 6. 1999. pp 172-179.
EN5WC-IIId-1.1.6.1
outline/other graphic organizers
4Q
Plan a two to three-paragraph composition using an *English for All Times 6. 1999. pp 172-179.
EN5WC-IVc-1.1.6.1
outline/other graphic organizers
GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
2.3.7 experience of idiomatic Determine appropriate sentences different forms times
Analyze sound appropriate to expressions tone, mood, text with an using and
devices (irony the occasion using and purpose of accuracy rate appropriate conventions of EN6A-Ic-17
and hyperbole) -roots the author of 95 – 100% grammatical film and Show
in a text heard structures: moving tactfulness
-tenses of pictures when
verbs (direction) communicating
with others
EN6A-Ic-18
Show openness
to criticism
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id-6.9 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- Analyze grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 figures of appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- speech text with an using and
2.11.3 the occasion 12.4.2.2 (simile, accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning metaphor) of 95 – 100% grammatical film and Show
speaker’s tone, of figurative structures: moving tactfulness
4
mood and language using -aspects of pictures when
purpose -context clues verbs (characterizatio communicating
-affixes and n) with others
roots
-other EN6A-Id-18
strategies Show openness
to criticism
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
to criticism
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Observe
EN6LC-If- Analyze automaticity EN6G-If- Describe politeness at all
2.11.2 figures of grade level 4.4.3 different forms times
EN6LC-If- speech frequently EN6G-If- and
2.11.3 (culture- occurring 4.4.2 conventions of EN6A-If-17
Infer the based content area Compose clear film and Show
speaker’s tone, euphemism words and coherent moving pictures tactfulness
mood and ) sentences (dialog) when
6 purpose using communicating
appropriate with others
grammatical
structures:
-Pronoun- EN6A-If-18
reference Show openness
agreement to criticism
(number, case,
gender)
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
based on correct per using and
how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show
developed structures: moving tactfulness
the -Subject-verb pictures (set- when
elements: agreement up) communicating
-Plot with others
(chronological-
sequential, en EN6A-Ih-18
medias res, Show openness
flashback) to criticism
EN6RC-Ii- EN6F-Ii-1.13 EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16
2.24.4 Read grade Compose clear 3.3.1 Observe
EN6RC-Ii- level text with and coherent EN6VC-Ii- politeness at all
2.24.5 135 words sentences 3.3.2 times
Evaluate correct per using EN6VC-Ii-
narratives minute appropriate 3.3.3 EN6A-Ii-17
based on grammatical Analyze the Show
how the structures: characters used tactfulness
K to 12 English Curriculum Guide May 2016 Page 139 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
author -Subject-verb in print, non- when
developed agreement print, and communicating
the digital with others
elements: materials (Age
-theme and gender, EN6A-Ii-18
9 -point of view Race and Show openness
nationality, to criticism
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)
EN6F-Ij-1.13 EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
Read grade Compose clear 3.3.1 Observe
10 level text with and coherent EN6VC-Ij- politeness at all
135 words sentences 3.3.2 times
correct per using EN6VC-Ij-
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
minute appropriate 3.3.3 EN6A-Ij-17
grammatical Analyze the Show
structures: characters used tactfulness
-Subject-verb in print, non- when
agreement 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
K to 12 English Curriculum Guide May 2016 Page 140 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
and digital
materials
(Urban or
Rural; Affluent
or Poor)
SECOND QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Strategy Composition
Research
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 to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
1
actual text speaking, 12.4.2.3 of the different information using (biodata, EN6A-IIa-17
adjusting Infer meaning authentic texts from various appropriate application Show
language, of borrowed sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
and volume content specific -indices -Order and communicating
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Strategy Composition
Research
according to terms using degrees of with others
audience and -context clues regular
purpose -affixes and adjectives EN6A-IIa-18
roots Show openness
-other to criticism
strategies
(Math)
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 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
actual text speaking, 12.4.2.3 texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting Infer meaning appropriate from various grammatical tasks Show
language, of borrowed rate and proper sources structures: tactfulness
3 gestures, rate, words and expression - -Adverbs of when
and volume content specific -Almanac intensity communicating
according to terms using -Encyclopedia with others
audience and -context clues
purpose -affixes and EN6A-IIc-18
roots Show openness
-other to criticism
strategies
(Health)
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Strategy Composition
Research
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
K to 12 English Curriculum Guide May 2016 Page 143 of 266
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K to 12 BASIC EDUCATION CURRICULUM
Comprehension Language Development Comprehension Fluency Strategy Grammar Composition Viewing Attitude
Research
words and similar when
content specific academic tasks -Adverbs of communicating
terms using in collaboration place with others
-context clues with others and time
-affixes and EN6A-IIf-18
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 writing Show
rate and proper using for clarity tactfulness
7
expression appropriate - correct when
grammatical spelling communicating
structures: - appropriate with others
-Prepositions punctuation
and marks EN6A-IIg-18
prepositional -transition/ Show openness
phrases signal words to criticism
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IIIa- EN6OL-IIIa- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary particular kind composition 6.2 times
support Clarify meaning according to sources in of sentence for using an Identify real or
opinions of words using purpose and preparation for a specific outline/other make-believe, EN6A-IIIa-17
dictionaries, language writing, purpose and graphic fact or non-fact Show
1 thesaurus features reporting and audience organizers images tactfulness
-Enumeration similar -asking when
MISOSA Eng6 academic tasks permission communicating
Using a dictionary
in collaboration with others
with others
EN6A-IIIa-18
Show openness
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary particular kind paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in of sentence for editorial Identify real or
speakers opinion resources purpose and 1.7 preparation for a specific article make-believe, EN6A-IIIb-17
language Read grade writing, purpose and fact or non-fact Show
2 features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when
(sequence, appropriate academic tasks questions communicating
recounts, rate and proper in collaboration with others
process) expression with others
EN6A-IIIb-18
Show openness
to criticism
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
3 Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a particular EN6WC-IIIc- Identify the politeness at all
and propaganda based on 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
devices used by informed Infer meaning according to EN6F-IIIc- sources in sentence for a EN6WC-IIIc- suggested in
K to 12 English Curriculum Guide May 2016 Page 146 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
words using language Read grade writing, purpose and Revise writing media Show
-context clues features level text with reporting and audience for clarity tactfulness
-affixes and -Comparison accuracy, similar -making - correct when
roots and contrast appropriate academic tasks requests spelling communicating
-other rate and proper in collaboration - appropriate with others
strategies expression with others punctuation
marks EN6A-IIIc-18
-transition/ Show openness
signal words to criticism
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- information Use a Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 from secondary particular kind composition values times
strategies to words using graphic EN6F-IIId- sources in of sentence for using an suggested in
keep a roots organizers in 3.6 preparation for a specific outline/other the visual EN6A-IIId-17
discussion texts read Observe writing, purpose and graphic media Show
4 going accuracy, reporting and audience organizers tactfulness
appropriate similar -following and when
rate and proper academic tasks giving communicating
expressions in in collaboration directions with others
dialogs with others
EN6A-IIId-18
Show openness
to criticism
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16
3.1.13 3.7 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe
Make a stand Use Infer meaning EN6F-IIIe- information Use a Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary particular kind paragraph times
strategies to words using EN6F-IIIe- sources in of sentence for editorial
keep a prefix 3.6 preparation for a specific article EN6A-IIIe-17
discussion Observe writing, purpose and Show
going accuracy, reporting and audience tactfulness
5 appropriate similar -expressing when
rate and proper academic tasks opinions/ communicating
expressions in in collaboration Emotions with others
dialogs with others
EN6A-IIIe-18
Show openness
to criticism
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf-3.6 information Use a EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary particular kind 1.8.1 times
words using accuracy, sources in of sentence for EN6WC-IIIf-
suffix appropriate preparation for a specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise writing Show
6 expressions in reporting and audience for clarity tactfulness
dialogs similar -asserting - correct when
academic tasks spelling communicating
in collaboration - appropriate with others
with others punctuation
marks EN6A-IIIf-18
-transition/ Show openness
signal words to criticism
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 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 secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show
7 viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIg-18
-other Show openness
strategies to criticism
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
roots 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 secondary times
comprehensive EN6V- IIIi - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIi-17
differing Infer meaning rate and proper writing, Show
9 viewpoints on of content expressions in reporting and tactfulness
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
-affixes and with others
roots EN6A-IIIi-18
-other Show openness
strategies to criticism
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16
1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIj-17
differing Infer meaning rate and proper writing, Show
10 viewpoints on of content expressions in reporting and tactfulness
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
K to 12 English Curriculum Guide May 2016 Page 149 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
-affixes and with others
roots EN6A-IIIj-18
-other Show openness
strategies to criticism
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
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 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish grade level Take down Use various Plan a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and kinds composition 7.2 times
to clarify conveyed EN6V- IVa - according to text with an of sentences using an EN6VC-IVa-
meaning through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17
discussion Infer meaning language of 95 – 100% communication graphic Determine Show
1 of borrowed features of information/ organizers images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (compound explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVa-18
strategies Point of view, Show openness
Propagandas) to criticism
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types appropriate credibility of types and kinds three- 7.2 times
to clarify conveyed EN6V- IVb - according to text with an sources of of sentences paragraph EN6VC-IVb-
meaning through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
discussion Infer meaning language of 95 – 100% communication essay on self- Determine Show
2 of borrowed features of information/ selected topic images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-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 1.8.2 7.1 Observe
3 Restate portions Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information of borrowed text-types sources of types and kinds 1.8.1 7.2 times
to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc-
K to 12 English Curriculum Guide May 2016 Page 151 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show
features for of information/ for clarity images/ideas tactfulness
-Problem and correctness/vali ideas - correct that are when
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others
sentences) punctuation viewers
EN6A-IVc-18
marks (Stereotypes,
-transition/ Point of view, Show openness
signal words Propagandas) to criticism
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 1.1.6.1 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information from information of borrowed text-types level text with research types and kinds composition connections times
a text heard conveyed words using according to 145 words projects on a of sentences using an between
through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
4 features of information/ organizers personal tactfulness
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences) EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short Use various Compose a Make politeness at all
information from information of borrowed appropriate level text with research types and kinds three- connections times
a text heard conveyed words using graphic 145 words projects on a of sentences paragraph between
EN6A-IVe-17
through Suffix organizers in correct per relevant issue for effective persuasive information
Show
discussion texts read minute communication essay on self- viewed and
5 tactfulness
of information/ selected topic personal
when
ideas experiences
communicating
(compound,
with others
complex
sentences) EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
6 2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
information from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness
specific terms accuracy, ideas - correct experiences when
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 2.15.2 EN6F- IVg - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVg - research types and kinds three- connections times
conveyed EN6V- IVg - graphic 3.6 projects on a of sentences paragraph between
through 12.4.2.3 organizers in EN6F- IVg - relevant issue for effective persuasive information EN6A-IVg-17
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show
of content- Observe of information/ selected topic personal tactfulness
7 specific terms accuracy, ideas experiences when
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVg-18
-other pronunciation Show openness
strategies in oral to criticism
communication
group task
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVh-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16
3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVi - research types and kinds three- connections times
conveyed EN6V- IVi - graphic 3.6 projects on a of sentences paragraph between
through 12.4.2.3 organizers in EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show
of content- Observe of information/ selected topic personal tactfulness
9 specific terms accuracy, ideas experiences when
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVi-18
-other pronunciation Show openness
strategies in oral to criticism
communication
group task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
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LC - Listening Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration, EN6LC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 144-146.
