English Curriculum Guide 1

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
ENGLISH
K to 12 BASIC EDUCATION CURRICULUM
(Grade 1 to Grade 10)
May 2016
THE FRAMEWORK
K to 12 English Curriculum Guide May 2016 Page 2 of 324

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed
by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself
(personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas12.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world
in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring
order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and
more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
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)3. 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.
2
. English Curriculum Framework. Australia
3
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning1. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new
concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections,
anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language2. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners
achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other
people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 3. 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 principles 45.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
1
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
2
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
5
.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school
and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed
as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the
members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems
later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails
and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention
span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus
for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
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.1
Communicative competence is classified into the following competencies.

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

Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural
process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.

5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around
learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written
language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor
potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described
as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in

grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety
of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience.
They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a
way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to
know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of
contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat
information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine
information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.

COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students
make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where
communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic
education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children
need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the
5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text

12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling

Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social, academic,
and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using knowledge
meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of assessment
makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational experiences.

5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility
for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school.
For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports
the success of the curriculum and provides teachers with a framework for organizing student’s works.
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.

Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
• Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
• Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior

Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively .
GRADE 1

(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards
social context interactions.
Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of familiar words used to communicate Shares/express personal ideas, thoughts, actions, and feelings using
personal experiences, ideas, thoughts, actions, and feelings familiar words
Oral Language
demonstrates understanding of familiar literary forms and concept of
participates actively in different oral activities
words in English for effective expression
demonstrates understanding of sounds and their meanings for manipulates skilfully the sounds in words to express meaning
Phonological appropriate use of words displays sensitivity to sounds in spoken language
Awareness demonstrates understanding of sounds and sound patterns for manipulates skilfully the speech sounds through simple meaningful guided
production of words conversations
demonstrates understanding of concepts of nouns and adjectives for correctly names people, objects, places and things through theme-based
identification and description activities
Grammar
demonstrates understanding of concepts of verbs, pronouns, and constructs grammatically correct-simple sentences in theme-based
prepositions in meaningful messages conversations using verbs, pronouns, and prepositions
demonstrates understanding of familiar English words for effective uses basic vocabulary to independently express ideas about personal,
Vocabulary communication home, school and community experiences
demonstrates understanding of word meaning for correct usage correctly uses familiar words in speaking activities
Listening demonstrates understanding of story elements and text structures for correctly identifies elements of literary and informational texts to aid
Comprehension effective oral expression meaning getting

demonstrates understanding of the elements of literary and uses elements of literary and informational texts to sufficiently extend
informational texts for effective oral expression meaning and understanding
Attitude towards
demonstrates understanding of literary concepts for appreciation of presents varied ideas independently and shows interest enthusiastically in
language, literacy,
literacy-related activities/tasks diverse literacy-related activities/tasks
and literature
Domain
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies learning uses strategies independently in accomplishing literacy-related tasks
Learning Competencies
WEEK
LC OL Oral PA G V
Listening Comprehension 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 Recognize
1-5 c. events • EN1OL-IIIc-1.5.3 Give the number of syllables of simple sentences
2. Give the correct sequence of expressing gratitude given words. • EN1G-IIIc-1.3;
three events and apology EN1GIIId-1.3; EN1G-
3. Infer the character feelings and • EN1OL-IIId-1.5.4 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
9. Identify the problem and family, one’s pets, and personal
6-10 solution experiences
10. Retell a story listened to
EN1OL-IIIc – 1.17.1 Relate
one’s
activities/responsibilities at
home
EN1OL-IVd- 1.3.4
Talk about topics of interest
(likes and dislikes)
WEEK
LC OL Oral PA G V

EN1OL-IIIa-e – 1.5
Use common expressions and
polite greetings
EN1OL-IIIa-j-1.3.1
Talk about stories heard when
and where it took place
• the characters and
• some important details
of the story
EN1OL-IIIa-j-1.2.9
Participate in some sharing
activities
• News sharing
• Show and tell
• “I Spy” games
• Recite rhymes, poem

(4TH Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
social context interactions.
WEEK
LC OL Oral PA G V
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 place
1-5 3. Infer the character feelings and • the characters and
traits • some important details
4. Identify cause and/or effect of of the story
events
5. Identify the speaker in the story EN1OL-IVa-j-1.2.9
or poem Participate in some sharing
6. Predict possible ending of a activities
story read • News sharing
7. Relate story events to one’s • Show and tell
experience • “I Spy” games
• Recite rhymes, poem

8. Discuss, illustrate, dramatize EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1

specific events Ask simple questions Adjectives Give the meaning of words using
6-10 9. Identify the problem and EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
solution
10. Retell a story listened to
WEEK
LC OL Oral PA G Grammar V
Listening Comprehension Language Phonological Awareness Vocabulary Development
Follow one-to-two step directions people, objects, things and movements, etc.)
EN1OL-IVi-j-1.17.1 places (color, shape, size, height,
Give one-to-two step directions weight, length, distance, etc.)
Listen to narrative and informational text

or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
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
Grade 1 Tagged Materials
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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.
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN1LC-IIIa-j-1.1
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.
3. Infer the character feelings and traits 7. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 8. UnionBank English. Grade 2. Unit 3. Lesson 26.
LEARNING COMPETENCY
LEARNING MATERIALS
5. Identify the speaker in the story or poem 9. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read 10. *English Expressways. Grade 1. 2010. pp. 228-229.
7. Relate story events to one’s experience 11. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 12. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52, 56,
10. Retell a story listened to 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
13. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171,177 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315,316-
317,318,319, 331-332, 340-341, 350-353, 366-368, 408-412, 422-424, 430-432.
14. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 33-34,43-46, 47, 70-71, 72, 76-79, 91,
94-95, 104-106, 127-130, 135-136, 143, 162-163, 166-168, 170, 174, 180, 184, 189,
215217, 220-221, 227, 228.
4Q

Listen to short stories/poems and 1. BEAM ENG1 Module 8 – Noting Details. 2009.
1. note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 5. BEAM ENG2 – Sequencing Events. 2009.
c. events 6. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
3. Infer the character feelings and traits 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read EN1LC-IVa-j-1.1 11. *English Expressways. Grade 1. 2010. pp 228-229.
7. Relate story events to one’s experience 12. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 13. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52, 56,
10. Retell a story listened to 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
14. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171, 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315-319, 331-332,
340341, 350-353, 366-368, 408-412, 422-424, 430-432.
15. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 43-46, 70-71, 76-79, 91, 94-95, 104-
106, 127-130, 135-136, 143, 162-163, 166-168, 174, 180, 184, 189, 215-217, 220-221,
227, 228.
Listen to narrative and informational text or poem 1. BEAM ENG1 Module 8 – Noting Details. 2009.
and 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
1. Note important details EN1LC-IVa-j-2.1 3. *Unionbank Learning System. Grade 2. 2011. pp 20.
4. Let’s Begin Reading in English 2.2013. pp 270.
2. Give one’s reaction to an event or issues 1. *Unionbank Learning System. Grade 2. 2011. pp 30.
EN1LC- IVa-j-3.12 2. English (Learner’s Material). Grade 2. 2013. pp 211-212.
3. English (Teacher’s Guide). Grade 2. 2013. pp 109.
LEARNING COMPETENCY
LEARNING MATERIALS
3. Infer important details 1. 2. BEAM ENG1 Module 8 – Noting Details. 2009.
3. *Unionbank Learning System. Grade 2. 2011. pp 20.
EN1LC- IVa-j-2.8 English (Learner’s Material). Grade 2. 2013. pp 218-222.
4. English (Teacher’s Guide). Grade 2. 2013. pp 114-115.

5. Let’s Begin Reading in English 2.2013. pp 167-175.
4. Sequence events when appropriate 1. 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
3. English (Learner’s Material). Grade 2. 2013. pp134-138.
EN1LC- IVa-j-2.7 English (Teacher’s Guide). Grade 2. 2013. pp 74-76.
4. Let’s Begin Reading in English 2.2013. pp 42, 45, 163-164, 174, 269, 274-275, 290.
5. Listen and respond through discussions, 1. UnionBank English. Grade 2. Unit 3. Lesson 27.
illustrations, songs, dramatization and art EN1LC- IVa-j-1.13.2.1 2. *Unionbank Learning System. Grade 2. 2011. pp 35, 90, 102, 108, 112, 157.
3. Let’s Begin Reading in English 2.2013.pp 127-128, 160, 285-286, 371
OL – Oral Language
3Q
Use/Respond appropriately to polite expressions 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
3. BEAM ENG1 Module 1 – Expressions. 2009.
4. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN1OL-IIIa-e-1.5 UnionBank English. Grade 2. Unit 1. Lesson 17.
5. English (Learner’s Material) 2. 2013. pp 51-52.
6. English (Teacher’s Guide). Grade 2. 2013. pp 37
1. greetings 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 11.

EN1OL-IIIa-1.5.1 *English Expressways 1. 2010. pp 3-5, 7-8.
5. Unionbank English 2. Unit 1. Lesson 17 pp 51-52.
6. *Unionbank Learning System. Grade 2. 2011. pp 34-35.
2. leave takings 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 13.

EN1OL-IIIb-1.5.2 BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. *English Expressways 1. 2010. pp 6.
5. expressing gratitude and apology 1. 2. BEAM ENG1 Module 1 – Expressions. 2009.

EN1OL-IIIc-1.5.3 Unionbank Learning System. Grade 2. 2011. pp 40.
3. *English Expressways 1. 2010. pp 66-68.

6. asking permission EN1OL-IIId-1.5.4 1. BEAM ENG1 Module 1 – Expressions. 2009.

7. offering help 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 14.
EN1OL-IIIe-1.5.5 BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
Talk about oneself and one’s family 1. 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIa-b – 1.17 BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
6. BEAM ENG 3 Module 5 – Noting Details.
7. UnionBank English. Grade 2. Unit 1. Lesson 34.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
9. *English Expressways 1. 2010. pp 16-29, 44-47, 54-56.
11. Let’s Begin Reading in English 2.2013. pp 113, 127-133.
Talk about one’s personal experiences pertaining to the 1. *English Expressways 1. 2010. pp 105, 116-119, 124-125, 198-199.
EN1OL-IIIb-c 1.3.3
family, one’s pets, and personal experiences
Relate one’s activities/responsibilities at home 1. UnionBank English. Grade 2. Unit 4. Lesson 2, 3.
EN1OL-IIIc – 1.17.1 2. *English Expressways 1. 2010. pp 203-208.
Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 7 – Organizing Ideas. 2009. BEAM
EN1OL-IIId-1.3.4 2. ENG2 – Perceiving Relationships. 2009.
Use common expressions and polite greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1OL-IIIa-e – 1.5 3. English (Learner’s Material). Grade 2. 2013. pp 51-52.

Talk about stories heard when and where it took place 1. UnionBank English. Grade 2. Unit 1. Lesson 10, 13.
• the characters and 2. UnionBank English. Grade 2. Unit 2. Lesson 8.
• some important details of the story EN1OL-IIIa-j-1.3.1 3. *English Expressways 1. 2010. pp 212-217.
EN1OL-IVa-j-1.3.1 4. English (Learner’s Material). Grade 2. 2013. pp 91-92.
6. Let’s Begin Reading in English 2.2013. pp 111-112, 146-148, 384-385.
Participate in some sharing activities 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
• News sharing 2. BEAM ENG1 Module 3A – Sounds like Science. 2009.
• Show and tell 3. BEAM ENG1 Module 5 – All About Rhymes. 2009.
• “I Spy” games EN1OL-IIIa-j-1.2.9 4. UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
• Recite rhymes, poem EN1OL-IVa-j-1.2.9 5. *English Expressways 1. 2010. pp 236.
6. Let’s Begin Reading in English 2. 2013. pp 201.
4Q
Talk about pictures presented using appropriate local 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
terminologies with ease and confidence 2. UnionBank English. Grade 2. Unit 2. Lesson 36.
EN1OL-IVa-j-1.3 5. *English Expressways 1. 2010. pp 182-185, 188-191.
6. English (Learner’s Material). Grade 2. 2013. pp 228-229.
LEARNING COMPETENCY
LEARNING MATERIALS
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1OL-IVf-1.17.2 4. English (Learner’s Material). Grade 2. 2013. pp 266-268.

Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1LC-IVg-h-3.6 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. Let’s Begin Reading in English 2.2013. pp 214-215, 301.
Give one-to-two step directions 1. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1OL-IVi-j-1.17.1
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
PA – Phonological Awareness
3Q
Recognize rhyming words in nursery rhymes, poems, 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
songs heard 2. BEAM ENG2 Module 4 – Rhymes.
3. English (Learner’s Material). Grade 2. 2013. pp 41-42, 186-187, 231.
EN1PA-IIIa-e-2.2 4. English (Teacher’s Guide). Grade 2. 2013. pp 34-35, 119.
5. *English Expressways 1. 2010. pp 122, 156, 170.
6. Let’s Begin Reading in English 2.2013. pp 48-50, 53, 64.
Give the number of syllables of given words 1. English (Learner’s Material). Grade 2. 2013. pp 299. English
EN1PA-IIIa-b- 3.1 2. (Teacher’s Guide). Grade 2. 2013. pp 157.
3. Let’s Begin Reading in English 2.2013. pp 318, 322, 333, 335, 344.
4Q
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
EN1PA-IVa-b-2.3 3. English (Teacher’s Guide). Grade 2. 2013. pp 96-98.
4. *Unionbank Learning System 2.2013. pp 115-118.
Supply rhyming words in response to spoken words EN1PA-IVc-e-2.4 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
G – Grammar
3Q

Sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.

2. English (Learner’s Material). Grade 2. 2013. pp 173-176, 427, 460, 473-474.
EN1G-IIIa-e-1 3. English (Teacher’s Guide). Grade 2. 2013. pp 92, 224, 247, 255-256.
1. Recognize sentences and non-sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN1G-IIIa-1.1
2. Let’s Begin Reading in English 2.2013. pp 91-95, 134, 149,165-166, 181, 216, 234, 315.
2. Recognize simple sentences EN1G-IIIb-1.4 1. BEAM ENG1 Module 8 – Noting Details. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
3. Recognize telling and asking sentences 1. BEAM-DLP 3 Module 39.

