WORKSHOP 2: Drafting the Scope and Sequence

Quarter / Learning Area / Q1 ENGLISH 4

Grade Level

Content Standards The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and
informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based on one’s purpose, context, and target audience.

Performance Standards The learners apply comprehension of literary and informational texts and produce narrative and expository texts
(enumeration-description) based on their purpose, context (mealtimes and birthdays), and target audience using simple,
compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning Competencies Key Ideas

LISTENING AND READING

● Comprehend literary texts.
● Comprehend informational texts.

SPEAKING AND WRITING

● Use words with literal (denotative) and implied (connotative) meanings in
sentences.
● Use tone and mood appropriately for one’s purpose, context, and target audience:
informal.
● Compose appropriate sentences for clarity and coherence.
● Produce text with introduction, body, and conclusion in conveying idea.
● Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive)
for one’s purpose, context, and target audience.
● Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

VIEWING AND REPRESENTING

● Identify visual elements.
● Derive meaning based on the visual elements.
● Identify real or make-believe, fact or non-fact images.
● Identify multimedia elements: text (headlines, subtitles, slogans).
 Learning Competencies Key Ideas

LISTENING | READING | WRITING Comprehending literary text

● Comprehend literary texts. (narratives: story elements and comprehension skills - - Vocabulary Skills (context clues)
analyzing, inferring, predicting, summarizing) - Comprehension Skills (analyzing, inferring,
● Use words with literal (denotative) and implied (connotative) meanings in predicting, and summarizing)
sentences. - Critical Reading Skills (distinguishing fantasy
and reality)

READING | WRITING
● Comprehend informational texts. (purpose, text structure, and comprehension skills Comprehending informational texts
-drawing conclusions and summarizing)

WRITING (Grammar)
● Compose appropriate sentences for clarity and coherence. (Nouns, Verbs, Using nouns, verbs, and adjectives in composing
Adjectives) sentences

WRITING
● Produce text with introduction, body, and conclusion in conveying idea (Structure of Producing informational text
an informational text)
● Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive)
for one’s purpose, context, and target audience. (Speaking/Writing)

VIEWING AND REPRESENTING

● Identify visual elements. Identifying and interpreting elements of visual texts
● Derive meaning based on the visual elements.
● Identify real or make-believe, fact or non-fact images.
● Identify multimedia elements: text (headlines, subtitles, slogans).

SPEAKING
● Use tone and mood appropriately for one’s purpose, context, and target audience: Presenting/describing/demonstrating information
informal. (Speaking to inform an audience)
● Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive)
for one’s purpose, context, and target audience. (Speaking/Writing)
● Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
(Speaking to inform)
WEEK NO. WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9

TOPIC Comprehending literary Quarterly

Place the topic in text Assessment
the columns that
1. Vocabulary Skills
correspond to the
weeks it will be (context clues)
covered. 2. Comprehension Skills
(analyzing, inferring,
predicting, and
summarizing)
3. Critical Reading Skills
(distinguishing fantasy
and reality)

SUB-TOPICS 1. Synonym and Antonym

Enumerate the sub- Clues
topics to be
2. Making Predictions
covered.

NOTES on Environmental Literacy

Theme
Integration
Identify themes that
can be integrated in
particular topics.

NOTES on 1. Types of phrases (e.g.,

Prerequisite adjective phrase)
Concepts/Skills 2. Story elements
Determine
prerequisite
concepts/skills
needed to learn the
topic.