assonance, personification, irony and hyperbole) in a text EN6LC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
heard EN6LC-Ia-2.3.2 3. *English Arts I. 2000. pp 40-44, 187.
EN6LC-Ia-2.3.6
EN6LC-Ia-2.3.8
EN6LC-Ia-2.3.7
Analyze sound devices (personification) in a text heard 1. *English for You and Me 6 (Reading). 2011. pp 51.
EN6LC-Ib-2.3.6 2. *English Arts I. 2000. pp 40, 43-44, 186-188.
Analyze sound devices (irony and hyperbole) in a text 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6LC-Ic-2.3.7
heard 2. *English for You and Me 6 (Reading). 2011. pp 52.
EN6LC-Ic-2.3.8 3. *English Arts I. 2000. pp 44.
Infer the speaker’s tone, mood and purpose EN6LC-Id-2.11.1 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
EN6LC-Id-2.11.2 2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
EN6LC-Id-2.11.3 3. MISOSA English 6 – Determining the Purpose of the Author.
--- 4. *English for All Times 5. 1999. pp 135.
EN6LC-Ie-2.11.2 5. *English Expressways 5. 2010. pp 137.
EN6LC-Ie-2.11.3 6. *English Arts I. 2000. pp 26, 27, 249.
---
EN6LC-If-2.11.1
EN6LC-If-2.11.2
EN6LC-If-2.11.3
OL - Oral Language
V - Vocabulary Development
1Q
Infer meaning of idiomatic expressions using 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context.
-context clues EN6V-Ia-12.3.1 2. BEAM-DLP6 Module 12 – Common Idioms.
3. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149.
-affixes 1. BEAM-DLP6 Module 5 – Words with Affixes – Prefixes.
EN6V-Ib-12.4.2.1 2. BEAM-DLP6 Module 6 – Words with Affixes – Suffixes.
3. *English Arts I. 2000. pp. 205-207
Infer meaning of figurative language using EN6V-Id-12.3.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
-context clues Ie-12.3.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-affixes and roots EN6V-Id-12.4.1.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
Ie-12.4.1.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-other strategies EN6V-Id-12.4.2.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
Ie-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
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2. *English Expressways 5. 2010. pp 109, 110.
3. *English for All Times 6. 1999. pp 28-29.
4. *English for You and Me 6 (Reading). 2011. pp 11-12.
Infer meaning of content-specific terms using EN6V-IVf-12.3.3 EN6V- 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
-context clues IVg-12.3.3 2. *English for All Times 6. 1999. pp 184-185.
EN6V-IVh-12.3.3
EN6V-IVi-12.3.3
EN6V-IVj-12.3.3
-affixes and roots EN6V-IVf-12.4.1.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IVg-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVh-12.4.1.3 3. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
EN6V-IVi-12.4.1.3
EN6V-IVj-12.4.1.3
-other strategies EN6V-IVf-12.4.2.3 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IVg-12.4.2.3
EN6V-IVh-12.4.2.3
EN6V-IVi-12.4.2.3
EN6V-IVj-12.4.2.3
RC - Reading Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration, EN6RC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 103, 145.
assonance, consonance) EN6RC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN6RC-Ia-2.3.2 3. *English Arts I. 2000. pp 40, 42.
EN6RC-Ia-2.3.9
Analyze poem with 4 or more stanzas in terms of its EN6RC-Ib-6.1 *English Arts I. 2000. pp 40-44, 244-247.
elements (rhymes, sound devices, imagery and figurative EN6RC-Ib-6.2
language) EN6RC-Ib-6.3
EN6RC-Ib-6.4
Determine tone, mood, and purpose of the author 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
EN6RC-Ic-6.5
3. MISOSA ENG6 – Determining the Purpose of the Author.
EN6RC-Ic-6.6
4. *English for All Times 5. 1999. pp 18, 135.
EN6RC-Ic-6.7
5. *English Expressways 5. 2010. pp 137.
6. *English Arts I. 2000. pp 26, 27, 249.
Analyze figures of speech (simile, metaphor) 1. BEAM-DLP6 Module 2 – Using Figurative Language.
2. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6RC-Id-6.8 3. MISOSA ENG6 – Using Figures of Speech.
EN6RC-Id-6.9 4. *English for All Times 5. 1999. pp 190, 191.
5. *English for You and Me 6 (Reading). 2011. pp 51.
6. *English Arts I. 2000. pp 43, 186, 187.
LEARNING COMPETENCY
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EN6RC-Ie-6.11 2. *English for You and Me 6 (Reading). 2011. pp 52.
3. *English Arts I. 2000. pp 44.
Analyze figures of speech (culture-based euphemism) EN6RC-If- 6.12
Evaluate narratives based on how the author 1. BEAM-DLP5 Module 37 – Evaluating and Making Judgments on Oral Texts.
developed the elements: EN6RC-Ig-2.24.1 2. *English Arts I. 2000. pp 28.
-Setting EN6RC-Ig-2.24.2
-Characters (Heroes and Villains)
Evaluate narratives based on how the author 1. MISOSA ENG6 – Identifying the Plot of a Story.
developed the elements: 2. *English for You and Me 6 (Reading). 2011. pp 73.
EN6RC-Ih-2.24.3
-Plot (chronological-sequential, en medias res, 3. *English Arts I. 2000. pp 28.
flashback)
2Q
Respond appropriately to the messages of the different EN6RC-IIa-5.5 1. *English for All Times 5. 1999. pp 160-165.
authentic texts EN6RC-IIb-5.5 2. *English Expressways 5. 2010. pp 160-162, 164, 165.
3Q
-Comparison and Contrast EN6RC-IIIc-3.2.7 *English Arts I. 2000. pp 261, 262.
4Q
Distinguish text-types according to purpose and language 1. *English for You and Me 6 (Reading). 2011. pp 122-123.
EN6RC-IVa-3.2.6
features 2. *English Arts I. 2000. pp 30, 219, 220.
-Cause and effect EN6RC-IVb-3.2.6
F - Oral Reading Fluency
SS - Study Strategy Research
2Q
Gather relevant information from various sources 1. *English for All Times 5. 1999. pp 12, 13.
-Glossary EN6SS-IIa-1.3 2. *English Expressways 5. 2010. pp 10.
3. *New Horizons in Learning English I. 1999. pp 30-31.
-Indices 1. *English for All Times 5. 1999. pp 12, 13.
EN6SS-IIa-1.4 2. *English Expressways 5. 2010. pp 10.
3. *New Horizons in Learning English I. 1999. pp 30-31.
-Dictionary 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
2. *English Expressways 5. 2010. pp 113.
EN6SS-IIb-1.4 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
4. *English for You and Me 6 (Reading). 2011. pp 46.
5. *English Arts I. 2000. pp 13, 20-25.