EN1G-IIIc-1.3; EN1G- 2. Let’s Begin Reading in English 2.2013.pp 6, 10, 12, 291-295, 400-402. English
IIId-1.3; EN1G-IIIe-1.3 3. (Learner’s Material). Grade 2. 2013. pp 96-98, 460
4. English (Teacher’s Guide). Grade 2. 2013. pp 57-58, 195-196, 226, 247
4Q
Verbs 1. BEAM ENG1 Module 8 – Noting Details. 2009.

3. BEAM ENG2 Module 6B – Action Words. 2009.
EN1G-IVa-e-3 5. *English Expressways 1. 2010. pp 193-197.
6. English (Learner’s Material). Grade 2. 2013. pp 149-154, 164-165.
7. English (Teacher’s Guide). Grade 2. 2013. pp 82-85, 89.
8. Let’s Begin Reading in English 2. 2013. pp 251, 267, 321, 327, 356.
Recognize common action words in stories listened to 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN1G-IVa-e-3.4 3. English (Learner’s Material). Grade 2. 2013. pp 164-165.
Adjectives 1. UnionBank English. Grade 2. Unit 3. Lesson 13, 15, 16, 8.

Recognize describing words for people, objects, things 2. *English Expressways 1. 2010. pp 113-115, 160-163.
and places (color, shape, size, height, weight, length, 3. English (Learner’s Material). Grade 2. 2013. pp 279, 293.
distance, etc.) EN1G-IVf-j-5 4. English (Teacher’s Guide). Grade 2. 2013. pp 146,154.
5. Let’s Begin Reading in English 2.2013. pp 408-409, 416, 419, 424-426, 435, 437, 443,
459460, 466-468.
V – Vocabulary Development
3Q
Use words that are related to self, family, school, 1. *English Expressways 1. 2010. pp 12-13, 33-34.
community, and concepts such as the names for colors, 2. English (Learner’s Material). Grade 2. 2013. pp 75-80, 107-110.
shapes, and numbers EN1V-IIIa-e-5 3. English (Teacher’s Guide). Grade 2. 2013. pp 51-52,63-64.
4. Let’s Begin Reading in English 2.2013. pp 67, 167-169.
4Q
Sort and Classify familiar words into basic categories EN1V-IVa-e-3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009. BEAM
(colors, shapes, foods, etc) 2. ENG1 Module 6 – High Frequency Words 1B. 2009.
Give the meaning of words using clues (TPR, pictures, EN1V-IVf-j-12.1 1. Let’s Begin Reading in English 2.2013. pp 15, 22, 26, 35, 40-41, 54.
body movements, etc.)
GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.

Domain
demonstrates understanding of grade level appropriate words used to
independently takes turn in sharing inter and intra personal experiences,
Oral Language communicate inter- and intrapersonal experiences, ideas, thoughts,
ideas, thoughts, actions and feelings using appropriate words
actions and feelings

demonstrates understanding of familiar literary texts and common

uses appropriate expressions in oral interpretation and familiar situations
expressions for effective oral interpretation and communication
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency accurately and fluently reads aloud literary and informational texts
intonation and vocal patterns as guide for fluent reading and speaking
appropriate to the grade level
demonstrates understanding of text elements to see the relationship correctly presents text elements through simple organizers to make
Listening between known and new information to facilitate comprehension inferences, predictions and conclusions
Comprehension demonstrates understanding of information heard to make meaningful uses information from theme-based activities as guide for decision making
decisions and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison to distinguishes similarities and differences of the alphabets in English and
Knowledge the alphabets of Filipino and Mother Tongue Mother Tongue/Filipino
Phonics and analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic principles of
Word
Mother Tongue and English to decode unknown words in English ably reads and spells out grade appropriate regular and irregular words in
Recognition
English
effectively transfers the knowledge of letter-sound relationship from
Phonological demonstrates understanding of the letter-sound relationship between Mother Tongue to English
Awareness Mother Tongue and English for effective transfer of learning
correctly hears and records sounds in words
demonstrates understanding of suitable vocabulary used in different uses familiar vocabulary to independently express ideas in speaking
Vocabulary languages for effective communication activities
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions

Domain
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
texts for creative interpretation activities
Reading
Comprehension demonstrates understanding of paragraph development to identify text
types identifies correctly how paragraphs/ texts are developed
Writing and demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas,
Composition express ideas and feelings make a draft for specific purposes
demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional
audiences and purposes purposes
demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses
expression them in a variety of oral and written theme-based activities
demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written
Grammar adjectives for proper identification and description themebased activities
demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in
for appropriate communication different theme-based activities
demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to
Attitude texts for appreciation familiar books
demonstrates understandings of useful strategies for purposeful literacy

Study Strategies learning Independently uses strategies in accomplishing literacy-related tasks
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL Oral G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 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-If1.3.1; videos and other mechanical, EN2BPK-Ib-c-4 community, and show etc. information (e.g.
sentences
EN2OL- age-appropriate objects, musical concepts such as role playing,
Recognize the and non-
WEEK

LC PA BPK AK V
OL Oral G A SS

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 a. EN2PA-Id-e- page, etc.) book simple Tongue and
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
three events skills) sentences languages
animals, places,
c. Infer the • left to right (declarative, spoken at home
things, events,
character • top to interrogative and in school
etc.)
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

WEEK LC PA BPK AK V
OL Oral A SS
Listening Phonological Book and Print Alphabet G Grammar Vocabulary
Language Attitude Study Strategy
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

EN2OL-Ia-e- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2

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

WEEK LC PA BPK AK V
OL Oral G A SS
EN2OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa-e7.4 EN2SS-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify Perform 1.2
Talk about Identify and environmental English that are familiar words dialogues, Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic drama, mock variety of ways
family elements of a Mother 3.4 categories interview, TV talk to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino (colors, shapes, show etc. information (e.g.
Recognize
• EN2OL- setting, 4 and vice-versa foods, etc.) role playing,
common action
IIab-1.3.3 characters, and Recognize the words in reporting,
Talk about events) common terms in EN2AK-IIa-e-3 retelling, EN2V-IIb-c- summarizing,
1-5 one’s English relating Give the conversation, etc. 12.1 retelling and
activities/res EN2LC-IIa-j- to part of book beginning letter Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title of the name of meaning of
at home and Listen to a page, etc.) book each picture words using clues
in school variety of media orientation (Total Physical
and including books, Response
community audiotapes EN2BPK-IId-e- through realia,
• EN2OL- videos and other 5 pictures, body
IIcd-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues
WEEK LC PA BPK AK V
OL Oral G A SS

topics of a. Note skills (transfer etc.)

interest important skills) EN2V-IId-e-6
(likes and details • left to right Derive meaning
dislikes) pertaining to • top to from repetitive
a. character bottom language
b. settings • return sweep structures
c. events
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify cause
and/or effect
of events
e. Identify the
speaker in the
story or poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to

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

story structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing
WEEK LC RC WC PA BPK PWR V

OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet and Word Study
Comprehen Comprehen Compo logical Print Fluency Spelling Grammar Develop Attitude
Language Knowledge Recognition Strategy
sion sion sition Awareness Knowledge 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 meaning of read-along orally given
EN2G-
major characters, controlled ideas (sounds and cover and each words used of texts
consonant IIIa-1.1
points and incidents depending through letter predict what in stories (e.g.
(m,s, f, t, Distinguish
key themes and on the PWR prewriting names) the presented poetry,
sentences

OL LC RC WC PA BPK AK PWR V SS
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S G Vocabulary A Study
Language Comprehen Comprehen Compo logical Print Knowledge and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment

settings to lesson.) activities story may h) from through repetitive

EN2OL- make Show be about nonsentences real text)
predictions understandi objects,
IIIc-d-1.2 EN2AK-
ng of a story EN2G- illustrations
Participate EN2BPK- IIIb-1.2
in choral EN2LC- listened to IIIb-1.3 ,
IIIa-b-4 Give the
speaking through the Use demonstrati
IIIa-j-1.1 Identify the beginning
and echo following different on and
Listen to a common sound of
reading of writing kinds of context
variety of terms in each
short activities: sentences: clues
media English consonant
poems, EN2WC- declarative
including relating to (c, r, n,b,
rhymes and books, IIIb-1.9 (telling) and
part of g, p) EN2V-
stories with audiotapes a. Writing a interrogativ
book (e.g. IIIc-13.1
repeated videos and phrase e(asking)
cover, title Recognize
patterns other or EN2AK-
page, etc.) that some
and ageappropriate sentence IIIc-1.2
EN2G- words
refrains in publications about an Give the
IIIc-1.6 mean the
English and illustrati EN2BPK- beginning
Recognize same
a. Note on IIIb-2 sound of
punctuation (synonyms)
EN2WC- Identify each
importan marks
t details IIIc-1.10 title, author consonant
(d, j, w, v, (period, EN2V-
pertainin g b. Completi and book
z, y) question IIIc-d-
to ng a Lost illustrator
mark) 13.2
a. and and tell
what they Recognize
characte r Found EN2AK-
do that some
b. settings Poster IIIa-c-1.2
words have
c. events EN2WC- Name the
opposite
b. Give the IIIc-1.11 pictures
meaning
correct c. Filling in that begin
(antonyms)
sequenc e blanks in its name
of three a letter with a
events EN2WC- particular
c. Infer the consonant
IIIc-1.12
characte d. Drawing
r feelings and EN2AK-
and writing IIIa-c-4
traits some Give the
d. Identify words on beginning
cause a consonant
and/or birthday sound of
effect of card the name
events EN2WC- of each
e. Identify IIIc-1.13 e. picture
Writing

WEEK Learning Competencies

Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and F S G Vocabulary A Study
Language Comprehen Comprehen Compo logical Print Knowledge Word Fluency Spelling Grammar Develop Attitude Strategy
the some
speaker in words
the about a
story or characte
r

EN2OL- poem EN2RC- EN2PA- EN2PWR- EN2FIIIa- EN2S- EN2G- EN2V-

IIIe-f-1.1 f. Predict IIId-e- IIIf-h-6.3 IIIc-d-3 b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and possible 2.10 Produce the Read words 2.11 Read Spell words Nouns Give the
respond to ending of Note details sounds of with short aloud with short Give meaning of
texts to a story in English e sound in phrases, e sound in naming short e
clarify read sentences letters CVC sentences CVC pattern words for words
meanings g. Relate and stories using the pattern and stories persons,
heard while story (controlled letter (e.g. pen, consisting places,
EN2S-
drawing on events to words, short sounds of men, . . .) of short e things
IIId-j-4
personal one’s e, a.. .) that Mother words with
Spell words
experiences experien they Tongue as appropriate
EN2PWR- with short e EN2G-
ce read reference speed,
IIId-f-9 and a IIId-2.4
h. Discuss, accuracy
Read some sound in Use common
illustrate and proper
EN2RC- the sight CVC pattern nouns in
, expression
IIId-e-2.4 words simple
dramatiz sentences
Identify the
e EN2G-
basic EN2PWR-
specific
sequence IIId-f-7.1 IIIf-9.2 Use
events
of events Match the the use of
i. Identify a/an +
4-6 and make picture with
the noun
relevant its
problem
predictions and sight
and
about word
solution
stories
j. Retell a
story EN2PWR-
listened EN2RC- IIId-f-10
to IIIf-h- Read short
2.17 phrases
EN2LC- Answer consisting
questions of short e
IIIb-c-2.5
to clarify words and
Use an
understandi Some sight
understandi words
ng before,
ng of during and
incidents, after
characters EN2PWR-
reading IIIg-h-11
and
settings to Read short
validate phrases and

Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and S G Vocabulary A Study
logical Word
F Fluency
Language Comprehen Comprehen Compo Print Knowledge Spelling Grammar Develop Attitude Strategy
predictions sentences
consisting
of short e
EN2LC-
words and
IIId-e-2.4
the sight
Use personal
words.
experiences
to make
predictions EN2PWR-
about text IIIi-j-12
viewed and Read a short
listened to story
consisting
of short e
EN2LC-
words and
IIIf-g-
sight words
3.15
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to

EN2G-
EN2LC- IIIg-h-3
EN2OL- Verbs
IIIh-3.1
IIIg-1.16;
Identify
Create and
important EN2G-
participate
details in IIIg-3.1
in oral
expository Identify
dramatic text
activities action
listened words
7-10
EN2LC- EN2G-
EN2OL- IIIi-j-2.6 IIIh-3.4
IIIh-j-1.6 Retell Use common
Dramatize and/or action
familiar reenact
stories, words in
events retelling,
rhymes and
from a conversatio
poems
story ns, etc.
4th Quarter (Beginning Reading and Writing)
WEEK OL LC RC WC PA BPK AK PWR V SS

Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S Vocabulary A Study
logical and Word
G Grammar
Language Compre Compre Compo sition Print Knowledge Fluency Spelling Develop Attitude Strategy
hension hension Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PAIVa- EN2BPK- EN2PWR- EN2F-IVa- EN2SIVa- EN2G- EN2V- EN2A- EN2SSIVa-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 b-3.1 IVa-b-4 IVa-c-1 d-4 e-2 IVa-f-4 IVa-e-21 IVa-e-1 b-2 Arrange
1 Talk about Use an they will Participate in Demonstrat Identify the Read short Read Pronouns Give the Participate/ words
texts understandi read should generating ideas e the common phrases, engage in a alphabetical

identifying ng of be through concept of terms in a words in sentences Spell words meaning of read-along ly by the 1st
major characters, controlled prewriting word by English CVC and with short e EN2GIVa- short a of texts letter
points and incidents depending activities dividing relating to pattern stories and a b- words (e.g.
key themes and on the PWR • EN2WCIVa- spoken part of (cat, man, consisting sound in 4.2.1 Use poetry,
settings to lesson.) 1.1 brainstor sentences book (e.g. bag) of short a CVC personal repetitive
EN2V-
make ming in English words and pattern pronouns text)
cover, title IVa-e-22
predictions • EN2WCIVb- into some sight (see PWR) (e.g. I, you,
2 EN2RC- page, etc.) EN2PWR- Give the
1.2 webbing individual words with he,
IVa-2.2 book ori IVa-c-2.9 meaning of
words appropriate EN2SIVa- she, it, we,
State details entation Match 2-syllable
pictures speed, e-3 they) in words with
of text EN2WCIVc-
with short accuracy Spell words dialogues short e and
during and 1.3 drawing
a words and proper with short a sounds
after e, a and i
expression
reading) sound in
EN2OL- EN2LC- EN2RC- EN2PA- CVC EN2G- EN2SSIVc-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 IVc-d-6.2; pattern IVc-d- d-3
Participate Use an Give the Produce (see PWR) 4.2.3 Use Interpret
in choral understandi sequence of speech demonstrati simple
3 speaking ng of sounds maps of
three events EN2S- ve
and echo incidents, (sounds IVa-e-3.1 pronouns unfamiliar
in stories
reading of characters and letter (this/that, places,
read Spell
short and names) these/ those) signs and
2syllable
poems, settings to EN2RC- EN2WC- EN2PWR- symbols
words with
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 short e, a
stories with predictions Express idea and i sound
Infer/ predict Differentiat
repeated through in CVC
4 outcomes e and read
patterns pattern
illustrations or correctly
and (see PWR)
storyboard the short e
refrains in and a
English words
EN2OL- EN2LC- EN2RCIVe- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 2.16 Use IVe-f-6.3 man-men,
Listen and Use clues to Produce tan-iten
5 respond to personal make and the sounds etc.)
texts to experiences justify of English
clarify to make predictions letters EN2PWR-
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and S G Vocabulary A Study
logical Word
F Fluency
Language Compre Compre Compo Print Knowledge Spelling Grammar Develop Attitude Strategy
hension hension sition Awareness Knowledge Recognition ment

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 with
experiences (titles, Tongue as the short a,
pictures,) e words.
reference
EN2PWR-
IVd-
e10.1-
11.1 Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a words
and the
Who, What
and Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-

IVf-g1.16 IVf-15 4.1 Read
Create and Read phrases,
participate 2syllable sentences
in oral words and stories
dramatic consisting of consisting
activities short e and
of short e,
a (basket,
a, and i
6 magnet, ..
words and
.).
some sight
words with
appropriate
speed,
accuracy
and proper
expression

Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and F S G Vocabulary A Study
Language Compre Compre Compo logical Print Knowledge Word Fluency Spelling Grammar Develop Attitude Strategy
EN2LCIVg- EN2PWR- EN2F- EN2GIVg- EN2VIVg-
3.15 IVg-h-16 IVg-j-4.2 h-7 21 Give the
Recognize Read short Read Prepositio meaning of
the i words in phrases, ns short i
difference CVC sentences EN2G- words
between pattern and stories IVg-i-7.3
“made-up” (pin, big, fit Use the
consisting
and “real” . . .) most
of 2syllable
in) texts frequently
short e, a, occurring
7 listened to and i words
EN2PWR- preposition
IVg-h-2.8 and some (e.g. on,
Match sight words over,
pictures with under, to,
with short i appropriate from,
words speed, above,
accuracy etc.)
EN2PWR- and proper
IVh-17.2 expression
EN2OL- EN2LC- Differentiat EN2V- EN2SSIVh-
IVh-j-1.6 IVh-3.1 e and read IVh-j-22 1.2 Interpret
Dramatize Identify correctly Give the pictographs
familiar important the short e, meaning of
8 stories, details in
a and i 2-syllable
rhymes and expository words (pan- words with
poems pen- pin, short e , a
text
bagbeg-big) and i
listened

EN2LC- EN2PWR- sounds

IVi-j-2.6 IVi-14.1
Retell Write the
and/or names of
reenact pictures EN2G-
events with the IIIi-j-5 ;
from a short a, e Adjectives
story and i words.
EN2G-
9 EN2LC- EN2PWR- IIIi-j-5.1
IIa-j-1.1 IVi10.1.1- Describe
Listen to a Read people,
variety of phrases, objects,
media short things and
including sentences places using
books,
simple
audiotapes
adjectives
(color,
shape, size,
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and S G Vocabulary A Study
logical Word
F Fluency
Language Compre Compre Compo Print Knowledge Spelling Grammar Develop Attitude Strategy
videos and and short height,
other stories weight,
ageappropriate consisting of length,
publications short e, a distance,
and and i words etc.)
a. Note and the
importa nt
Who, What
details
and Where
pertaini ng
to a. questions
about them

charact EN2PWR-
er b. IVj-15.2
settings c. Read
events 2syllable
b. Give the words
correct consisting of
sequen short a, e
ce of three and i words
events (pigpen,
magnet . .
.)
c. Infer the
EN2PWR-
charact er
IVj-2.8
feelings
Match the 2-
and
syllable
10 traits
words with
d. Identify the correct
cause pictures
and/or
effect of
events EN2PWR-
e. Identify IVj-18
the Write
speaker in correctly the
2syllable
the
words that
name the
pictures
EN2PWR-
IVj-
WEEK OL LC RC WC PA BPK AK PWR V SS

Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S G Vocabulary A Study
Language Compre Compre Compo logical Print Knowledge and Word Fluency Spelling Grammar Develop Attitude Strategy

story or 10.1.2-
poem Read
f. Predict phrases,
possible sentences
ending of a and short
story read stories
g. Relate consisting
story of two
events to syllable
one’s words and
experie the
nce questions
h. Discuss about them
, illustrat
e,
dramati ze
specific
events
i. Identify
the proble
m and
solution
j. Retell a
story
listened to
LEARNING COMPETENCY
LEARNING MATERIALS
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.

LEARNING COMPETENCY
LEARNING MATERIALS
7. BEAM ENG 3 Module 5 – Noting Details.
11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-g-1.3.1
Talk about one’s environment (e.g. persons, animals, 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
EN2OL-Ih-j-1.3.2
places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations (polite 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
expressions, greetings, seeking directions, apologizing, 2. BEAM ENG1 Module 1 – Expressions. 2009.
asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2OL-Ia-e-1.5 4. BEAM-DLP3 Module 15 – Using Courteous Expressions. 2009.
5. UnionBank English 2. Unit 1. Lesson 17.
6. *English Expressways 1. 2010. pp 3-6, 7-8 66-68.
2Q
Talk about oneself and one’s family 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009. BEAM
3. ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2OL-IIa-e-1.3 6. BEAM ENG 3 Module 5 – Noting Details.


Talk about one’s activities/responsibilities at home 1. BEAM ENG2 Module 1B – Critical Speech Sounds. UnionBank
and in school and community EN2OL-IIa-b-1.3.3 2. English. Grade 2. Unit 2. Lesson 2.
Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN2OL-IIc-d-1.3.4 3. BEAM ENG2 – Perceiving Relationships. 2009.
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. BEAM
EN2OL-IIf-1.17.2
2. ENG1 Module 1 – Expressions. 2009.
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. BEAM
EN2OL-IIg-3.6 2. ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.

EN2OL-IIh-1.17.1
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009. BEAM
EN2OL-IIi-j-1.6 2. 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. BEAM
EN2OL-IIIh-j-1.6
2. 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. BEAM
EN2OL-IVh-j-1.6
2. ENG2 – Sequencing Events. 2009.
1Q
Listen to a variety of media including books,

audiotapes videos and other age-appropriate BEAM ENG1 Module 8 – Noting Details. 2009.
publications and BEAM ENG1 Module 9 – Sequencing Events. 2009.
k. Note important details pertaining to 1. 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a) character 3. 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b) settings 5. 6. BEAM ENG2 – Sequencing Events. 2009.
c) events 7. 8. BEAM ENG2 – Perceiving Relationships. 2009.
l. Give the correct sequence of three events 9. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
EN2LC-Ia-j-1.1
10. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits
n. Identify cause and/or effect of events
UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem
12. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 59-62, 127-128, 315-318, 364-
p. Predict possible ending of a story read
13. 367, 408-410.
q. Relate story events to one’s experience
English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
LEARNING COMPETENCY
LEARNING MATERIALS
t. Retell a story listened to

Follow a set of verbal two-step directions with picture 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 3. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig-3.16 BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
2Q
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including books, 1. 2.BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 3. 4.BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 5. 6.BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. Note important details pertaining to a) 7. 8.BEAM ENG2 Module 7 – Organizing Ideas. 2009.
character 9. BEAM ENG2 – Sequencing Events. 2009.
b) settings 10. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 11. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
a. Give the correct sequence of three events UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIa-j-1.1
b. Infer the character feelings and traits 12. UnionBank English. Grade 2. Unit 3. Lesson 26.
c. Identify cause and/or effect of events 13. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
d. Identify the speaker in the story or poem English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318, 410-
e. Predict possible ending of a story read 412.
f. Relate story events to one’s experience English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
g. Discuss, illustrate, dramatize specific events *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. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 3. BEAM ENG1 Module 1 – Expressions. 2009.
4. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
EN2LC-IIc-2.1 UnionBank English. Grade 2. Unit 1. Lesson 30.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
Identify and discuss the elements of a story (theme, 1. 2. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
setting, characters, and events) BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.

Ask and answer simple questions (who, what, where, 1. 2. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 3. BEAM ENG1 Module 1 – Expressions. 2009.
4. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2LC-IIh-i-2.1 BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
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.
c) events 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.
EN2LC-IIIa-j-1.1
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, 410-
p. Predict possible ending of a story read 412.
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 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
Recognize the difference between “made-up” and “real” 1. UnionBank English. Grade 2. Unit 3. Lesson 11.
EN2LC-IIIf-g-3.15
in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2LC-IIIi-j-2.6

4Q
Recognize the difference between “made-up” and “real” 1. 2. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
in) texts listened to English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6
Listen to a variety of media including books, 1. 2.BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 3. 4.BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 5. 6.BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 7. 8.BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 9. BEAM ENG2 – Sequencing Events. 2009.
c) events EN2LC-IIa-j-1.1 11. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 12. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318, 410-
p. Predict possible ending of a story read 412.
q. Relate story events to one’s experience English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
LEARNING COMPETENCY
LEARNING MATERIALS
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IIId-e-2.4
predictions about stories 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
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
and after reading 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
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. Let’s
EN2RC-IVd-2.8
2. 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.
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.
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.
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.

LEARNING COMPETENCY
LEARNING MATERIALS
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
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
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.
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
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.
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

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. 2. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
men) 3. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 *Unionbank Student’s Work Text 2. 2013. pp 11.
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 some EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
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.

LEARNING COMPETENCY
LEARNING MATERIALS
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.
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.
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.
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.

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.
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.
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.
LEARNING COMPETENCY
LEARNING MATERIALS
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. Let’s
EN2G-If-g-2
2. 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, poems,
EN2G-If-g-2.1
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. Let’s
EN2G-Ih-2.4
2. 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
Recognize common action words in retelling, conversation, EN1G-IIa-e-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
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. 2. BEAM ENG1 Module 7 – Personal Idea.
EN2G-IIIc-1.6 BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun 1. 2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009. *English
EN2G-IIIf-9.2
Expressways 1. 2010. pp 147-151.
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3
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
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.
LEARNING COMPETENCY
LEARNING MATERIALS

in dialogues 3. *English Expressways 1.2010. pp 116-119, 122-125, 129-130.
5. Let’s Begin Reading in English 2. 2013. pp 113, 173-176.
Use demonstrative pronouns (this/that, these/those) 1. 2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IVc-d-4.2.3 *English Expressways 1. 2010. pp 38-41.
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.)
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. 2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2V-IIIc-13.1 BEAM ENG2 Module 4 – Rhymes. 2009.
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.
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 EN2SS-
playing, reporting, summarizing, retelling and show and
If-j-1.2
tell)
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 EN2SS-IIIa-d-1.1 English (Learner’s Material) 2. 2013. pp 299-306.
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.
GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
structure in oral and written communication, and reads with comprehension

Domain
uses speaking skills and strategies appropriately to communicate ideas in
demonstrates understanding of speech cues for clear expression of ideas
varied theme-based tasks
Oral Language
demonstrates understanding of processes and information in text for
creatively presents information in varied ways
articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
Fluency intonation and vocal patterns as guide for fluent reading and speaking accurately and fluently reads aloud literary and informational texts
Listening demonstrates understanding of different listening strategies to uses information from texts viewed or listened to in preparing logs and
Comprehension comprehend texts journals

uses word recognition techniques to read and understand words that

demonstrates understanding of processes in sight word recognition or
Phonics and contain complex letter combinations, affixes and contractions through
phonic analysis to read and understand words
Word theme-based activities
Recognition demonstrates understanding of familiar sight and irregularly spelled words uses familiar sight and irregularly -spelled words in meaningful oral and
for automatic recognition written tasks
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
texts for creative interpretation activities
Reading
Comprehension demonstrates understanding of paragraph development to identify text
types identifies correctly how paragraphs/ texts are developed
Writing and demonstrates understanding of sentences and paragraphs in expressing

Composition ideas composes three-to-five sentence paragraph

Domain
demonstrates understanding of grammatical structures of English to be shows proficiency in constructing grammatically correct sentences in
Grammar able to communicate effectively in oral and written forms varied theme-based oral and written activities
demonstrates understanding of narrative and informational texts for makes personal journals, diaries, portfolios and logs, etc. as expression of
Attitude appreciation of literacy-related activities/tasks enthusiasm in reading books both for pleasure and learning
demonstrates understanding of useful strategies for purposeful literacy

Study Strategies learning uses strategies independently in accomplishing literacy-related tasks