-Thesaurus 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
2. *English Expressways 5. 2010. pp 113.
EN6SS-IIb-1.4.1 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
4. *English for You and Me 6 (Reading). 2011. pp 46.
5. *English Arts I. 2000. pp 13, 20-25.
LEARNING COMPETENCY
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2. *English Expressways 5. 2010. pp 111-112.
3. *English for All Times 6. 1999. pp 84-87.
-Encyclopedia 1. *English for All Times 5. 1999. pp. 111-113.
EN6SS-IIc-1.4.3 2. *English Expressways 5. 2010. pp 111-112.
3. *English for All Times 6. 1999. pp 84-87.
G - Grammar
1Q
Compose clear and coherent sentences using appropriate 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
EN6G-Ia-2.3.1
grammatical structures: 2. *English Arts I. 2000. pp 155, 156, 159.
-pluralization of regular nouns EN6G-Ib-2.3.2 3. *English for You and Me 6 (Language). 2011. pp 46-47.
Compose clear and coherent sentences using appropriate 1. MISOSA ENG5 Module 5 – Using the Plural Form of Nouns.
grammatical structures: 2. *English for You and Me 6 (Language). 2011. pp 46-47.
-pluralization of irregular nouns 3. *New Horizons in Learning English I. 1999. pp 194-195.
4. *English Arts I. 2000. pp 157, 158.
-tenses of verbs 1. *English for You and Me 6 (Language). 2011. pp 92.
EN6G-Ic-3.2 2. *New Horizons in Learning English I. 1999. pp 15, 92-93, 222.
3. *English Arts I. 2000. pp 104-107.
-modals EN6G-Ie-3.6 *English Arts I. 2000. pp 261.
-Subject-verb agreement EN6G-Ih-3.9 *English Arts I. 2000. pp 136-139.
EN6G-Ii-3.9
EN6G-Ij-3.9
2Q
Compose clear and coherent sentences using appropriate EN6G-IIa-5.5 1. BEAM-DLP6 Module 11 – Using Adjectives in Series.
grammatical structures: EN6G-IIa-5.2 2. *New Horizons in Learning English I. 1999. pp 194-195.
-Order and degrees of regular adjectives --- 3. *English Arts I. 2000. pp 221-228.
EN6G-IIb-5.5.1
EN6G-IIb-5.2.1
-Adverbs of frequency 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IId-6.7 2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IIe-6.8 2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of place and time 1. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
EN6G-IIf-6.5
-Prepositions and prepositional phrases 1. BEAM-DLP5 Module 40 – Using Prepositions and Prepositional Phrase.
2. BEAM-DLP6 Module 57 – Using Prepositions and Prepositional Phrase.
EN6G-IIg-7.3.1 3. MISOSA 5 Module 6 – Using Prepositions and Prepositional Phrase.
EN6G-IIg-7.3.2 4. *English for You and Me 6 (Language). 2011. pp 152-153.
4. *New Horizons in Learning English I. 1999. pp 165.
5. *English Arts I. 2000. pp 251-252.
LEARNING COMPETENCY
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---
EN6G-IIi-8.3
EN6G-IIi-8.4
---
EN6G-IIj-8.3
EN6G-IIj-8.4
3Q
-following and giving directions 1. BEAM-DLP6 Module 10 – Following Series of Directions.
EN6G-IIId-1.8.4 2. BEAM-DLP6 Module 15 – Writing Specific Directions on Given Situations.
4Q
Use various types and kinds of sentences for effective 1. BEAM-DLP5 Module 23 – Using Variety of Sentences According To Structure.
communication of information/ideas 2. BEAM-DLP6 Module 32 – Using Compound Sentences.
(compound sentences) EN6G-IVa-1.8 3. MISOSA ENG6 – Using Compound Sentences.
4. *English for You and Me 6 (Language). 2011. pp 61-63.
5. *English Arts I. 2000. pp 33, 34.
Use various types and kinds of sentences for effective 1. BEAM-DLP6 Module 33 – Using Complex Sentences.
communication of information/ideas 2. *English for You and Me 6 (Language). 2011. pp 65-67.
EN6G-IVb-1.9
(complex sentences) 3. *New Horizons in Learning English I. 1999. pp 271-272.
4. *English Arts I. 2000. pp 35, 36.
Use various types and kinds of sentences for effective EN6G-IVc-1.10 1. *English for You and Me 6 (Language). 2011. pp 61-69.
communication of information/ideas EN6G-IVd-1.10 2. *New Horizons in Learning English I. 1999. pp 271-272.
(compound, complex sentences) EN6G-IVe-1.10
EN6G-IVf-1.10
EN6G-IVg-1.10
EN6G-IVh-1.10
EN6G-IVi-1.10
EN6G-IVj-1.10
WC - Writing/Composition
1Q
Write a 3-line 4-stanza poem EN6WC-Ia-2.2.2 *English for All Times 6 (Reading). 1999. pp 104.
EN6WC-Ib-2.2.2
2Q
Fill-out forms accurately and efficiently (bio data, 1. BEAM-DLP5 Module 12 – Filling out Forms Correctly.
application forms, etc.) EN6WC-IIa-3.7 2. *English Expressways 5. 2010. pp 13-15.
3. *English for All Times 6. 1999. pp 141.
Plan a composition using an outline/other graphic *English for You and Me 6 (Reading). 2011. pp 66-67.
EN6WC-IIb-1.1.6.1
organizers
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EN6WC-IIi-1.8.2
Write a 4-paragraph composition showing 1. *English for All Times 6. 1999. pp 42-44.
-cause and effect EN6WC-IIf-2.2.5 2. *English for You and Me 6 (Reading). 2011. 122-123.
3. *English Arts I. 2000. pp 30, 219, 220.
4Q
Plan a composition using an outline/other graphic EN6WC-IVa-1.1.6.1 *English for You and Me 6 (Reading). 2011. pp 66-67.
organizers EN6WC-IVd-1.1.6.1
VC – Viewing
1Q
Analyze the characters used in print, non-print, and digital EN6VC-Ii-3.3.1 *English for All Times 6. 1999. pp 7-8, 18, 35, 126, 192-193.
materials (age and gender, race and nationality, attitude EN6VC-Ii-3.3.2
and behaviour) EN6VC-Ii-3.3.3
---
EN6VC-Ij-3.3.1
EN6VC-Ij-3.3.2
EN6VC-Ij-3.3.3
Analyze the setting used in print, non-print and digital EN6VC-Ii-3.3.4 *English for All Times 6. 1999. pp 15-17.
materials (Urban or Rural; Affluent or Poor) EN6VC-Ij-3.3.4
A - Attitude
1Q
Observe politeness at all times EN6A-Ia-16 1. BEAM-DLP6 Module 11 – Using Courteous Expressions.
EN6A-Ib-16 2. MISOSA ENG6 – Using Courteous Expressions.
EN6A-Ic-16
EN6A-Id-16
EN6A-Ie-16
EN6A-If-16
EN6A-Ig-16
EN6A-Ih-16
EN6A-Ii-16
EN6A-Ij-16
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 styles;
PERFORMANCE STANDARD 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 between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-I-a-2.1: paragraphs using
points signalled by and slang Identify the the correct
1
volume, projection, distinguishing production of vowel
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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7LC-I-d-5.2: etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
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 viewed appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past EN7WC-I-e-2.8.1: secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: Recognize the and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary parts of a simple reading passages
5 and in writing the ry, video, etc.) another word or devices used paragraph
information EN7LC-I-e-5.2: expression
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
intonation, juncture,
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 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of parts of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with Yes- agreement
presented in pitch, stress, idiomatic word or significant past No and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the tone, rising-falling
6 another word or mood, technique, intonation with
EN7LC-I-f-5.2: expression and purpose of the information-
Note the changes in author seeking
volume, projection, questions, option
pitch, stress, questions and
intonation, juncture, with statements
and rate of speech
that affect meaning
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
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication Draw similarities intonation with
and differences of information- seeking
EN7LC-I-g-5.2: the featured questions, option
Note the changes in selections in questions and with
volume, projection, relation to the statements
pitch, stress, theme
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
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-h-2.3: when reading
and rate of speech communication Draw similarities sample passages
8 and differences of (prose or poetry)
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
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: 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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-II-a-1: EN7LC-II-a-6: Use 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 listening strategies Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
the library for familiarity with the relationships of figurative language in literary selections summary, precis, conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-II-a- and the need to and paraphrase dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short 10.1.1: resolve those interviews
Use the card texts listened to Classify sample conflicts in non- EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: texts into literal or violent ways Use appropriate
public access Extract information figurative EN7LT-II-a-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to distinguishing 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 information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and non- and sentences
public access relationships of literal or figurative in literary selections summary, precis, verbal cues when appropriately and
catalog, or ideas and events and the need to and paraphrase developing, meaningfully
2
electronic search resolve those maintaining and
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the
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
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
in the library personification) conflicts in non- answers
violent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used
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
violent ways conversations and
EN7LT-II-h-3: dialogs
Explain how a
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 non- to (irony, oxymoron, and the need to projection and meaningfully
print media paradox) resolve those rate/speed of
conflicts in non- speech in
9 violent ways conversations and
EN7LT-II-0-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: 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 of viewed according to shades identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand features of narrative group/panel and logical
as basis for informative and EN7V-III-a- other people writing discussions, sequence and
conjectures made short narrative texts 13.11.1 : Identify EN7LT-III-a-5.1: forums/fora, summation
1
about a text EN7LC-III-a- collocations used in Identify the debates, etc.
2.1/3.1: Note a selection distinguishing EN7OL-III-a-5:
specific details of features of Use the appropriate
the text listened to literature during the prosodic features of
Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III-b- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:
8.1: Use one’s 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
schema as basis Recognize main message conveyed collocations used in as a tool to assert and factual recounts appropriate oral using logical
points and in the material a selection one’s unique language and connectors that
for conjectures
supporting ideas viewed identity and to stance in an signal chronological
2 made about a in the text better understand interview, a panel and logical
text listened to other people discussion, in a sequence and
forum and in a summation
EN7LT-III-b-5.2: debate
Identify the
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-III-f-2.8: EN7LC-III-f- EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f- EN7G-III-f-3: Use
Make predictions 2.7: Sequence a Make a stand on the Determine words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
about the text series of events material viewed expressions with as a tool to assert travelogue ideas and opinions speech
mentioned in the genus-species one’s unique based on text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
6 selection other people
EN7LT-III-f-
2.2.3: 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-g- EN7G-III-g-3:
Identify the Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
author’s intentions speaking and 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) better understand
7 fact from opinion, explicit statements relations other people
fantasy from reality made 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 the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and 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
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) better understand in public
explicit statements relations other people forums/panel
8
made EN7LT-III-h-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
K to 12 English Curriculum Guide May 2016 Page 174 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use
9 2.1.7: React to Formulate Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
assertions made by predictions about material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
the author in the the contents of the expressions with one’s unique friend, relative, and challenging thought correctly in varied
text text part-whole identity and to other people provoking questions contexts
(partitive) better understand in public
relations other people forums/panel
EN7LT-III-i-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH 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: 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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
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-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and and concise prepositions when
for various text text listened to on a material in understanding the need to work among a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
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
2 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
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
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices used
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature a capsule biography appropriate multi- information and
information mentioned in the other sources of identified the need to work of a person media resources making
text listened to information (print homonymous or cooperatively and interviewed when orally giving explanations
and radio) polysemous words responsibly in information,
or expressions today’s global instructions, making
5
village explanations and
EN7LT-IV-e- narrating events in
2.2.3: Determine personal or factual
tone, mood, recounts
technique, and
purpose of the
author
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
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities personal or factual
and differences of recounts
the featured
selections in
relation
to the theme
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 Express one’s Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
into an outline entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, tales) responsibly in and background information,
by recognizing the today’s global research instructions, making
8 punch lines village explanations and
EN7LT-IV-h-3: narrating events in
Explain how a personal and factual
selection may be recounts
influenced by
culture, history,
environment,
orother factors
K to 12 English Curriculum Guide May 2016 Page 178 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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: EN7G-IV-i-6.1:
Narrate events Express Express one’s Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, tales) responsibly in and background information,
by recognizing the today’s global research instructions, making
punch lines village explanations and
9 narrating events in
EN7LT-IV-0-7: personal and factual
Explain the recounts
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
1. BEAM ENG7 Module 3 – Using Gambits.
Use the appropriate reading style (scanning, skimming, 2. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
speed reading, intensive reading, etc.) for one’s purpose 3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Use the card catalog, the online public access catalog, or 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
electronic search engine to locate specific resources 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-a-1.5.3 3. *English for All Times 6. 1999. pp 85-87.
4. *English for You and Me 6 (Reading). 2011. pp 198-199.
5. *English Arts I. 2000. pp 13.
Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104.
EN7LC-II-b-3.3 2. *English Expressways II. 2007. pp 98.
Note specific details/elements of the text listened to EN7LC-II-c-2.1/3.1 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
EN7LC-II-d-2.1/3.1 2. *English Expressways II. 2007. pp 78-79.
Recognize signals/ cues to determine the order of ideas/ 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4 2. *English Expressways II. 2007. pp 98.
events
Determine the tone and mood of the speaker or 1. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN7LC-II-f-2.13
characters in the narrative listened to
Infer the purpose of the text listened to EN7LC-II-g-2.8.3 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
Make predictions about the contents of the texts listened 1. BEAM ENG 7 Module 1 – Life's Values.
to EN7LC-II-h-2.5 2. *English for All Times 6. 1999. pp 113.
3. *English Expressways II. 2007. pp 99, 140-141.
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
to
3Q
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
to
Determine the order of ideas as signalled by cues 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-III-d-3.18 2. *English Expressways II. 2007. pp 98.
Sequence a series of events mentioned in the text listened 1. *English Arts I.2000.pp.101,102
EN7LC-III-f-2.7
to
Identify the persons speaking and addressed, and the EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270.
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stand of the speaker based on explicit statements made EN7LC-III-h-7.1
1. *English for All Times 6. 1999. pp 113.
Formulate predictions about the contents of the text EN7LC-III-i-2.5 2. *English Expressways II. 2007. pp 99, 140-141.
4Q
Process information mentioned in the text listened to EN7LC-IV-a-8 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN7LC-IV-b-8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 EN7LC- 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues IV-b-8.1
Predict the outcomes of a verbal exchange listened to and 1. *English Expressways II. 2007. pp 99, 140-141.
EN7LC-IV-c-2.5
their possible effects on the speakers
Make simple inferences about thoughts and feelings 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-f-2.8 2. *English Expressways II. 2007. pp 12, 98, 140.
expressed in the text listened to
Determine the worth of ideas mentioned in the text 1. *English Expressways II. 2007. pp 78-79, 109-110.
EN7LC-IV-g-8.2
listened to
1. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3
2. BEAM ENG 7 - Appreciation of Various Literary Types.
jokes, fables, myths, tales) by recognizing the punch lines EN7LC-IV-i-8.3 3. *English Arts I. 2000. pp 45, 46, 259.
VC - Viewing Comprehension
1Q
EN7VC-I-a-8 1. *English Arts I. 2000. pp 116, 117, 131, 132.
Use structural analysis to determine the meaning of
EN7VC-I-b-8
unfamiliar words or expressions from the material viewed
Give the meaning of given signs and symbols (road signs, 1. *English for All Times 6. 1999. pp 161-162.
EN7VC-I-c-3.1.3 2. *English Arts I. 2000. pp 150, 151.
prohibited signs, etc.)
2Q
Note details, sequence, and relationships of ideas and 1. *English for You and Me 6 (Reading). 2011. pp 66.
EN7VC-II-a-1/2 2. *English Arts I. 2000. pp 101.
events
Narrate events chronologically/ Arrange ideas logically 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
EN7VC-II-c-11
based on a material viewed
Narrate events chronologically/ Arrange ideas logically EN7VC-II-d-11 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
based on a material viewed EN7VC-II-e-11
3Q
EN7VC-III-a-13 1. *English Expressways II. 2007. pp 78-79, 109-110.
Determine the key message conveyed in the material EN7VC-III-b-13
viewed EN7VC-III-c-13
EN7VC-III-d-13
EN7VC-III-e-14 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
EN7VC-III-f-14 2. BEAM ENG 7 Module 1 – Life's Values.
Make a stand on the material viewed
EN7VC-III-g-14 3. *English Arts I. 2000. pp 237, 238.
EN7VC-III-h-14
Classify sample texts into literal or figurative EN7V-II-a-10.1.1 1. *English Expressways II. 2007. pp 153, 191-195.
EN7V-II-b-10.1.1
Identify figures of speech that show comparison (simile 1. *English for All Times 6. 1999. pp 144.
metaphor, personification) 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN7V-II-c-10.1.2
3. *English Arts I. 2000. 43, 245.
4. *English Expressways II. 2007. pp 273.
1. *English for All Times 6. 1999. pp 145.
Identify figures of speech that show comparison (simile
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification) 3. *English Arts I. 2000. 43, 245.
5. *English for All Times 6. 1999. pp 144.
Identify figures of speech that show comparison (simile
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification) 1. *English Arts I. 2000. 43, 245.
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-f-10.1.3
oxymoron, paradox)
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-i-10.1.3
oxymoron, paradox)
3Q
Categorize words or expressions according to shades of 1. *English Expressways II. 2007. pp 179-180.
EN7V-III-a-13.11
meaning
Identify collocations used in a selection EN7V-III-a-13.11.1 1. *English Arts I. 2000. pp 258, 259.
EN7V-III-b-13.11.1
EN7V-III-c-13.11.1
Determine words or expressions with genus-species EN7V-III-d-13.8 1. *English Expressways II. 2007. pp 180.
(hyponymous) relations in a selection EN7V-III-e-13.8
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EN7V-III-f-13.8
4Q
Use lexical and contextual cues in understanding EN7V-IV-a-12.3 1. *English Arts I. 2000. pp 80, 99, 100, 101, 148.
unfamiliar words and expressions EN7V-IV-b-12.3
Create or expand word clines EN7V-IV-h-23.2 1. *English Arts I. 2000. pp 189.