LC RC PWR
WC F G V A
OL Phonics and SS
Listening Reading Writing/ Vocabulary
Oral Language Word Recognition Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition Develop ment
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 read forms of b-7 Review 3.5.1 Sentences Give the Participate/eng Arrange words
should be simple reading and meaning of with a different
conversations knowledge Read grade 3 age in a
controlled
1 with peers in a based on the composition as writing short e, level texts EN3G-Ia-1.1 words used in readalong of first letter in
depending on the
variety of stories to be a response to a and i words consisting of 2- stories listened texts (e.g. alphabetical
PWR lesson.) Distinguish
read stories/ poems in CVC pattern syllable words to poetry, order
school settings sentences from
listened with short repetitive text)
Read simple to non-sentences
Listen to a EN3PWR- vowel sound EN3SS-Ia-6
EN3OL-Ib-3.6 sentences and EN3G-Ib-1
variety of levelled stories Ibd-19 Read with at least EN1V-Ib-23 Monitor and self-
Express ideas literary and EN3WC-Ia-j- words with 95-100% Sentences correct one’s
and Show
in a expository texts 4 short o accuracy comprehension
EN3RC-I0-2.2 understanding
conversational EN3LC-Ia-j- sounds in CVC EN3G-Ib-1.4 by scanning
a. note a. draw and of meaning of
manner pattern and Construct and skimming
2.1 details write EN3F-Ia-j- short o words
a. note sentences phrases and 1.10.1 simple through
regarding
EN3OL-Ib- important about one’s sentences sentences drawing, EN3SS-Ia-
character, Read aloud
1.19 details setting and drawing containing actions, and e1.1 Follow
from familiar
Express one’s EN3LC-Ia-j- plot EN3WC-Ia-j- these words EN3G-Ib- using them in instructions
prose and
2 ideas by 2.7 EN3RC-I0- 5 poetry 1.4.1 sentences given orally
presenting a b. sequence 2.10 b. a note of EN3PWR- Consisting of Use a
skit at least 3 b. sequence 3 advice Ibd-19.1 Long vowel declarative
events events EN3WC-Ia-j- Recognize words with sentence
using signal (Note: different 6 more common fluency,
words comprehension c. Thank you sight words in appropriate EN3G-Ib-
EN3LC-Ia-j- skills may recur in letter order to read rhythm, pacing 1.4.1.1
2.6 different EN3WC-Ia-j- simple phrases and intonation Differentiate a
c. retell some quarters) 7 declarative
d. descriptive from an
LC RC WC PWR V
WEEK OL F G A SS
Listening Reading Writing/ Phonics and Vocabulary
Oral Language Compre hension Comprehension Composition Word Recognition Fluency Grammar Develop ment Attitude Study Strategy
and Spelling

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 Construct
g. a short
of declarative and
paragraph,
characters interrogative
EN3LC-Ia-j- etc.
sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
g. draw
EN3OL-Ic-1.3 EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
conclusions
Share relevant 2.1 Identify an Show
information Describe imperative understanding
Listen to poems of meaning of
literary sentence
and EN3LC-Ic- short u words
2.18 elements of
EN3G-Ic-1.3 through
a. identify the texts including
drawing,
3 rhyming characters Use different
actions, and
words setting and plot kinds of
using them in
EN3LC- sentences (e.g. sentences
Ic3.11 give declarative,
a simple interrogative,
paraphrase exclamatory,
imperative)
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
4 specific/signific Read aloud
ant events short EN3G-Id-1.6

LC RC WC PWR V
WEEK OL F G A SS
Listening Reading Writing/ Phonics and Vocabulary
and Spelling
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)
intonation
EN3OL-Ie- EN3PWR-Ie-3 EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
with short u EN3F-Ie-j-4.3
Synthesize and common words
sound in CVC Read with
Restate EN3G-Ie-2.4 into conceptual
pattern accuracy,
information Use nouns (e.g. categories (e.g.
speed and
5 shared by people, animals, foods,
proper phrasing
others animals, toys)
sentences and
stories with places,, things
short u words events) in EN2V-Ie-j-
and other simple 4.1 Show
words understanding
sentences
previously of meaning of
EN3RC-If-j- EN3PWR-Ifg- EN3G-If-2.2 2-syllable
studied
2.8 17.1 Use common words
6 Differentiate
Make and and proper consisting of
confirm words with EN3F-Ie-j- short e to u
nouns
predictions different medial 4.2.1 Read words through
vowels (eg: with EN2G-Ig-h-2
about texts drawing,
cap- cop-cup; accuracy, .3
7 actions, and
fan-fin, fun) appropriate Use plural form
using them in
speed and of regular nouns

correct by adding /s/ or correctly in

EN3PWR- intonation /es/ (e.g., dog, sentences
Igh-20.1 Read 2syllable dogs; wish,
words wishes)
phrases,
consisting of
sentences and
short e to u
8 short stories
words
consisting of
short vowel
words and the
questions
about them
EN3OL-Ii-j- EN3PWR-Ii15 EN3G-Ii-j-2.4
9
1.10.3 Use plural from
WEEK LC RC WC PWR V
OL Listening Reading Writing/ Phonics and F G Vocabulary A SS
and Spelling
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
2syllable words
and the
questions about
them

2nd Quarter: Continuation of Beginning Literacy
WEEK OL LC RC WC PA PWR V SS
Oral Listening Reading Writing/ Phonological Phonics and F S G Vocabulary A Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIaj- EN3S-IIab- EN3G-IIa- EN3V- EN3A-IIab- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 3.5.1 4 c-3 IIab-5 1 IIab-1.1
1 1.17.2 Follow a set they will Participate in Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should generating spoken with initial 3 level texts totwo understandi engage in a words with
questions three-step be ideas through words are consonant consisting of syllable ng of read-along the same
EN3G-
directions controlled prewriting blends (l, r 2-syllable words with meaning of of texts first letter
represented IIab-3.4
with picture depending activities and s words with consonant words with (e.g. poetry, but a
by written Use the
cues on the PWR a. blends) long vowel blends (e.g. initial repetitive different
letters that beverbs
lesson.) EN3WCIIa- EN3PWR- sound with pl, tr) consonant text) second letter
are (am, is, are
2 EN3LC- IIa-b-23 at least 95- blends in alphabeti
1.1 arranged in was, were)
followed by 100% through cally order
IIc-e-1.1 EN3RC- brainstor a specific correctly in
short vowel accuracy drawing,
Activate IIa-b-2.19 ming order sentences
prior Rereads, sounds (e.g. actions,
OL LC RC WC PA PWR V SS
WEEK
knowledge monitors b. EN3WCIIb- black, frog, EN3F-IIaj- and using
based on and 1.2 webbing step) 1.10.1 them in
selfcorrect Read aloud sentences

new one’s c. EN3WCIIc- EN3PWR- from EN3V-IIc- EN3A-IIc- EN3SS-IIc-

knowledge comprehensi 1.3 drawing IIc-24 familiar EN3G-IIcd- 6 2 3.6 Follow
formed on Read prose and 3.4 Identify Derive Revisit oneto-three
EN3WC- phrases, poetry and use meaning favorite step
EN3LC- EN3RC- IId-h-3 sentences Consisting action words from books, directions
IIa-j-2 IIc-e-2.2 Write at least and short of in simple repetitive songs,
three stories Long vowel sentences language rhymes EN3SS-
Activate prior Note details
sentences from consisting of words with structures IIcd-2.15
knowledge in a given
various familiar words with fluency, review Use graphic
based on the text
sources initial appropriate organizers to
stories
consonant rhythm,
to be read EN3RC- show
blends pacing and
IIa-b-2.8 Write different understandi
intonation
Listen to a Make simple forms of simple ng of texts
composition as EN3G-IId-
variety of predictions
a response to EN3F- f-3.2
literary and
expository stories/ poems IIac-4.4 Form and
3 Read simple
texts listened to Read with use the past
sentences accuracy, tense of
EN3LC- EN3WC-
and levelled frequently
IIa-j-2.1 a. IIa-j-4 speed and
stories and occurring
note a. draw and proper
EN3RC- regular
important write phrasing
II0-2.2 verbs (walk
details sentence s sentences
a. note – walked,
EN3LC- about and stories
details etc)
IIa-j-2.7 one’s with words
regarding
drawing beginning
b. sequence character,
EN3WC- EN3G-IIef-
at least 3 setting in
IIa-j-5 3.2.1.1
events and plot consonant
b. a note of Use verbs in
using EN3RC-II0 blends and
advice simple
signal -2.10 other words
EN3WC- present
words b. sequence previously tense
EN3LC- 3 events studied
IIa-j-2.6 (Note:
EN3OL- EN3PWR- EN3F-IIde- EN3S- EN3V- EN3A-IId-
c. retell different IIde-4.1
IId- IId-e-1.1 4.4.1 Read IIde-5.1 f-7
4 some comprehensio Spell words
e1.17.1 Read words with Show Identify
Give one- parts of n skills may with
with final accuracy, understandi favorite
tothree step the story recur in ending authors and
blends (-st, speed and ng of
directions EN3PA- -lt, -nd, -nt, consonant stories
proper meaning of
5 IIe-f-4.1 -ft.. ) blends
phrasing words with

OL LC RC WC PA PWR V SS
WEEK
Oral Listening Reading Writing/ Phonological Phonics and S Vocabulary Study
Word
F Fluency G Grammar A Attitude
Language Compre Compre Composition Awareness Spelling Development Strategy
EN3LC- different IIa-j-6 Identify preceded by sentences final
IIa-j-3.15 quarters) c. Thank you sounds and short e, a, i,o and stories consonant
d. differentia letter count and u words consisting of blends
te real EN3WC- syllables in (belt, sand, words with through
from IIa-j-7 words raft) ending drawing,
make- d. descriptiv consonant actions, and
believe e paragrap blends and using them
EN3LC- h other words in sentences
IIa-j-2.8 EN3WC- previously
e. infer IIa-j-8 studied
feelings e. another
EN3OL- and traits ending for EN3PWR- EN3SS-
IIf-1.11 of a IIf-1.1 Read IIfh-1.5
Restate and characters story phrases, Locate
retell EN3LC- EN3WC- sentences information
information IIa-j-2.16 IIa-j-2.2 f. and short using print
stories and nonprint
f. identify a diary
cause and consisting of
EN3WC- sources
words with
effect IIa-j-9
6 EN3LC- final
g. a short
consonant
IIa-j-2.17 paragrap
g. draw blends and
h, etc.
conclusio ns other words
previously
EN3WC-
EN3LC- studied and
IIi-j-2.6
IIfh- 2.8 Use the questions
Make simple appropriate about them
inferences punctuation
about marks
EN3OL- EN3PWR- EN3F-IIgh- EN3S- EN3G-IIe- EN3V-
thoughts and
7 IIg-h-2.1 IIg-h-22 4.4.2 Read IIgh-4.2 f-3.2.1.1 IIgh-5.2
feelings
Recall and Read words 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
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
WEEK OL LC RC WC PA PWR V SS
for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G- EN3V-IIi-
j-3 IIi-j-22.1 4.4.2 Read 4.3 IIij-3.2.2 j5.3
9 Retell Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of

other and short proper finalconsona meaning of

children stories phrasing nt blends words with
consisting of sentences and consonant
words with and stories consonant digraphs sh
consonant with words digraphs through
digraph ch drawing,
consisting
and sh and actions,
of l ch and
other words and using
previously sh them in
10 EN3RC-
studied and wordsand sentences
IIi-j-2.10 other words
the
Sequence a questions previously
series of about them studied with
events in a
speed,
literary
accuracy
selection
and proper
phrasing
3rd Quarter: Developing Reading and Writing

PWR
WEEK OL Oral
LC RC WC
F S
V
A SS
Phonics and
Listening Reading Writing/ G Grammar Vocabulary
Language Word Fluency Spelling Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition

EN3LC-IIIab- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIad- EN3G- EN3V-IIIa-7 EN3A-IIIa- EN3SS-
2.1 text that they IIIa-1 IIIa-b-5 1.6 4 IIIab-4.2.1 Recognize 7 Identify IIIa1.3 Get
Recall details will read Participate in Read words Read grade 3 Spell words Use some words favorite information
1 from texts should be generating with long a level texts that were demonstrativ represented authors from index
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns by common and and table of
listened to depending on ending in e) words with during word (this,/that, abbreviations stories
prewriting contents
the PWR long vowel recognition these/those) (e.g. Mr.
activities
EN3LC- lesson.) sound with at Ave., Oct.)
EN3WC- least 95- EN3A-IIIb- EN3SS-IIIb-
IIIb2.19
IIIb-c-3 100% c-2.9 Take i-1.2
Identify EN3RC-IIIa EN1V-IIIac-
possible Write at least part in Engage in a
2.7.1 accuracy 13.1,13.2
three creative variety of
solutions to Identify Give the
sentences responses to ways to share
problems several EN3F-IIIaj- synonyms stories like
effects based from various 3.5.1 Read and antonyms information
preparing
EN3LC-IIIb- on a given familiar grade 3 level of somewords (e.g. role
logs, journal
4 cause sources texts and other playing,)
Infer print consisting of EN1V-IIIaj- oral reporting,
sources EN3RC-IIIa 2-syllable 25 Show presentations summarizing,
words with understandin retelling and
2.11 Make
long vowel g of meaning show and tell
EN3LC-IIIcd- inferences
2.5 sound with at of long vowel
and draw
least 95- words (a, i, o,
Validate ideas conslusions
made after based on 100% and u)
2 accuracy through
listening to a texts
story (pictures, title drawing,
and content EN3F-IIIaj- actions, and
words) using them in
EN3LC- 1.10.1 Read
sentences
IIIa-j-1.1 aloud from
Activate prior EN3RC-IIIa familiar prose
knowledge 2.13 EN3V-IIIbd-
and poetry
based on new Distinguish 13
Consisting of
knowledge Increase
fact from Long vowel
formed vocabulary
opinion words with through
fluency, Synonyms
EN3LC-IIIaj- EN3RC- appropriate (e.g.
2 IIIa-b-2.13 rhythm, quick/fast)
Activate prior Identify cause pacing and
knowledge