EN7V-IV-i-23.2
LT – Literary
1Q
Describe the different literary genres during the pre- 1. *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
colonial period
Identify the distinguishing features of proverbs, myths, 1. *English Arts I. 2000. pp 90, 91, 92.
EN7LT-I-a-2.1
and legends
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-I-c-2.2.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Explain the literary devices used EN7LT-I-d-2.2.2 2. BEAM ENG 7 - Appreciation of Various Literary Types.
EN7LT-I-e-2.2.2 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine the tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.
EN7LT-I-f-2.2.3
author
2Q
Identify the distinguishing features of poems and short 1. *English Arts I. 2000. pp 90, 91, 92.
EN7LT-II-0-4.2
stories
1. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for sensory images used EN7LT-II-d-2.2.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
4. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain the literary devices used EN7LT-II-0-2.2.2 5. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
author
3Q
EN7LT-III-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain literary devices used 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7LT-III-e-2.2.2
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
author
4Q
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-IV-c-2.2.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Explain the literary devices used EN7LT-IV-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
author
EN7LT-IV-e-2.2.3
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WC – Writing and Composition
1Q
Distinguish between oral and written language use EN7WC-I-a-4
Recognize the common purposes for writing EN7WC-I-a-4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201, 260-261.
EN7WC-I-b-4.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing EN7WC-I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs EN7WC-I-i-2.2
2Q
EN7WC-II-d-5.1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify key ideas 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
EN7WC-II-e-5.1
EN7WC-II-f-5.2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
EN7WC-II-g-5.2
EN7WC-II-h-5.3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82.
Simplify ideas
EN7WC-II-i-5.3
3Q
1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 36, 37.
Compose simple narrative texts EN7WC-III-a-2.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113, 175.
Identify features of narrative writing EN7WC-III-a-2.2.12 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 203.
Compose personal and factual recounts EN7WC-III-b-2.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100, 175.
Compose a series of journal entries EN7WC-III-c-2.8.5 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 20, 21.
Compose an anecdote based on a significant personal EN7WC-III-d-2.2.13 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 109.
experience EN7WC-III-e-2.2.13 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 175.
EN7WC-III-f-2.2.14 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 30-31.
Compose a travelogue
EN7WC-III-g-2.2.14
Compose a personal letter to a friend, relative, and other EN7WC-III-h-2.2.15 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 124, 125, 140, 141.
people EN7WC-III-i-2.2.15 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100.
4Q
1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 147-148.
Compose simple informative texts EN7WC-IV-a-2.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 81-82, 158.
Identify features of personal essays EN7WC-IV-a-2.8.4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 68-70.
Distinguish between and among a capsule biography, 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152, 242.
EN7WC-IV-b. 2.8.6
biographical sketch, and feature article
Organize information about a chosen subject using a 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 67.
EN7WC-IV-c-1.3
graphic organizer
Organize information about a chosen subject using a one 1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
step topic outline EN7WC-IV-d-1.1.6 2. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 85, 86.
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 94-95, 283-289.
*English Arts I. 2000. pp 218.Compose a biographical EN7WC-IV-g-2.8.6.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
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sketch based on a personal interview and background EN7WC-IV-h-2.8.6.2
research EN7WC-IV-i-2.8.6.2
F – Oral Language and Fluency
1Q
Observe the correct production of vowel and consonant 1. New Horizons in Learning English I. 1999. pp 4-6, 25-26, 56-58, 82-83, 131-132, 157-158,
sounds EN7F-I-a-3.11 186-187, 208, 210, 235-238, 261-263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 79-80.
Read words phrases 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 7, 27, 58-59, 83,
EN7F-I-a-3.11.1 131-133, 157-158, 187-188, 210-211, 237-238, 263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 155, 196-197, 245.
Use appropriate prosodic features of speech like pitch, 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11.
stress, juncture, intonation, volume and projection and 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-
EN7F-I-b1.14
rate/speed of speech in differing oral communication 186, 211, 269.
situations
Observe the correct pitch levels (high, medium, low) when 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10.
EN7F-I-b-1.14.2
reading lines of poetry, sample sentences and paragraphs
Use the correct stress (primary, secondary, tertiary and EN7F-I-d-1.14.3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10, 11.
weak) when reading passages EN7F-I-e-1.14.3 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 28-30, 44-45, 185, 269.
Use the rising intonation pattern with Yes-No and tag 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-108.
EN7F-I-f-1.14.4
questions; the rising-falling intonation with information- 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
EN7F-I-g-1.14.4
seeking questions, option questions and with statements 3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-27.
2Q
Use verbal and non verbal cues in conversations EN7F-II-a-4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
Use the correct pitch, juncture, stress, volume and 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-
EN7F-II-h-1.14
projection and rate/speed of speech in conversations and 186, 211, 269.
dialogs EN7F-II-i-1.14
3Q
Express ideas, opinions, feelings and emotions during 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-176, 208-209, 276-277.
interviews, group/panel discussions, forums/fora, debates, EN7F-III-a-1.3
etc.
Employ the appropriate oral language and stance in an 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 151, 152.
EN7F-III-b-3
interview, a panel discussion, in a forum and in a debate
EN7F-III-f-3.4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209, 276-277.
Express ideas and opinions based on text listened to EN7F-III-g-3.4.1
G - Grammar Awareness
1Q
EN7G-I-a-11 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 136, 137, 138, 139.
EN7G-I-b-11 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 106-107.
Observe correct subject-verb agreement
EN7G-I-c-11
EN7G-I-d-11
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EN7G-I-e-11
EN7G-I-f-11
EN7G-I-g-11
EN7G-I-h-11
EN7G-I-i-11
2Q
EN7G-II-a-1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 153-156, 171-173, 182-185,
EN7G-II-b-1 196-197, 208-209, 245.
EN7G-II-c-1
EN7G-II-d-1
Use phrases, clauses, and sentences appropriately and
EN7G-II-e-1
meaningfully
EN7G-II-f-1
EN7G-II-g-1
EN7G-II-h-1
EN7G-II-i-1
3Q
Link sentences using logical connectors that signal EN7G-III-a-1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 73.
chronological and logical sequence and summation EN7G-III-b-1
Use the passive and active voice meaningfully in varied EN7G-III-c-2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
contexts EN7G-III-d-2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 77-78.
EN7G-III-e-3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 110-111.
Use direct and reported speech appropriately in varied
EN7G-III-f-3
contexts
EN7G-III-g-3
1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 91-97, 217-226.
Use the past and past perfect tenses correctly in varied EN7G-III-h-3
2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 121, 122, 123, 124.
contexts EN7G-III-i-3 3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42.
4Q
EN7G-IV-a-4 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 251.
Use imperatives and prepositions when giving instructions
EN7G-IV-b-4
EN7G-IV-c-5 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42, 61-63, 76-78.
Use verbs when giving information and making
EN7G-IV-d-5
explanations EN7G-IV-e-5
Formulate who, what, when, where, why, and how EN7G-IV-f-6.2 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 61.
questions EN7G-IV-g-6.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-28.
GRADE 8
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 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
PERFORMANCE STANDARD
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers ideas using a an informative speech
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
1
collocations Identify the organizers
distinguishing
features of
notable African
chants, poems,
folktales, and
short stories
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 viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
2
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
collocations Identify the sentence outline
distinguishing forms
features of
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate unfamiliar words African writers Arrange notes an informative speech
purpose serve as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of
meaning expressions Explain how the graphic organizers
elements specific
to a genre
5
contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
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
6 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 speech
purpose that affect meaning noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
and differences sentence outline
of the featured forms
selections in
relation to the
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 notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative speech
that affect meaning genres noting context other factors one-step word,
clues 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 speech
purpose that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
10 Culminating Task
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 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: 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,
PERFORMANCE STANDARD
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
1 experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2: general to
background knowledge listening strategies and negative Identify the particular
with longer stories messages distinguishing claim and
conveyed in a features of counterclaim
material viewed notable East problem-
Asian poems, solution
folktales, and cause-effect
short stories and others
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: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2 Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb-9.2: introduce a topic general to
background knowledge thoughts and feelings and negative Identify the particular
expressed in the text messages distinguishing claim and
listened to conveyed features of
K to 12 English Curriculum Guide May 2016 Page 194 of 266
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K to 12 BASIC EDUCATION CURRICULUM
in a material
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
viewed notable East counterclaim
Asian poems, problem-
folktales, and solution
short stories cause-effect
and others
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
information maps long descriptive and pictures, and and figurative and influenced type (narrative in lines in an suitable to each
found in expository narrative texts excerpts language by nature literature, entertainment pattern of idea
texts EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech development:
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, factual general to
Transcode information the text listened to and negative and personal particular
from linear to non- messages recount, claim and
linear texts and vice- conveyed in a persuasive) counterclaim
versa material viewed problem-
solution
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 viewed figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, entertainment pattern of idea
texts EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, speech development:
6 EN8RC-IIf-11: Formulate predictions Discern positive selection explanatory, factual general to
Transcode information about the contents of and negative EN8LT-IIf- and personal particular
from linear to non- messages 2.2.3: Determine recount, claim and
the listening text.