LC RC WC PWR V SS
OL Oral Phonics and S G A
Listening Reading Writing/ F Fluency Vocabulary Study
Language Word Spelling Grammar Attitude
Comprehension Comprehension Composition Development Strategy
Recognition
based on and effect intonation and antonyms
the stories (e.g.
EN3OL-IIIc- to be read. EN3PWR- EN3G- big/small)
1.16.2 Listen to a IIIc11,12,13 IIIcd-
Listen and variety of Read 4.2.3 Use
literary and sentences, personal
respond to
expository stories and pronouns
others
3 texts poems (e.g. I, you,
EN3LC- consisting of he, she, it,
IIIaj-2.1 long a words we, they)
a. note and questions
important
about them
details
EN3OL- EN3LC- EN3WC- EN3PWR- EN3A-
IIIaj-2.7 IIIdh-6
IIId-1.16.3 IIId-e-2.6 IIId-24
b. sequence Take books
Follow and Use Read words
4 at least 3 from home
explain appropriate with long i
events to school or
processes using punctuation sound (long i
vice-versa for
signal marks ending in e)
independent
EN3OL- words EN3RC- EN3PWR- EN3S-IIIe- EN3G- / shared
IIIe1.16.4 EN3LC- IIIe-f-2.11 IIIe-25 EN3F-IIIe- f-5 Spell IIIef-4.2.4 EN3V- extra
Express IIIaj-2.6 Make Read some Use IIIef13.6 reading
f-1.8 Read with
opinions and c. retell inferences sentences, automaticity 100 irregularly - commonly Homonyms
feelings about some and draw stories and 2nd and 3rd spelled words used (e.g.
5 parts of conclusions poems grade (e.g. have, possessive flower/flour)
other’s ideas
the story based from consisting of said, please, pronouns
highfrequency/sig
EN3LC- texts long i words ht words because)
IIIaj-3.15 and questions
d. differentia about them
te real
EN3OL-IIIf- from EN3PWR-
make-
1.16.5 IIIf-26
believe
Engage in Read words
6 EN3LC- EN3G-IIIfg-
discussions IIIaj-2.8 with long o
5 EN3A-
about specific sound (long a Adjectives IIIfg-1
topics ending in e)

EN1OL- e. infer EN3RC- EN3PWR- EN3S-IIIg- Express

IIIg-h-3.2 feelings IIIg-j-2.5 IIIg-26.1 j-2.5 Use EN3G- feelings,
Ask and and traits Use different Read capitalization IIIfg-5.3.1 opinions
7 respond to sources of sentences, Use through
descriptive journals,
EN3F-IIIg-
logs etc.
EN3V-IIIgh-
13.7
PWR
WEEK OL Oral
LC RC WC
S
V
A SS
Phonics and
Listening Reading Writing/ F Fluency G Grammar Vocabulary
Language Word Spelling Attitude Study Strategy
Recognition
questions of information in stories and j-1.11 rules in word adjectives Homographs
about characters reading poems Observe the and sentence (e.g.,
informational EN3LC-IIIaj- consisting of use of level (e.g. readread)
texts listened 2.16 Read simple long o words punctuations proper and
to f. identify sentences And questions including common
(environment, cause and and levelled about them commas, nouns,
health, effect stories and EN3WC- EN3PWR- periods and beginning
howto’s, etc.) EN3LC- EN3RC- IIIh-2.4 IIIh-26.2 question words in
IIIa-j-2.17 III0-2.2 a. marks to sentences)
Complete Read words
g. draw note details guide reading
conclusions patterned with long u
8 regarding for fluency
poems using sound (long a
character,
setting appropriate ending in e)
EN3LC-IIIe-
and plot rhyming
f-2.4
EN3RC-III0 words
Propose
EN3OL-IIIij- several -2.10 EN3PWR-
1.9 predictions b. sequence IIIi-26.3
Compare and about 3 events Read words
contrast texts/stories (Note: with long a, i,
information listened to different o, and u and EN3V-IIIi-j-
9 heard phrases,
comprehension 13.7
EN3LC- skills may recur sentences Hyponyms-
IIIgh-3.15 in different and stories
Determine quarters) containing
these words.

whether a EN3PWR- type of (e.g.

story is IIIj-27 guava - type
realistic or Read of fruit)
fantasy sentences,
stories and
EN3LC-IIIij- poems
3.7 consisting of
10 Identify and long u words
use the and questions
about them
elements of
an
informational/ EN3PWR-
factual text IIIj-15
heard Read 2syllable
words
WEEK LC RC WC PWR V
OL Oral Phonics and S A SS
Listening Reading Writing/ F Fluency G Grammar Vocabulary
Language Word Spelling Attitude Study Strategy
Recognition
(fireman) with
long vowel
sound
4th Quarter: Developing Reading and Writing
WEEK PWR
LC RC WC V
OL Oral Phonics and F S G A SS Study
Listening Reading Writing/ Vocabulary
Language Word Fluency Spelling Grammar Attitude Strategy
Recognition
EN3OL- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V- EN3A- IVa – EN3SS- IVa
1 IVae-1.19 -3.7 text that they h-1.6 Read b-4 IVab-13.6 -1.3

Present Identify and will read IVa-e-22 IVa-b-8 grade 3level Spell words Give the c-7 Follow simpl e
information in use the should be Write a Read words texts that were correct Identify written
varied artistic elements of controlled simple story with vowel consisting of introduced meaning of favorite directions
ways (e.g. an digraphs ai words with during word homonyms authors and
depending on
2 role playing, informational/ (pail), ay vowel recognition (pail,pale) stories EN3SS- IVab
show and tell, factual text the PWR (bay) digraphs and
lesson.) -1.2.3
radio heard diphthongs
EN3V-IVa-j- Interpret
play/podcast/ with at least
12.3 Use simple maps
broadcast/ EN3LC- IVb 95-100%
clues from of places
reporting/ EN3RC- accuracy
-3.7.1 the context
poster IVab-2.13 EN3PWR- EN3SS-
Informational to figure IVcd-1.2.7
presenta Identify cause IVc-2 EN3F-IVc-d-
Reports out what
tions) and effect Match words, Interpret a
(School 1.4 words
phrases and pictograph
events, Read aloud mean
EN3OL-IVa- EN3RC- IVa sentences
sports, from familiar
j-5 –b-2.14 containing
projects) prose and EN3V-IVa-j-
Engage in a Show these words
poetry with 12.3
3 with pictures
variety of understandin fluency, Determine
EN3LC-IVc-
ways to share g of a story appropriate what words
3.7.2 EN3PWR-
information by present rhythm, mean based
Three-step IVc-28 pacing and
(e.g. role directions ing them in on how they
playing,) through Read stories intonation are used in a
EN3LC- IVd
reporting, dramatization containing sentence
-3.7.3
summarizing, these words EN3F-IVa-j-
Conversations
PWR
WEEK OL Oral
LC RC WC
Phonics and S G
V
A SS Study
Listening Reading Writing/ F Fluency Vocabulary
Language Word Spelling Grammar Attitude Strategy
Recognition
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 2-
selection knowledge sentences syllable words
presented) based on new and levelled with long vowel
EN3PWR- EN2S-IVd-f- EN3A-IVd-f-
knowledge stories and sound with at
IVd-e-22 5 2.9
formed EN3RC-I0- least 95-
4 and 29 Spell some Take part in
EN3OL-IVa- EN3LC-IVa- 2.2 100%
Read words irregularly - creative
j-2 accuracy spelled words
j-3.2 Ask Activate a. note with vowel (e.g. have, responses to EN3SS- IVe-
and respond prior details digraphs ea EN3F-IVa-j- said, please, stories like f -1.2.2
to questions knowledge regarding and ee and 1.10.1 because) preparing Interpret
about based on the character, phrases, Read aloud from logs, journal simple
5 informational stories to be setting sentences familiar prose and other oral tables
texts read. Listen and plot and poetry
and stories presentations
listened to to a variety EN3RC-I0 - Consisting of
containing
(environment, of literary 2.10 Long vowel
and these words.
health, b. sequence words with
howto’s, etc) expository EN2WC-IVf- EN3PWR-
3 events fluency, EN3V-IVf-
texts (Note: j-2.3 IVf-g-8 appropriate
6 EN3LC-IVa- Make a Read words g13.6 Use
EN3OL-IV different rhythm, pacing homonyms
a-j-1.9 j-2.1 comprehension card for with vowel and
skills may recur various digraphs correctly
Compare and a. note intonation
in different occasions oo(food), oa (meat- meet,
contrast important EN3S-IVg-i- EN3G-IVg-7 EN3A-IVg-i- EN3SS-
details quarters) (birthday, (road) road, -rode)
information EN3F-IVa-j- 2.5 Prepositions 6 IVgh -1.2.1
EN3LC-IVa- Christmas, Interpret a
heard 1.8 Read Use Take books
j-2.7 EN3RC - New Year, EN3PWR- capitalization EN3V-IVg-i- bar graphs
with EN3G-IVgh- from home to
b. sequence IVcd-1.2 etc) IVg-2 9
automaticity rules in word 7.3 Use the school or vice-
at least 3 Interpret Match words, Use known
100 2nd and and sentence most versa for
events simple maps phrases and words to
of unfamiliar 3rd grade level (e.g. frequently independent /
using sentences perform
places, signs highfrequency/ proper and occurring shared extra
7 signal containing prepositions(e artistic
and symbols sight words common reading
words these words .g. towards, theme-based
with pictures nouns,
EN3LC-IVa- beside,, into, activities(e.g.
EN3F-IVa-j- beginning interviews,
j-2.6 etc.)
words in telephone
c. retell EN3RC IVe- EN3PWR-
some sentences) conversation,
g-1.2 IVg-28
parts of Interpret role-play,
Read stories
etc.) using
pictographs containing
common sight
PWR
WEEK OL Oral
LC RC WC
Phonics and S G
V
A SS Study
Listening Reading Writing/ F Fluency Vocabulary
Language Word Spelling Grammar Attitude Strategy
Recognition

the story these words 1.11 Use words

EN3LC-IVaj- and other punctuations
3.15 words including
d. differentiat previously commas,
e real from learned periods and
make- question
believe marks to
EN3LC-IVa- EN2PW- guide reading EN3V-Ih-i26
IVh-i-6 for fluency Show
j-2.8 EN3G-IVh-
Read words understandin
e. infer 5.6
with vowel EN3F-IVi-j- g of the
8 feelings Give the
diphthongs 5 meaning of
and traits synonyms
EN3RC - Oy (boy), oi Read poems words with
of and antonyms
IVh-j-1.2 (boil), ou vowel
characters with fluency, of common
Interpret (out) diphthongs by
EN3LC-IVaj- appropriate adjectives
simple graphs Ow (bow) using them in
2.16 rhythm,pacin
and tables EN3G-IVi- correct
f. identify g and
j5.2 Use the sentences in
cause and EN3PWR- intonation
degrees of correct
effect IVi-2 adjectives in sentences
EN3LC-IVaj- Match these making
2.17 words with comparisons
g. draw the (positive,
conclusions appropriate comparative,
pictures superlative)
EN3LC- IVef-
3.7. EN3G-IVi-6
Personal EN3PWR-
9 Adverbs
Recounts IVi-21 Read
(anecdotes, phrases,
EN3G-IVi-j-
past sentences
experiences) 6.1
and short
Recognize
stories
adverbs of
EN3LC-IVg- consisting of
manner
h-3.7.5 these words
Explanation and other
(life cycles, words
previously
studied

PWR
LC RC WC V
OL Oral Phonics and G A SS Study
Listening Reading Writing/ F Fluency S Spelling Vocabulary
Language Word Grammar Attitude Strategy
Recognition
water cycle) EN3PWR-
IVj-22
EN3LC-IVij- Recognize
3.5 and read EN1V-IVj-
Restate facts some
27
from irregularly
10 Read word
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
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.
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
LEARNING COMPETENCY
LEARNING MATERIALS
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)
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,
EN3LC-Ia-j-2
Listen to a variety of literary and expository texts 120121, 130, 147.
a. note important details 1. 2. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
3. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3LC-Ia-j-2.1 *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. 2. BEAM ENG2 – Sequencing Events.
3. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
4. Sentences/Guided Questions.
EN3LC-Ia-j-2.7 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. 2. BEAM ENG2 Module 7 – Organizing Ideas.
3. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-Ia-j-2.6 English 2 (Teacher’s Guide). 2013. pp 137.
4. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. 2. BEAM ENG3 Module 10 – Evaluating Ideas.

3. 4. BEAM-DLP4 Module 68 – Reality or Fanciful.
5. English 2 (Learner’s Material). 2013. pp 276-278.
English 2 (Teacher’s Guide). 2013. pp 143-145.
EN3LC-Ia-j-3.15 *English for You and Me 3 (Reading). 2008. pp 159-161.
6. *Fun in English 4. 1999. pp 185, 187.
e. infer feelings and traits of characters 1. 2. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-Ia-j-2.8
English 2 (Teacher’s Guide). 2013. pp 209, 394-396.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *Fun in English 4. 1999. pp 158-159.

f. identify cause and effect 1. 2. BEAM ENG 2 – Perceiving Relationships.

3. 4. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
5. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3LC-Ia-j-2.16 *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
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. 2. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
3. 4. BEAM-DLP3 Module 58 – Writing a Story Ending.
5. BEAM-DLP3 Module 63 – Draw Conclusion 2.
BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-Ia-j-2.17 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. 2. BEAM ENG2 Module 4 – Rhymes.

a. identify the rhyming words 3. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
4. English 2 (Learner’s Material). 2013. pp 33-37, 42.
EN3LC-Ic-2.18 English 2 (Teacher’s Guide). 2013. pp 34-35.
5. Let’s Begin in English 2. 2013. pp 49-50.
b. give a simple paraphrase EN3LC-Ic-3.11
2Q
Follow a set of verbal three-step directions with picture 1. 2. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
EN3LC-IIa-b-3.16
cues English for You and Me 3 (Language). 2008. pp 41-43.
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,
EN3LC-IIa-j-2
120121, 130, 147.

Listen to a variety of literary and expository texts 1. 2. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 3. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details EN3LC-IIa-j-2.1 *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
EN3LC-IIa-j-2.7 Sentences/Guided Questions.
LEARNING COMPETENCY
LEARNING MATERIALS
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.
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. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIa-j-3.15 *Fun in English 4. 1999. pp 185, 187.
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.


EN3LC-IIa-j-2.16 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.
g. draw conclusions 1. 2. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3LC-IIa-j-2.17 BEAM-DLP4 Module 64 – Drawing Conclusions.
7. *Fun in English 4. 1999. pp 172-175.
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
Sequence a series of events viewed/ listened to 1. 2. BEAM ENG2 – Sequencing Events.
BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
4. Sentences/Guided Questions.
EN3LC-IIi- j-2.7 *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96-97, 103.
6. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.
LEARNING COMPETENCY
LEARNING MATERIALS
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,
EN3LC-IIIa-j-2
120121, 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.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas. *Fun
EN3LC-IIIa-j-2.6
2. in English 4. 1999. pp 187.
EN3LC-IIIa-j-3.15 *Fun in English 4. 1999. pp 187.
EN3LC-IIIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
EN3LC-IIIa-j-2.16 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.
g. draw conclusions 1. 2. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation – I.
EN3LC-IIIa-j-2.17 BEAM-DLP4 Module 64 – Drawing Conclusions.
7. *Fun in English 4. 1999. pp 172-175.

Propose several predictions about texts/stories EN3LC-IIIe-f-2.4 1. MISOSA ENG4 – Predicting Outcomes.
Determine whether a story is realistic or fantasy 1. 2. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy. *English
EN3LC-IIIg-h-3.15
for You and Me 4 (Reading). 2011. pp 173-176.
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC-IIIi-j-3.7
text heard
4Q
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC- IVa -3.7
text heard
LEARNING COMPETENCY
LEARNING MATERIALS
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, 120121,
EN3LC-IVa-j-2
130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note important details EN3LC-IVa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – 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.
c. retell some partsof the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IVa-j-2.6

d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.

3. English 2 (Learner’s Material). 2013. pp 227-228, 276-278.
EN3LC-IVa-j-3.15 4. English 2 (Teacher’s Guide). 2013. pp 143-145.
5. *Fun in English 4. 1999. pp 185, 187.
6. *English for You and Me (Language) 4. 2011. pp 179-181.
7. *English for You and Me (Reading) 4. 2011. pp 173-176.
EN3LC-IVa-j-2.8 2. English 2 (Teacher’s Guide). 2013. pp 94-96, 209.
3. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.

4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3LC-IVa-j-2.16 5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
7. *Fun in English 4. 1999. pp 97-99, 101.
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.
EN3LC-IVa-j-2.17 3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
LEARNING COMPETENCY
LEARNING MATERIALS

8. *Fun in English 4. 1999. pp 172-175.
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,
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
EN3RC-I0-2.10 4. English 2 (Teacher’s Guide). 2013. pp 45-46, 227.
5. *English for You and Me 3 (Reading). 2008. pp 89, 102, 103, 108-110.
Describe literary elements of texts including characters 1. MISOSA ENG4 – Noting Details Using Story Grammar.
setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
EN3RC-Ic-e-2.1 3. English 2 (Teacher’s Guide). 2013. pp 32.
4. *Fun in English 4. 1999. pp 20-23.
Make and confirm predictions about texts 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.
4. MISOSA ENG4 – Predicting Outcomes.
EN3RC-If-j-2.8 5. English 2 (Learner’s Material). 2013. pp 137, 350.

6. English 2 (Teacher’s Guide). 2013. pp 76, 184.
7. *English for You and Me 3 (Reading). 2008. pp 132, 138, 140.
8. *Fun in English 4. 1999. pp 134-135.
2Q
Rereads, monitors and self-correct one’s comprehension EN3RC-IIa-b-2.19
Note details in a given text 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar. MISOSA
EN3RC-IIc-e-2.2 2. ENG4 – Noting Details Using Story Grammar.
3. *Fun in English 4. 1999. pp 11, 150, 202.
LEARNING COMPETENCY
LEARNING MATERIALS
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.
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.
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence a series of events in a literary selection 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
2EN3RC-II0-2.10 3. English 2 (Learner’s Material). 2013. pp 205, 227-228.
4. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.

Sequence a series of events in a literary selection 1. BEAM ENG2 – Sequencing Events.

2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
EN3RC-IIi-j-2.10 4. English 2 (Learner’s Material). 2013. pp 59-64, 430.
5. English 2 (Learner’s Material). 2013. pp 205, 227-228.
6. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.
3Q
Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
EN3RC-IIIa 2.7.1 3. *English for You and Me 3 (Reading). 2008. pp 124.
4. *Fun in English 4. 1999. pp 97-99.
Make inferences and draw conclusion based on texts 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
EN3RC-IIIa-2.11
(pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
Identify cause and effect 1. *Fun in English 4. 1999. pp 97-99.

EN3RC-IIIa-b-2.13
Make inferences and draw conclusions based from texts 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
EN3RC-IIIe-f-2.11
2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.

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.
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.
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. English 2 (Learner’s Material). 2013. pp 59-64, 430.
EN3RC-III0-2.10 2. English 2 (Teacher’s Guide). 2013. pp 205, 227-228.
3. *English for You and Me 3 (Reading). 2008. pp 89, 91, 102-103, 108-110.
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar. MISOSA
EN3RC-III0-2.2
a. note details regarding character, setting and plot 2. ENG4 – Noting Details Using Story Grammar.
EN3RC-III0-2.10
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
4Q
Identify cause and effect 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3RC-IVa-b-2.13 4. *English for You and Me 3 (Reading). 2008. pp 124.
5. *Fun in English 4. 1999. pp 97-99.
Show understanding of a story by presenting them in 1. English 2 (Learner’s Material). 2013. pp 268, 319.
through dramatization, role playing etc. EN3RC- IVa –b-2.14 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
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-I0-2.2 104, 110, 132, 136, 138, 144, 176, 182.
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.


EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
Interpret simple maps of unfamiliar places, signs and 1. Let’s Begin in English 2. 2013. pp 357-358.
symbols EN3RC -IVc-d-1.2 2. *English for You and Me 3 (Language). 2008. pp 42.
3. *Fun in English 4. 1999. pp 195-196.
LEARNING COMPETENCY
LEARNING MATERIALS
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. Let’s
EN3WC-Ia-j-6 2. Begin in English 2. 2013. pp 80-81, 90.
c. descriptive paragraph 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.

EN3WC-Ia-j-7 2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
3. BEAM ENG5 Module 10 – Traits and Moods.
d. another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3WC-Ia-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. Let’s Begin in English 2. 2013. pp 145.
e. a diary EN3WC-Ia-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.

f. a short paragraph, etc. 1. Let’s Begin in English 2. 2013. pp 29, 37.
EN3WC-Ia-j-9 2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.

Use appropriate punctuation marks EN3WC-IIi-j-2.6 1. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
2Q
Participate in generating ideas through prewriting

EN3WC-IIa-b-1
activities
a. brainstorming EN3WC-IIa-1.1 1. *English for You and Me 4 (Reading). 2011. pp 30.
b. webbing EN3WC-IIb-1.2
c. drawing EN3WC-IIc-1.3 1. *Unionbank Student’s Work Text 2. 2013. pp 22, 35, 54, 92.
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-IIa-j-4 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
b. draw and write sentences about one’s drawing
LEARNING COMPETENCY
LEARNING MATERIALS
c. a note of advice EN3WC-IIa-j-5
d. Thank you letter 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format. Let’s
EN3WC-IIa-j-6 2. Begin in English 2. 2013. pp 80-81, 90.
e. descriptive paragraph 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.

EN3WC-IIa-j-7
2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
f. another ending for a story 1. 2. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3WC-IIa-j-8 BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
g. a diary EN3WC-IIa-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.

h. a short paragraph, etc. 1. *Fun in English 4. 1999. pp. 29, 37.
EN3WC-IIa-j-9 2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.

Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
EN3WC-IIi-j-2.6 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
3Q
Use appropriate punctuation marks 1. 2. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
3. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3WC-IIId-e-2.6 BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
Complete patterned poems using appropriate rhyming 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words. BEAM
EN3WC-IIIh-2.4
words 2. ENG2 Module 4 – Rhymes.
4Q
Write a simple story 1. 2. Let’s Begin in English 2. 2013. pp 307-308. *Fun

EN2WC-IVa-e-22 in English 4. 1999. pp 187.
PA- Phonological Awareness
Show how spoken words are represented by written EN3PW-IIa-d-2 1. *English for You and Me 4 (Reading). 2011. pp 7-9.
letters that are arranged in a specific order
PWR – Phonics and Word Recognition
1Q
Review reading and writing short e, a and i words in CVC 1. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257. *Unionbank
pattern EN3PW-Ia-b-7 2. Student’s Work Text 2. 2013. pp 11.
Read words with short o sounds in CVC pattern and 1. BEAM-DLP3 Module 1 – Word Recognition.
phrases and sentences containing these words EN3PW-Ib-d-19 2. Let’s Begin in English 2. 2013. pp 251-252, 256.
LEARNING COMPETENCY
LEARNING MATERIALS

Recognize more common sight words in order to read EN3PW-Ib-d-19.1 1. Let’s Begin in English 2. 2013. pp 277-278.
simple phrases and sentences
Read words with short u sound in CVC pattern 1. BEAM-DLP3 Module 1 – Word Recognition.
EN3PW-Ie-3 2. Let’s Begin in English 2. 2013. pp 375-376, 379-380, 383-384, 386, 393.
Differentiate words with different medial vowels (eg: cap- EN3PW-If-g-17.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u sound 1. Let’s Begin in English 2. 2013. pp 318, 319, 320-322, 330, 333, 335, 344, 347, 349, 360, 362,
EN3PW-Ii-15
(basket, hotdog, sunset, etc.) 364.
Read phrases, sentences and short stories consisting of 2- 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
EN3PW-Ij-21
syllable words and the questions about them
2Q
Read words with initial consonant blends (l, r and s 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
EN3PWR-IIa-b-22
blends)
Read phrases, sentences and short stories consisting of 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis. *Unionbank
words with consonant digraph ch and sh and other words EN3PWR-IIi-j-22.1 2. Student’s Work Text 2. 2013. pp 62-63.
previously studied and the questions about them
3Q
Read words with long a sound (long a ending in e) EN3PW-IIIa-b-5 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
Read words with long i sound (long i ending in e) 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis. *Unionbank
EN3PWR-IIId-24
2. Student’s Work Text 2. 2013. pp 14.
Read words with long o sound (long a ending in e) EN3PWR-IIIf-26 1. *Unionbank Student’s Work Text 2. 2013. pp 13.
And questions about them EN3PWR-IIIh-26.2 1. *Unionbank Student’s Work Text 2. 2013. pp 15.
Read words with long a, i, o, and u and phrases, 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
EN3PWR-IIIi-26.3
sentences and stories containing these words.
Read 2-syllable words (fireman) with long vowel sound EN3PWR-IIIj-15 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
4Q
Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing these 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
words with pictures

Read words with vowel digraphs ea and ee and phrases, EN3PWR-IVd-e-22&29 1. *Unionbank Student’s Work Text 2. 2013. pp 71.
sentences and stories containing these words
Read words with vowel digraphs oo (food), oa (road) EN3PW-IVf-g-8 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
Read words with vowel diphthongs oy 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
EN2PW-IVh-i-6
(boy), oi (boil), ou (out) ow (bow) 2. *Unionbank Student’s Work Text 2. 2013. pp 73-76.
Match these words with the appropriate pictures 1. *Unionbank Student’s Work Text 2. 2013. pp 75-76.
EN3PWR-IVi-2
LEARNING COMPETENCY
LEARNING MATERIALS
F – Fluency
1Q
Read grade 3 level texts consisting of 2-syllable words EN3F-Ia-j-3.5.1 EN3F- 1. *English for You and Me 4 (Language). 2011. pp 5.
with short vowel sound with at least 95-100% accuracy IIa-j-3.5.1
Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-Ia-j-1.10.1 EN3F-
long vowel words with fluency, appropriate rhythm, 2. BEAM ENG2 Module 4 – Rhymes.
IIa-j-1.10.1
pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
2Q
3Q
Read grade 3 level texts consisting of 2-syllable words 1. *English for You and Me 4 (Language). 2011. pp 5.
with long vowel sound with at least 95-100% accuracy EN3F-IIIa-j-3.5.1
Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
long vowel words with fluency, appropriate rhythm, EN3F-IIIa-j-1.10.1 2. BEAM ENG2 Module 4 – Rhymes.
pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Observe the use of punctuations including commas, 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3F-IIIg-j-1.11
periods and question marks to guide reading for fluency
4Q
Read aloud from familiar prose and poetry consisting of 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Long vowel words with fluency, appropriate rhythm, EN3F-IVa-j-1.10.1
pacing and intonation

Use punctuations including commas, periods and question 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3FL-IVa-j-1.11
marks to guide reading for fluency
Read poems with fluency, appropriate rhythm, pacing and 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-IVi-j-5
intonation 2. BEAM ENG2 Module 4 – Rhymes.
G – Grammar
1Q
Sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.

2. BEAM-DLP4 Module 34 - Using Variety of Sentences as To Structure.
EN3G-Ia-1 3. Let’s Begin in English 2. 2013. pp 373-374.
Distinguish sentences from non-sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence. Let’s
EN3G-Ia-1.1 2. Begin in English 2. 2013. pp 373-374.
Sentences 1. Let’s Begin in English 2. 2013. pp. 373-374.

EN3G-Ib-1
Construct simple sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ib-1.4 3. BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.
LEARNING COMPETENCY
LEARNING MATERIALS
Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
Differentiate a declarative from an interrogative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1.1 2. Let’s Begin in English 2. 2013. pp 391-392, 395.