linear texts and vice- conveyed in a tone, mood, persuasive) counterclaim
versa material viewed technique, and problem-
purpose of the solution
author cause-effect
and others
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 self- appropriate
relationships illustrated listening skills and the material viewed figures of speech and differences paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis selections in type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and relation to the literature, needed speech pattern of idea
texts EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, conventions development:
8 EN8RC-IIh-2.15: Employ projective Discern positive explanatory, factual general to
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer stories messages recount, claim and
maps conveyed in a persuasive) counterclaim
material viewed problem-
solution
cause-effect
and others
10 Culminating Task
THIRD 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 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.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa- EN8RC-IIIa-10:
Recognize propaganda Determine the target 3.4/4.4/5.4: Explain the Identify the Organize 3.11: Use the Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a correct sounds of opinion-marking
given text listening text and the target audience of word through genres chosen subject English during signals
objective/s of the a material viewed structural analysis contributed by using a graphic speech delivery EN8G-IIIa-3.6: Use
speaker (prefixes, roots, Southeast Asian organizer modals appropriately
suffixes) writers
EN8LT-IIIa-
11.1: Identify
1
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-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance 3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
2
given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
listened to a material viewed structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
(prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
RC LC VC V LT WC F G
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K to 12 BASIC EDUCATION CURRICULUM
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 a secondary sources persuasive speech appropriate
3 listening text suffixes) particular literary documentation
selection EN8G-IIIc-3.6: Use
EN8LT-IIIc- modals appropriately
2.2.1 : 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: Compose Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements an informative correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a 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 a persuasive speech
4
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-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for 1.14: Use modals appropriately
5 asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property appropriate EN8G-IIIe-12: Use
in a text given issue presented presented in the clues mirror to a rights by persuasive devices emphasis markers for
in the text listened to material viewed shared heritage acknowledging persuasive purposes
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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-IIIi- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the Use appropriate Explain how a 2.2.16: Compose Use appropriate Share ideas using
strategies to process social, moral, and relevance and strategies for selection is an informative verbal and non- opinion-marking
information in a text economic issues worth of ideas unlocking influenced by essay verbal cues when signals
discussed in the text presented in the unfamiliar words culture, history, delivering a EN8G-IIIi-11: Use
listened to material viewed environment persuasive speech appropriate
9
documentation
EN8G-IIIi-3.6: Use
modals appropriately
EN8G-IIIi-12: Use
emphasis markers for
persuasive purposes
10 Culminating Task
FOURTH 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: 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.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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
1
topic sentence follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical
K to 12 English Curriculum Guide May 2016 Page 202 of 266
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K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the distinguishing declamation or in a
features found in dramatic
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 about a particular strategies in literary genres among types of production of the constructions in
sentence in a text listened to aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
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
2 the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 make strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text up reality and decoding the contributed by journalistic writing sounds of English writing
rules and regulations listened to fantasy based on a meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
material viewed Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
4 the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
EN8RC-Ib-7.2 3. *English Expressways III. 2007. pp 238-239.
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1 2. *New Horizons in Learning English I. 1999. pp 29-34.
EN8RC-Id-1.5.1 3. *English Expressways II. 2007. pp 56, 216.
4. *English Expressways III. 2007. pp 44-45, 113.
Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose EN8RC-If-7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 1. *English Expressways II. 2007. pp 216-217.
EN8RC-Ih-7.1 2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8RC-Ii-7 1. *English Expressways III. 2007. pp 286-287.
speed reading, intensive reading etc.) for one’s purpose
2Q
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18 2. *English Expressways III. 2007. pp 250.
background knowledge
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18 2. *English Expressways III. 2007. pp 250.
background knowledge
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2 2. *English Arts I. 2000. pp 174, 175, 178.
graphs, and information maps found in expository texts
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
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3. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
Transcode information from linear to non-linear texts and EN8RC-IIe-11 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
vice-versa EN8RC-IIf-11 2. *English Expressways III. 2007. pp 76-78.
EN8RC-IIg-11
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIf-1.2 2. *English Arts I. 2000. pp 171-173.
graphs, and information maps found in expository texts
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIg-1.2 2. *English Arts I. 2000. pp 182, 183.
graphs, and information maps found in expository texts
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts EN8RC-IIi-1.2
Organize information in tables, graphs, and maps 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIh-2.15 3. *English Arts I. 2000. pp 171-179, 182, 183.
EN8RC-IIi-2.15 4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
5. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
6. *English Expressways III. 2007. pp 77.
3Q
Recognize propaganda techniques used in a given text EN8RC-IIIa-12.1 1. *English Expressways II. 2007. pp 45-46.
EN8RC-IIIb-12.1 2. *English Arts III. 2000. pp 156-158.
Differentiate facts from opinions 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
Attitudes.
EN8RC-IIIc-2.13
2. BEAM ENG8 – Social Issues Affecting the Community.
3. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
Utilize coping reading strategies to process information in EN8RC-IIId-12 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text EN8RC-IIIi-12
React to what is asserted or expressed in a text 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN8RC-IIIe-2.1.7 2. *English Expressways III. 2007. pp 116-117.
Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
EN8RC-IIIh-3.1.12
4Q
Identify positions of a topic sentence EN8RC-IVa-2.21.1 1. *English Expressways II. 2007. pp 82, 91.
Identify details that support the topic sentence EN8RC-IVb-2.21.2 1. *English Expressways II. 2007. pp 82, 91, 200-201.
Note explicit and implicit signals (like cohesive devices) 1. BEAM ENG8 – Social Issues Affecting the Community.
used by the writer EN8RC-IVc-13.1 2. *English Expressways II. 2007. pp 153-154, 195.
3. *English Expressways III. 2007. pp 92-94.
Interpret and follow instructions, directions, notices, rules 1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
and regulations
Use text type knowledge (narrative in literature, 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal recount, EN8RC-IVe-13
persuasive, expository) to process information in a text
Distinguish between general and specific statements EN8RC-IVf-10.2 1. *English Expressways II. 2007. pp 68-71, 190-195.
LEARNING COMPETENCY
LEARNING MATERIALS
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at http://lrmds.deped.gov.ph
Draw conclusions from a set of details EN8RC-IVh-2.12 1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension
1Q
Listen for important points signaled by volume, projection, 1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
EN8LC-Ia-5.1 2. *English Expressways III. 2007. pp 38.
pitch, stress, intonation, juncture, and rate of speech
Listen for important points signaled by volume, projection, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 2. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1
3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
4. *English Expressways III. 2007. pp 106-107, 120-121.
Listen for important points signaled by volume, projection, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 2. *English Arts I. 2000. pp 31, 32, 238, 239.
EN8LC-Ic-5.1 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
5. *English Expressways III. 2007. pp 105-107, 120-121.
Listen for important points signaled by volume, projection, 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8LC-Id-5.1 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
pitch, stress, intonation, juncture, and rate of speech
Determine how volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10, 11.
intonation, juncture, and speech rate serve as carriers of EN8LC-Ie-9 2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2 2. *English Arts I. 2000. pp 10, 11.
meaning 3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress, 1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect 2. *English Arts I. 2000. pp. 31, 32, 238, 239.
EN8LC-Ih-5.2
meaning 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways III. 2007. pp 105-107.
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning
2Q
Employ appropriate listening skills and strategies suited to EN8LC-IIa-7 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
long descriptive and narrative texts EN8LC-IIb-7
EN8LC-IIc-7
EN8LC-IId-7
EN8LC-IIe-7
Employ projective listening strategies with longer stories EN8LC-IIa-7.2 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN8LC-IIh-7.2
EN8LC-IIi-7.2
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVc-3.4.2
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVd-3.4.2
article)
F- Oral Language and Fluency
1Q
Use the correct sounds of English EN8F-Ia-3.11 1. *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211, 269.
EN8F-Ib-3.11 2. *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ic-3.11
2Q
Deliver a self-composed entertainment speech using all EN8F-IIg-3 1. *English Arts III. 2000. pp 178-180.
the needed speech conventions EN8F-IIh-3
EN8F-IIi-3
Maintain the interest of the audience by delivering punch 1. BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIh-3.13
lines effectively
3Q
Observe the use of correct stress, pitch, and juncture 1. *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
EN8F-IIIb-5
when delivering a persuasive speech
Deliver a self-composed persuasive speech EN8F-IIIf-3 1. *English Arts III. 2000. pp 33-34.
EN8F-IIIh-3
G- Grammar Awareness
1Q
Use parallel structures EN8G-Ia-7 1. *English Expressways II. 2007. pp 208-210.
EN8G-Ib-7
EN8G-Ic-7
EN8G-Id-7
EN8G-Ie-7
EN8G-If-7
EN8G-Ig-7
EN8G-Ih-7
EN8G-Ii-7
Use appropriate cohesive devices in composing an EN8G-Ia-8 1. *English Expressways II. 2007. pp 212-213, 271.
informative speech EN8G-Ib-8 2. *English Expressways III. 2007. pp 280.