Use proper punctuation for declarative and interrogative 1. 2. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
sentences 3. Let’s Begin in English 2. 2013. pp 391-392, 395, 400.
EN3G-Ib-1.6 *English for You and Me 4 (Language). 2011. pp 75, 79, 87-89.
Construct declarative and interrogative sentences 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.7 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
Identify an exclamatory sentence 1. 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
4. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
EN3G-Ib-1.4.8 Let’s Begin in English 2. 2013. pp 399-400.
Identify an imperative sentence 1. 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1 MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Use different kinds of sentences (e.g. declarative, 1. 2. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
interrogative, exclamatory, imperative 3. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1.3 BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.
Sentences 1. Let’s Begin in English 2. 2013. pp 373-374.

EN3G-Id-1
2. *Unionbank Student’s Worktext 2. 2013. pp 97.
Use appropriate punctuation marks (e.g. period, comma, 1. 2. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
question mark, exclamation point) 3. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
4. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
MISOSA ENG4 – Writing From Dictation of Short Paragraphs and Observing Correct Spelling,
EN3G-Id-1.6 Punctuation Marks, and Capital Letters in Sentences.
5. Let’s Begin in English 2. 2013. pp 391-392, 395.
6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.

Nouns 1. BEAM-DLP3 Module 17 – Looking for Name Words.

EN3G-Ie-2
Use nouns (e.g. people, animals, places,, things events) in EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.
LEARNING COMPETENCY
LEARNING MATERIALS
simple sentences
Use common and proper nouns EN3G-If-2.2 Let’s Begin in English 2. 2013. pp 29, 43.
Use plural form of regular nouns by adding /s/ or /es/ 1. BEAM-DLP3 Module 19 – Using Plural of Nouns.
(e.g., dog, dogs; wish, wishes) 2. BEAM-DLP4 Module 16 – Using the Plural of Nouns.
EN2G-Ig-h-2 .3 3. Let’s Begin in English 2. 2013. pp 58-59, 65, 66, 69.
Use plural from of frequently occurring irregular nouns 1. BEAM-DLP4 Module 16 – Using the Plural of Nouns.
EN3G-Ii-j-2.4
(e.g. children, feet, teeth) 2. *English for You and Me 4 (Language). 2011. pp 40-42.
2Q
Verbs 1. BEAM ENG2 Module 6B – Action Words.

2. BEAM-DLP3 Module 36 – Identifying Action Words.
3. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIa-c-3 4. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
5. Let’s Begin in English 2. 2013. pp 251, 267, 282.
6. *Unionbank Student’s Work Text 2. 2013. pp 165-166.
Use the be-verbs (am, is, are was, were) correctly in 1. BEAM-DLP3 Module 44 – Using Am, Is, and Are. BEAM-
sentences EN3G-IIa-b-3.4 2. DLP3 Module 44 – Using Was and Were.
3. Let’s Begin in English 2. 2013. pp 313-314, 315, 317.
Identify and use action words in simple sentences 1. BEAM-DLP3 Module 36 – Identifying Action Words.
2. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIc-d-3.4 3. *Unionbank Student’s Work Text 2. 2013. pp 165-166.

Form and use the past tense of frequently occurring 1. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
regular verbs (walk – walked, etc) 2. Let’s Begin in English 2. 2013. pp 327, 329, 332, 334.
EN3G-IId-f-3.2 3. *English for You and Me 3 (Language). 2008. pp 108-113, 119-120.
Use verbs in simple present tense 1. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
2. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
3. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
Use verbs in simple present and past tense EN3G-IIe-f-3.2.1.1 1. BEAM ENG2 Module 6B – Action Words.
2. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
3. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
4. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
5. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
6. MISOSA ENG4 – Using the Simple Past Form of the Verb.
7. *Unionbank Student’s Worktext 2. 2013. pp 168-169.
LEARNING COMPETENCY
LEARNING MATERIALS
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.
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.
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.
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.
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.
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.

Give the synonyms and antonyms of common adjectives 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms. BEAM
EN3G-IVh-5.6 2. ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
Use the degrees of adjectives in making comparisons EN3G-IVi-j-5.2 1. BEAM-DLP3 Module 65 – Comparing Adjectives.
LEARNING COMPETENCY
LEARNING MATERIALS
(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.
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.
Recognize adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN3G-IVi-j-6.1
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. BEAM-DLP3
EN3S-IIi-j-4.3
consonant digraphs 2. Module 5 – Identifying Words with Final Consonant Blends.
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)
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.
3. Fun in English 4. 1999. pp. 3, 8, 16, 24, 30, 38, 44, 53, 58, 66, 74, 82, 90, 102, 110, 120,
EN1V-Ia-b-01 *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
review 162.
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
LEARNING COMPETENCY
LEARNING MATERIALS
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 in EN3V-IIi-j-5.3
sentences
3Q
Recognize some words represented by common 1. BEAM ENG2 Module 2 – Intonation and Expressions.
EN3V-IIIa-7
abbreviations (e.g. Mr. Ave., Oct.) 2. BEAM ENG2 Module 3A – Giving and Following Directions.

Give the synonyms and antonyms of somewords 1. 2. BEAM ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
4. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN1V-IIIa-c-13.1,13.2 Let’s Begin in English 2. 2013. pp 34, 62, 131.
6. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.

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. *Fun
EN3V-IIIe-f13.6
2. 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. *Fun
EN1V-IVa-b-13.6
2. 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. 2. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes. *Unionbank
EN1V-IVj-27 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. 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words. *English
repetitive text) for You and Me 4 (Reading). 2011. pp 2, 5.
2Q
Participate/ engage in a read-along of texts (e.g. poetry, 1. 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words. *English
EN3A-IIa-b-1
repetitive text) for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy
1Q

Arrange words in alphabetical order 1. 2. BEAM ENG2 Module 3A – Giving and Following Directions. *Fun
EN3SS-Ia-2.1
in English 4. 1999. pp 119, 126.
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
Arrange words with the same first letter but a different 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-IIa-b-1.1
second letter in alphabetical order 2. *Fun in English 4. 1999. pp 126.
Follow one-to-three step directions EN3LC-IIc-3.6 Let’s Begin Reading in English 2. 2013. pp 214-215, 279-282, 301-302, 371-372, 377, 381.
3Q
Get information from index and table of contents EN3SS-IIIa-1.3 *Fun in English 4. 1999. pp 7, 57, 65, 72.
Engage in a variety of ways to share information (e.g. role 1. Let’s Begin in English 2. 2013. pp 285.
playing,) reporting, summarizing, retelling and show and EN3OL-IIIb-i-1.2 2. *Fun in English 4. 1999. pp 15.
tell
4Q
Follow simple written directions EN3SS- IVa -1.3
Interpret simple maps of 1. Let’s Begin in English 2. pp 470.

EN3SS- IVa-b -1.2.3
places 2. *Fun in English 4. 1999. pp 195-196.
Interpret a pictograph EN3SS- IVc-d-1.2.7 Let’s Begin in English 2. pp 311-313.
Interpret simple tables EN3SS- IVe-f -1.2.2 Let’s Begin in English 2. pp 493-495, 498-500.
Interpret a bar graphs EN3SS- IVg-h -1.2.1 Let’s Begin in English 2. pp 478-480, 485-486.

GRADE 4
Grade Level Standards The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from
various text types.

Domain
demonstrates an understanding of verbal cues for clear expression of
actively creates and participates in oral theme-based activities
ideas
demonstrates an understanding of verbal and nonverbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates an understanding of information derived from multimedia
creatively presents information using broadcast media
sources for clear and creative presentation
demonstrates an understanding that English is stress-timed language to
Fluency reads aloud text with accuracy, automaticity, and prosody
achieve accuracy and automaticity
demonstrates an understanding of the elements of literary and
Listening recalls details, sequence of events, and shares ideas on texts listened to
informational texts for comprehension
Comprehension
demonstrates an understanding of text types to construct feedback identifies story perspective and text elements

demonstrates an understanding that word meaning can be derived from

uses different resources to find word meaning
different sources
demonstrates an understanding that words are composed of different
Vocabulary uses strategies to decode the meaning of words
parts and their meaning changes depending on context
demonstrates an understanding that word meaning changes based on
uses strategies to decode the meaning of words in context
context
demonstrates an understanding of various linguistics nodes to uses linguistic cues to appropriately construct meaning from a variety of
comprehend various texts texts for a variety of purposes
demonstrates an understanding of text elements to comprehend various uses knowledge of text types to correctly distinguish literary from
texts informational texts
Reading
demonstrates an understanding of writing styles to comprehend the uses diction (choice of words) to accurately analyze text elements
Comprehension
author’s message
demonstrates an understanding that reading in a wide range of texts uses literal information from texts to aptly infer and predict outcomes
provides pleasure and an avenue for self-expression and personal
development
demonstrates an understanding of writing as a process uses a variety of strategies to write informational and literary compositions
Writing and
demonstrates an understanding of the importance of using varied sources
Composition uses varied sources of information to support writing
of information to support writing
demonstrates a command of the conventions of standard English grammar
Grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking
Domain
English
demonstrates an understanding of English grammar and usage in speaking

uses the classes of words aptly in oral and written discourse
or writing
demonstrates an understanding of nonverbal cues to communicate with applies knowledge of nonverbal skills to show respect when
others communicating with others
Attitude
demonstrates an understanding of verbal and nonverbal elements of
uses paralanguage and nonverbal cues to respond appropriately
communication to respond back
Study
demonstrates an understanding of library skills to research on a variety of
Strategies/ uses library skills to gather appropriate and relevant information
topics
Research

FIRST QUARTER
LC V RC F SS WC
OL Oral G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Ia-17 EN4OL-Ia- EN4V-Ia-31 EN4RC-Ia-2.2 EN4F-Ia-6 Read EN4SS-Ia-6 EN4G-Ia-b- EN4WC-Ia-b15 EN4A-Ia-c-19
Note details in a 1.14.4 Use context clues Note significant words, phrases, Locate 2.3 Write 2–3 Show willingness
literary text listened Speak clearly to find meaning details in a literary poems, or stories information Use the plural sentences about and enthusiasm
to using appropriate of unfamiliar text with long vowel using print and form of regular the characters in in reading or
1 words a literary text listening to a
pronunciation and a sound nonprint nouns
listened to or literary text
intonation resources
read
EN4LC-Ib-1.1 EN4OL-Ib- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 Read EN4SS-Ib-6

Note details in a 1.14.4 Use context clues Analyze a story in words, phrases, Locate
selection listened to Speak clearly (synoynms) to terms of its setting poems, or stories information
2 find meaning of
using appropriate with long vowel using print and
pronunciation and unfamiliar words e sound nonprint
intonation resources
EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 Read EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in words, phrases, 2.15 Use Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting poems, or stories graphic of irregular forms of simple
questions about a using appropriate find meaning of with long vowel i organizers to nouns composition
story/poem listened pronunciation and unfamiliar words sound show (letters) as a
3
to intonation understanding response to
of texts (story stories/poems
sequence read or listened
organizers) to
LC V RC F SS WC
OL Oral G A

EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id-e-24 EN4F-Id-9 EN4SS-Id- EN4G-Id-33 EN4WC-Id-33 EN4A-Id-20

Sequence at least 3 1.14.4 Use context clues Sequence events in Read words, 2.15 Use Use clear and Write 2–3 step Show willingness
events using signal Speak clearly (antonym) to a story or narrative phrases, poems, graphic coherent directions using and enthusiasm
words using determine the or stories with organizers to sentences signal words in reading or
appropriate meaning of long vowel o show employing listening to
pronunciation unfamiliar words sound understanding appropriate literary text
4 of texts (story
and intonation grammatical
sequence
(poems, chants, structures:
organizers)
rhymes, riddles) Kinds of Nouns
– Mass Nouns
and Count
Nouns
EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-f-13.9 EN4F-Ie-10 EN4SS-Ie-10 EN4G-Ie-34 EN4WC-Ie-f-34
Sequence at least 3 1.13.1 Use context clues Read words, Use graphic Use clear and Write 2–3 step
events using signal Give oral (definition) to phrases, poems, organizers to coherent directions using
words directions determine the or stories with show an sentences signal words
meaning of long vowel u understanding employing
5 of texts (story
unfamiliar words sound appropriate
sequence
grammatical
organizers)
structures
(quantifiers of
mass nouns)
EN4LC-If-2.8 EN4OL-If-10 EN4RC-If-25 EN4F-If-11 EN4SS-If- EN4G-If-35 EN4A-If-21
Infer feelings and Express one’s Infer feelings and Read words, 2.15 Use Compose clear Listen attentively
traits of characters ideas and traits of characters phrases, poems, graphic and coherent to and react
based on the story feelings clearly in a story read or stories with organizers to sentences using appropriately
heard compound words show an appropriate during story
6
grammatical
understanding reading
structures:
of texts
Kinds of Nouns
(Possessive
Nouns)

EN4LC-Ig-2.8 EN4OL-Ig-10 EN4V-Ig-13.9 EN4RC-Ig-26 EN4F-Ig-12 EN4SS-Ig-6 EN4G-Ig-36 EN4WC-Ig-18 EN4A-Ig-22

Infer feelings and Express one’s Use context clues Make inferences Read aloud Locate Identify and use Write a friendly Demonstrate
traits of characters ideas and to find meaning and draw grade-level texts information concrete nouns letter as a respect for the
based on the story feelings clearly of unfamiliar conclusions based with accuracy using print and and abstract response to ideas, feelings,
7 heard words (definition) on a literary text and proper nonprint nouns stories/poems and culture of the
expression resources read or listened author of the text
to
listened to
LC V RC F SS WC
OL Oral G
Week Listening Vocabulary Reading Oral Reading Study Writing A Attitude
Language Grammar
EN4LC-Ih-2.8 EN4OL-Ih-10 EN4V-Ih-13.9 EN4RC-Ih-2.8 EN4F-Ih-13 EN4SS-Ih-6 EN4G-Ih-3.9 EN4WC-Ih-19
Infer feelings and Express one’s Use context clues Infer feelings and Read with Locate Use collective Write different
traits of characters ideas and feelings (exemplification) traits of characters accuracy words, information nouns forms of simple
based on the story clearly to determine the based on the story phrases, poems, using print and composition
8 heard meaning of read and stories with nonprint (notes/letters) as
unfamiliar words diphthongs resources a response to
stories/ poems
read or listened
to
EN4LC-Ii-2.8 EN4OL-Ii-10 EN4V-Ii-13.9 EN4RC-Ii-2.8 EN4F-Ii-14 Read EN4G-Ii- EN4WC-Ii-6
Infer feelings and Express one’s Use context clues Infer feelings and with accuracy 3.2.1.1 Use Write a response
traits of characters ideas and feelings (exemplification) traits of characters words, phrases, simple present to a story/poem
based on the story clearly to determine the based on the story poems,and tense of verbs read or listened
9
heard meaning of read stories with silent in sentences to -letters
unfamiliar words letters
SECOND QUARTER
LC V RC F SS WC
OL Oral G A