EN8G-Ic-8
EN8G-Id-8
EN8G-Ie-8
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
EN8G-If-8
EN8G-Ig-8
EN8G-Ih-8
EN8G-Ii-8
2Q
Use appropriate grammatical signals or expressions 1. *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development:
general to particular
EN8G-IIg-9
claim and counterclaim
EN8G-IIh-9
problem-solution
cause-effect
and others
3Q
Share ideas using opinion-marking signals EN8G-IIIa-10 1. *English Expressways II. 2007. pp 208-210.
EN8G-IIIb-10
EN8G-IIIc-10
EN8G-IIIg-10
EN8G-IIIh-10
EN8G-IIIi-10
Use modals appropriately EN8G-IIIa-3.6 1. *English Arts I. 2000. pp 261.
EN8G-IIIb-3.6 2. *English Expressways II. 2007. pp 256-258.
EN8G-IIIc-3.6
EN8G-IIId-3.6
EN8G-IIIe-3.6
EN8G-IIIf-3.6
EN8G-IIIg-3.6
EN8G-IIIh-3.6
EN8G-IIIi-3.6
4Q
Use appropriate modifiers EN8G-IVa-15 1. *English Arts III. 2000. pp 53-54, 82-83.
EN8G-IVc-15
EN8G-IVe-15
EN8G-IVg-15
EN8G-IVi-15
Use appropriate logical connectors for emphasis EN8G-IVa-16 1. *English Expressways II. 2007. pp 64-65.
EN8G-IVf-16
EN8G-IVg-16
EN8G-IVi-16
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
EN8G-IVi-13
Use past and past perfect tenses in journalistic writing EN8G-IVb-3 1. *English Expressways II. 2007. pp 39-42.
EN8G-IVd-3 2. *English Arts III. 2000. pp 66-68.
EN8G-IVe-3
EN8G-IVi-3
Use direct and reported speech in journalistic writing EN8G-IVc-14 1. *English Arts III. 2000. pp 97-99.
EN8G-IVd-14
EN8G-IVe-14
EN8G-IVg-14
EN8G-IVh-14
EN8G-IVi-14
GRADE 9
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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
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; also
CONTENT STANDARD 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:
PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
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
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 appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: literary writing. prosodic features of Use appropriate
following instructions Identify the speech when punctuation marks
1
distinguishing delivering lines of and capitalization to
features of poetry and prose in convey meaning
notable Anglo- a speech choir, jazz EN9G-Ia-18: Use
American lyric chants and raps. interjections to
poetry, songs, convey meaning
poems, 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 appropriate normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the among informative, of English) and the writing
2 material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning
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
compounding, folk the literary delivering lines of and capitalization to
etymology, etc.) devices used poetry and prose in convey meaning
dramatic and EN9G-Ie-18: Use
conventional interjections to
speech choirs convey meaning
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 appropriate normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. gestures (hand, word order in creative
author’s purpose. presented worth of ideas word formation discovering the face, and body) writing
presented in the (clipping, self EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If- Use appropriate
6
acronymy, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization to
etymology, etc.) technique, and convey meaning
purpose of the EN9G-If-18: Use
author. interjections to
convey meaning
EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use
a connection between generalizations and Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
the present text and conclusions from the relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
previously read texts material listened to worth of ideas (restatement, discovering the face, and body) writing
presented in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. technique, and convey meaning.
purpose of the EN9G-I-0-18: Use
author interjections to
convey meaning
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
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize 1.5/2.5: Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
sub- titles, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
illustrations, etc. the material viewed definition, self expected of speech EN9G-Ii-1.6/1.7:
given in a text synonyms, EN9LT-Ii-3: choir presentations Use appropriate
9
antonyms) used Explain how a punctuation marks
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
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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
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
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-IIa-
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied 19: Use
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and non- adverbs in
presented in different based on topic, these lead to the communicative other people and poetry and in verbal strategies narration.
texts. purpose, and level of ending of a material. styles for various their various prose. to create impact
difficulty of the situations circumstances in on the audience
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
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
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 non- adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and verbal strategies narration.
poetry and in
pamphlets, persuasive texts. styles for various their various to create impact
periodicals, and audio- EN9LC-IIb-2.8: situations circumstances in prose. on the audience
video recordings. Make inferences from (intimate, casual, life. while delivering
what was said. conversational, lines in a Readers
consultative, EN9LT-II-0-14.2: Theatre or in a
frozen). Explain how the Chamber Theatre.
elements specific to
a selection build its
theme.
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
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,
frozen). EN9LT-IId-2.2.1:
Express appreciation
for sensory images
used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree Give the Analyze literature as Distinguish the Use the 20: Use
various print media text listened to. with the ideas appropriate a means of valuing features present in appropriate conditionals
like brochures, presented in the communicative other people and poetry and in prosodic features in expressing
pamphlets, material viewed. styles for various their various prose. of speech when arguments
periodicals, and audio- situations circumstances in delivering lines in
video recordings. (intimate, casual, life. a Readers Theatre
conversational, EN9LT-IIe-2.2.2: or in a Chamber
consultative, Explain the literary Theatre.
frozen). devices used.
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
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 Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
with their and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
corresponding write- utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
ups. persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
style. circumstances in literary devices delivering lines in
life. and techniques a Readers Theatre
EN9LT-IIh-2.3: to craft short or in a Chamber
Draw similarities and prose forms. Theatre.
differences of the
featured selections
in relation to the
theme.
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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
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 connecting to the world;
CONTENT STANDARD
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
PERFORMANCE STANDARD
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
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
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies the message the technical as a means of literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre world. Identify types and while performing in
elements specific to a Extract important (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/persua the distinguishing Produce the English
development of its sive texts features of sounds correctly
theme Anglo-American and effectively
one-act plays when delivering
lines in a one-act
play.
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
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf- and techniques to strategies
used directions) 2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
Explain the literary differences of the
devices used featured
selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use
Determine tone, Share personal Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing appropriate non-
purpose of the author ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: verbal
the material viewed drama and theatre world Use literary devices communication
(like stage EN9LT-IIIg-3: and techniques to strategies
7
directions) Explain how a craft a play
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-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of 3.10: Use verbals.
mood, technique, and and feeling levels of feedback to the the technical as a means of literary writing appropriate multi-
purpose of the author utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh-9.5: media resources to
persuasive texts the material viewed drama and theatre world Use literary devices accompany the oral
(like stage EN9LT-IIIh-3: and techniques to delivery of lines
8
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
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
culture, history,
environment, or
other factors
10 Culminating Task
FOURTH 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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
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 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
PERFORMANCE STANDARD
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
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
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
plays build its full-length play
theme
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 sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
the material viewed (like stage values in a full-length play
directions) changing world
2
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 with Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the the technical as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for understanding non-verbal prohibition.
dispositions in real life ideas presented in drama and theater unchanging communication
the material viewed (like stage values in a strategies
3
directions) changing world
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
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
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition
dispositions in real life on the material drama and theater unchanging communication writing an evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used
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
soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Share prior knowledge about a text topic EN9RC-Ia-16 *English Expressways II. 2007. pp 190-191.
EN9RC-Ib-16
Take note of sequence signals or connectors to 1. *English Expressways II. 2007. pp 118-119.
EN9RC-Ic-13.2 2. *English Expressways IV. 2007. pp 121-122.
determine patterns of idea development given in a text
Scan sequence signals or connectors to determine 1. *English Arts III. 2000. pp 79.
patterns of idea development EN9RC-Id-13.2 2. *English Expressways III. 2007. pp 238, 239.
3. *English Expressways IV. 2007. pp 121-122.
Skim to determine key ideas and author’s purpose EN9RC-Ie-1.5.1 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
EN9RC-If-1.5.1 2. *English Expressways IV. 2007. pp 74-75, 104, 294.
Make a connection between the present text and EN9RC-Ig-17 1. *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih-17 2. *English Expressways III. 2007. pp 208-210, 306.
Identify advance organizers, titles, sub-titles, illustrations, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
etc. given in a text
2Q
Compare and contrast similar information presented in *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
different texts.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.
Get information from various print media like brochures, *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
pamphlets, periodicals, and audio-video recordings.
Sense the difference between linear and non-linear texts. 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Interpret information found in non-linear texts such as 1. *English Expressways II. 2007. pp 134-135, 247.
diagrams, maps, charts, etc 2. *English Arts III. 2000. pp 205-209.
EN9RC-IIg-5
3. *English Expressways III. 2007. pp 77.
4. *English Expressways IV. 2007. pp 172, 194-196.
Match diagrams with their corresponding write-ups. 1. *English Expressways II. 2007. pp 128-129.
EN9RC-IIh-11.1.1 2. *English Expressways III. 2007. pp 183, 184.
Organize information in various ways(outlining, graphic, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
representations, etc.) EN9RC-IIi-2.15 2. *English Arts III. 2000. pp 205-209.
3. *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181, 222-223.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-15
EN9LT-IIh-15
EN9LT-IIi-15
Identify the distinguishing features of notable Anglo- *English Arts III. 2000. pp 123.
American sonnets, dramatic poetry, vignettes, and short EN9LT-IIa-15.1
stories.
Express appreciation for sensory images used. 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-IId-2.2.1 2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.
Determine tone, mood, technique, and purpose of the EN9LT-IIf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
author. EN9LT-IIg-2.2.3
3Q
Analyze literature as a means of connecting to the world. EN9LT-IIIa-16 *English Arts III. 2000. pp 75.
EN9LT-IIIb-16
EN9LT-IIIc-16
EN9LT-IIId-16
EN9LT-IIIe-16
EN9LT-IIIf-16
EN9LT-IIIg-16
EN9LT-IIIh-16
EN9LT-IIIi-16
4Q
Analyze literature as a means of understanding EN9LT-IVa-17 *English Arts III. 2000. pp 75.
unchanging values in a changing world EN9LT-IVb-17
EN9LT-IVc-17
EN9LT-IVd-17
EN9LT-IVe-17
EN9LT-IVf-17
EN9LT-IVg-17
EN9LT-IVh-17 EN9LT-
IVi-17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
author EN9LT-IVg-2.2.3
WC- Writing and Composition
1Q
Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 6.
EN9WC-Ia-8
and literary writing
Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 57-59.
EN9WC-Ib-8
K to 12 English Curriculum Guide May 2016 Page 238 of 266
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K to 12 BASIC EDUCATION CURRICULUM
and literary writing
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 *English Arts III. 2000. pp 153, 201, 203.
EN9WC-Ii-3.6
2Q
Compose forms of literary writing. EN9WC-IIf-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIg-9
EN9WC-IIh-9
EN9WC-IIi-9
3Q
Compose forms of literary writing EN9WC-IIIa-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIIb-9
EN9WC-IIIc-9
EN9WC-IIId-9
EN9WC-IIIe-9
EN9WC-IIIf-9
EN9WC-IIIg-9
EN9WC-IIIh-9
EN9WC-IIIi-9
4Q
Compose a play review EN9WC-IVa-11 *English Arts III. 2000. pp 234.
EN9WC-IVb-11
EN9WC-IVc-11
EN9WC-IVd-11
EN9WC-IVe-11
EN9WC-IVf-11
EN9WC-IVg-11
EN9WC-IVh-11
EN9WC-IVi-11
F- Oral Language and Fluency
1Q
Use the appropriate segmental (sounds of English) and *English Arts III. 2000. pp 190-191.
the supra segmental or prosodic features of speech when
EN9F-Ia-1.15
delivering lines of poetry and prose in a speech choir, jazz
chants and raps
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 28-30, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Id-1.14
poetry and prose in dramatic and conventional speech
choirs
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
Use the appropriate and effective speech conventions EN9F-Ih-3.14 *English Arts III. 2000. pp 190-191.
expected of speech choir presentations. EN9F-Ii-3.14
2Q
Employ varied verbal and non-verbal strategies to create *English Arts III. 2000. pp 158-159.
EN9F-IIa-3.7
impact on the audience while delivering lines in a Readers
EN9F-IIb-3.7
Theatre or in a Chamber Theatre.
Use the correct production of English sounds: vowels EN9F-IIc-3.11.1 1. *English Expressways II. 2007. pp 79-81.
sounds, consonant sounds, diphthongs, etc. EN9F-IId-3.11.1 2. *English Arts III. 2000. pp 81-82, 95-96, 105, 114-115, 133-134.
3Q
Employ varied verbal and non-verbal strategies while
EN9F-IIIa-3.7
performing in a one-act play
Produce the English sounds correctly and effectively when EN9F-IIIa-3.11 *English Arts III. 2000. pp 227-233, 269-277.
delivering lines in a one-act play. EN9F-IIIb-3.11
Use the appropriate prosodic features of speech when EN9F-IIIc-5 *English Arts III. 2000. pp 227-233, 269-277.
delivering lines in a one-act play EN9F-IIId-5
EN9F-IIIe-5
Use effective and appropriate non-verbal communication EN9F-IIIf-2 1. *English Arts III. 2000. pp 209.
strategies EN9F-IIIg-2 2. *English Expressways III. 2007. pp 294-296.
4Q
Employ effective and appropriate non-verbal EN9F-IVc-2 *English Expressways III. 2007. pp 294-296.
communication strategies EN9F-IVd-2
EN9F-IVe-2
G- Grammar Awareness
2Q
Use adverbs in narration. EN9G-IIa-19 *English Expressways II. 2007. pp 196-197.
EN9G-IIb-19
EN9G-IId-19
Use past conditionals in expressing arguments. EN9G-IIh-20 *English Expressways III. 2007. pp 242-244.
EN9G-IIi-20
4Q
Change direct to indirect speech and vice versa EN9G-IVf-1 *English Arts III. 2000. pp 96-99.
EN9G-IVg-1
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 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 STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
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
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:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in 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
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed words build its theme
the understanding of talks, panel
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
2 the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
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
3 Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
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-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear material viewed definitions of contribute to the sample public
illustrations, etc. on words theme of a speaking situation
4
the understanding of particular literary
a text 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-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on hold the attention of words theme of a 12.3: Compose a speaking situation
the understanding of the listener particular literary persuasive text of
5
a text selection three paragraphs
EN10LT-Ie- expressing one’s
2.2.3: Determine stand on an issue
tone, mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
6 with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
K to 12 English Curriculum Guide May 2016 Page 242 of 266
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
7 learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
8 learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
9 learnings be repaired or conclusions based informal way of using a variety speaking in a
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity
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 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 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.
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
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 viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2 : Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
3 taking into account to the theme of a claim impromptu and
its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1 : Express
appreciation for
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
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: 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 the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
THIRD 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 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 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 STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2 : Explain how 14.1.1 : 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 a coherence giving a roast and
1 update knowledge particular literary a toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1 : Express eulogy
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 underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
2 to the theme of a argumentative giving a roast and
particular literary writing techniques a toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
environment, or bibliography tribute to someone
other factors and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: 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 (reader- etc. contained in the definitions of source of critique of a like toast and roast
response) material viewed in words wisdom in chosen selection speeches, tributes,
terms of accuracy expressing and welcome and
7 and effectiveness resolving closing remarks,
conflicts between speeches to
individuals or introduce guest
groups and speakers/resource
nature persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: 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-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of critique of a like toast and roast
material viewed words wisdom in chosen selection speeches, tributes,
expressing and welcome and
9 resolving closing remarks,
conflicts between speeches to
individuals or introduce guest
groups and speakers/resource
nature persons etc.
effectively in varied
speech situations
10 Culminating Activity
FOURTH 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 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.
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
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 language
gather information reorganize, contrast the technical terms the elements ideas using language when 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 information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of a coherence campaign
1 or update knowledge sources of particular literary speeches.
information in 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 language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
2 Distinguish the with outside to the theme of a argumentative campaign speeches
important points from sources of particular literary writing techniques
less important ones in information in selection
any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness the literary
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
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-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns
10 Culminating Activity
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded CODE
*These materials are in textbooks that have been delivered to schools.
at http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Determine the effect of textual aids like advance EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on the EN10RC-Ib-2.15.2
understanding of a text EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-2.15.2
Compare new insights with previous learnings EN10RC-If-21 *English Expressways III. 2007. pp 306.
EN10RC-Ig-21
EN10RC-Ih-21
EN10RC-Ii-21
2Q
Transcode information from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
vice-versa
Explain illustrations from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
vice versa
Present information using tables, graphs, and maps 1. *English Arts III. 2000. pp 205-210, 236-237.
EN10RC-IIc-5.4 2. *English Expressways IV. 2007. pp 11-12, 27, 165-166, 172.
Scan for needed information 1. *English Arts III. 2000. pp 48-49.
EN10RC-IId-1.5.2 2. *English Expressways III. 2007. pp 92-94, 156, 157.
3. *English Expressways IV. 2007. pp 89, 128-129.
Read closely to get the author’s purpose 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3 2. *English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly stated EN10RC-IIf-13.1 1. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg-13.1 2. *English Expressways IV. 2007. pp 102-103, 295-297.
3Q
Treatment of underlying or overarching issue concerning *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
human experience (moralist)
4Q
Use locational skills to gather information from primary *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
and secondary sources of information
Get vital information from various websites on the internet EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.
Draw conclusions from the set of details EN10RC-IVf-2.12 *English Expressways IV. 2007. pp 133-135.
EN10RC-IVg-2.12
LC- Listening Comprehension
1Q
Get information that can be used in everyday life from 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
EN10LC-Ia-11.1 2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.
news reports, speeches, informative talks, panel
GLOSSARY
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
K to 12 English Curriculum Guide May 2016 Page 259 of 266
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K to 12 BASIC EDUCATION CURRICULUM
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
K to 12 English Curriculum Guide May 2016 Page 260 of 266
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K to 12 BASIC EDUCATION CURRICULUM
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.
K to 12 English Curriculum Guide May 2016 Page 261 of 266
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K to 12 BASIC EDUCATION CURRICULUM
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
Sample: EN4G-If-2.5
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G Oral Language OL
REFERENCES
Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in Basic
Education, (Manitoba: Alberta Education, 1998)
Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)
Bureau of Secondary Education, Department of Education Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies .
Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1,
(USA: Oxford, 1980.)
Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)
Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)
Second Language Studies, Standard Course of Study and Grade Level Competencies., (Public School of Carolina: State Board of Education-Department of Instruction, 2004)