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: plot content-area characteristics listened to or the author of
oneword compound
words and similarities read the text listened
[backyard], two-word
to
compound [security
guard], hyphenated
compound word
[sisterin-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
LC V RC F SS WC
OL Oral G A
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: content area characteristics antecedent listened to or
oneword compound words and similarities read
[backyard], two-word
compound [security
guard], and hyphenated
compound [sister-inlaw])

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
occurring
affixes) 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-IId3.2.1 EN4WC-IId- EN4A-IId-24
Infer traits and Listen to and Use prefixes and root Infer traits and Read words, Locate meaning Use the present 20 Show
feelings of answer questions words as clues to get feelings of phrases, of words from form of verbs Write a short enthusiasm for
characters based about the story the meaning of words characters based poems, and the dictionary that agree with story with its participating in
4 on what they say read/ listened to on what they say stories with the subject complete read-along
accuracy and activities (choral
or do in a story or do in a story elements
appropriate reading and
listened to read
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 gender story with its responses in
5 show the stories with with complete preparing logs,
accuracy and
sequence of antecedents elements journal, and
appropriate
events in a text other oral
expression
read (story) presentations
LC V RC F SS WC
OL G A
Oral Language Grammar Attitude
EN4LC-IIf-21 EN4OL-IIf-13 EN4V-IIf-34 EN4RC-IIf-2.8 EN4F-IIf-15 EN4SS-IIf-10 EN4G-IIf-10 EN4WC-IIf-22 EN4A-IIf-25
Sequence events in React to what Use suffixes and root Predict outcomes Read words, Fill out forms Use correct Write a reaction Take part in a
story listened to the characters words as clues to get of events in the phrases, following time about the creative said in the story meaning
of words story poems, and instructions expressions to character in a responses in

6 listened to stories with appropriately tell an action in story read preparing logs,
accuracy and the present journal, and
appropriate other oral
expression presentations
EN4LC-IIg-1.1 EN4OL-IIg-2.6 EN4V-IIg-34 EN4RC-IIg-31 EN4F-IIg-4.4 EN4G-IIg-3.2 EN4WC-IIg- EN4A-IIg-26 Give a possible Retell best-liked Use suffixes and root
Give possible Read texts with Use the past 23 Browse and ending to a story part of a story words as clues to get ending to a story words with form of regular Write a read news page
7 heard heard meaning of words read consonant verbs paragraph about for information blends /tr/ and one’s personal of a school
/cr/ experience paper
EN4LC-IIh-22 EN4OL-IIh-2.6 EN4V-IIh-35 EN4RC-IIh-35 EN4F-IIh-16 EN4SS-IIh- EN4G-IIh-11 EN4WC-IIh- EN4A-IIh-27 Distinguish reality Retell best-liked Get the
meaning of Distinguish reality Read words 1.4 Use the past 24 Show interest in from fantasy part of a story words using a dictionary from fantasy with consonant Use dictionary in
form of Write sentences reading more
8
heard blends /br/ and getting the irregular verbs expressing stories
/gr/ meaning of fantasy and
words reality
EN4LC-IIi-23 EN4OL-IIi-2.6 EN4V-IIi-35 EN4RC-IIi-36 EN4F-IIi-4.4 EN4SS-IIi-1.4 EN4G-IIi-12 EN4WC-IIi-25 EN4A-IIi-28 Distinguish fact Retell best-liked Get the
meaning of Distinguish fact Read words Use dictionary in Use the past Write a news Listen from opinion in a part of a story words using a dictionary from opinion in a with consonant
getting the form of regular report using the attentively and
9
narrative heard narrative blends /pr/ and meaning of and irregular given facts react positively
/gr/ words verbs during story reading

THIRD QUARTER
LC V RC F WC
OL Oral SS Study G A
Week Listening Vocabulary Reading Oral Reading Writing
Language Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IIIa-24 EN4OL-IIIab- EN4V-IIIa-13.2 EN4RC-IIIa-34 EN4F-IIIa-15 EN4SS-IIIa-11 EN4G-IIIa-13 EN4WC-IIIa- EN4A-IIIa-28
Note details in an 14 Use context clues Compare and Read grade- Take note of Identify and 26 Show love for
informational text Use appropriate (synonym and contrast people, level texts with relevant use adjectives Write sentences reading by listening
heard expression to antonym) to find places, and events appropriate information from a in sentences describing attentively during
1 talk about story reading and
meaning of in texts read speed, given text persons, places,
famous events unfamiliar words accuracy, and things, and making comments
proper animals or reactions
expression
EN4LC-IIIb-25 EN4V-IIIb-13.2 EN4RC-IIIb-35 EN4F-IIIb-15 EN4SS-IIIb-11 EN4G-IIIb-14 EN4WC-IIIb- EN4A-IIIb-28
Note details from Use context clues Note details in Read grade- Take note of Identify and 27 Show love for
news reports/ (synonym and informational text level texts with relevant use words that Write/ compose reading by listening
2 sections listened to antonym) to find appropriate information from a show degrees a news story attentively during
meaning of speed, given text of comparison story reading and
unfamiliar words accuracy, and of adjectives in making comments
expression sentences or reactions
EN4LC-IIIc-26 EN4OL-IIIc- EN4V-IIIc-36 EN4RC-IIIc-36 EN4F-IIIc-15 EN4SS-IIIc-12 EN4G-IIIc-14 EN4WC-IIIc- EN4A-IIIc-29
Identify the 15 Identify multiple Identify various Read grade Use graphic Identify and 28 Show interest in
elements of Use appropriate meanings of words text types -level texts with organizers to use words that Write/ compose reading an
informational text expression to according to appropriate organize show degrees an editorial editorial
3 (editorial) talk about structure (problem speed, information of comparison
issues/ current and solution) accuracy, and obtained from of adjectives in
events proper various sources in sentences
expression preparation for
reporting, etc.
EN4LC-IIId-27 EN4OL-IIId16 EN4V-IIId-3 EN4RC-IIId-37 EN4F-IIId-15 EN4SS-IIId-12 EN4G-IIId-15 EN4WC-IIId- EN4A-IIId-30
Identify the Use of Identify multiple Identify various Read grade- Use graphic Identify and 29 Show interest in
elements of appropriate meanings of words text types level texts with organizers to use the correct Write/ compose reading a feature
informational text expression in according to appropriate organize order of clear and story
4 (feature story) talking about structure speed, information adjectives in a coherent
famous places (description) accuracy, and obtained from series in sentences using
expression various sources in sentences the correct order
preparation for of adjectives
reporting, etc.

EN4LC-IIIe-28 EN4OL-IIIe-f- EN4V-IIIe-37 EN4RC-IIIe-38 EN4F-IIIe-15 EN4SS-IIIe-12 EN4G-IIIe-16 EN4WC-IIIe- EN4A-IIIe-31

Recall the elements 17 Get unfamiliar words Identify various Read grade- Use graphic Identify and 30 Show interest on
of informational Use appropriate through text types level texts with organizers to use adverbs of Write/ compose reading an
5 text listened to expression in restatements according to appropriate organize place in clear and autobiography/
(autobiography, talking about structure speed, information sentences coherent biography
biography) famous people (description) accuracy, and obtained from sentences using
expression various sources in adverbs of time
LC V RC F WC
preparation for
reporting, etc.
EN4LC-IIIf-29 EN4V-IIIf-38 EN4RC-IIIf-39 EN4F-IIIf-15 EN4SS-IIIf-1.3 EN4G-IIIf-17 EN4WC-IIIf- EN4A-IIIf-32
Identify the Identify different Identify various Read grade- Locate information Use appropriate 31 Browse and read
elements of meanings of content text types level texts with from indices adverbs of time Write/ compose books for learning
informational text specific words. according to appropriate in sentences clear and or pleasure
6
(“how to”) (denotation and structure speed, coherent
connotation) (procedural/ accuracy, and sentences using
sequence) expression adverbs of
manner
EN4LC-IIIg-1.1 EN4OL-IIIg- EN4V-IIIg-38 EN4RC-IIIg-40 EN4F-IIIg-15 EN4SS-IIIf-1.3 EN4G-IIIg-18 EN4WC-IIIg- EN4A-IIIg-33
Identify the main 18 Identify different Identify the main Read gradelevel Locate information Use adverbs of 32 Browse and read
idea, key Tell/retell meanings of content idea, key texts with from indices place in Write/ compose news page of
sentences, and familiar stories specific words sentences, and appropriate sentences clear and school paper for
supporting details by using (denotation and supporting details speed, coherent information
7
from text listened appropriate connotation) of a given text accuracy, and sentences using
to gestures and expression adverbs of place
expressions in
complete
sentences
EN4LC-IIIh-2.10 EN4OL-IIIh- EN4V-IIIh-39 EN4RC-IIIh-i41 EN4F-IIIh-15 EN4SS-IIIh-13 EN4G-IIIh-19 EN4WC-IIIh- EN4A-IIIh-33
Distinguish fact 19 Get the meaning of Distinguish fact Read grade- Interpret charts Use a particular 33 Browse and read
from opinion in Retell a news words through word from opinion in a level texts with kind of Write news news page of
8 news reports report using association news report appropriate sentence for a report using the school paper for
listened to appropriate (analogy) speed, specific purpose given facts information
gestures and accuracy, and (e.g., making
expressions expression requests)

EN4LC-IIIi-2.10 EN4OL-IIIi-19 EN4V-IIIi-40 EN4F-IIIi-15 EN4SS-IIIi-14 EN4G-IIIi-20 EN4WC-IIIi- EN4A-IIIi-33

Distinguish fact Retell a news Get the meaning of Read grade- Use a thesaurus to Use a particular 33 Browse and read
from opinion in report using words through word level texts with find synonyms kind of Write a news news page of
9 news reports appropriate classification appropriate and antonyms sentence for a report using the school paper for
listened to gestures and speed, specific purpose given facts information
expressions accuracy, and (e.g., asking
expression permission)
FOURTH QUARTER
LC V RC F WC
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC-IVa34 EN4A-IVa-34
Distinguish fact from State a fact and 1 Distinguish fact from Read aloud Get information Identify Outline a Express interest
opinion in opinion about a Use knowledge of opinion in an grade four-level from an prepositions in paragraph with in different
informational text particular topic context clues informational text texts with advertisement sentences explicity given texts by reading
1 accuracy rate of
(advertisements) to find the main idea available print
meaning of 95–100%
materials
unfamiliar words (Informational)
(synonyms)
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 Use 35 Expess interest
opinion in opinion about a Use knowledge of opinion in grade four-level from an prepositions in Write a 2- point in text by
informational text particular topic context clues to informational text texts with an announcement sentences – to sentence outline reading
2 accuracy rate of
(announcement) find the meaning and from available print
of unfamiliar 95–100%
materials
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-IVc36 EN4A-IVc-34

Tell whether an Express whether Identify the Distiguish reality from Read aloud Use search Use Write a Express interest
action or event is a an action or meaning of words fantasy in stories grade four-level engine, prepositions in paragraph in text by
reality or a fantasy event is reality or with multiple read texts with encylopedia, sentences – based on a reading
3 accuracy rate of
fantasy meanings almanac and among and 2point outline available print
95–100% between
other multimedia 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 Use 37 Express interest
likelihood that a to realistic of words with from fantasy in texts with 118 important prepositions in, Write 5–6 in text by
story/event could fiction prefixes un-, in-, stories read words correct information on, under, and sentence reading
4
really happen im-, dis-, mis- words per above in paragraph available print
and re- minute sentences about a given materials
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 Use 38 Express interest
informational text to informational of word with draw conclusions texts with 118 prepositional Write 5–6 in text by
5 heard text suffixes -ful and based on words correct phrases in sentence reading
-less informational text words per sentences paragraph available print
minute about a given materials
topic (Writing) (Informational)
LC V RC F WC
OL Oral SS Study G
Week Listening Vocabulary Reading Oral Reading Writing A Attitude
Language Strategy Grammar
EN4LC-IVf-34 EN4OL-IVf-25 EN4V-IVf-44 EN4RC-IVf-45 EN4F-IVf-1.13 EN4SS-IVf-19 EN4G-IVf-22 EN4WC-IVf- EN4A-IVf-34
Give conclusions to State one’s Identify meaning Give conclusions to Read grade-level Interpret bar and Use simple 39 Express interest
realistic fiction conclusion to of words with realistic fiction read texts with 118 line graphs sentence: Simple Write 5–6 in text by
6 listened to realistic fiction suffixes -er and words correct subject and sentence reading available
listened to -or words per minute simple predicate paragraph about print materials
a given topic (Informational)
(Editing)

EN4LC-IVg-35 EN4OL-IVg-26 EN4V-IVg-45 EN4RC-IVg- EN4F-IVg-1.13 EN4SS-IVg-20 EN4G-IVg-23 EN4WC-IVg- EN4A-IVg-34

Give one’s reaction to Express one’s Identify meaning 2.2.12 Make Read grade-level Use a glossary to Use simple 40 Express interest
an event or issue reaction to an of words with generalizations texts with 118 get the meaning sentence: Write 5–6 in text by
heard event or issue prefixes de- and words correct of words Compound sentence reading available
7 dis- words per minute subject + paragraph about print materials
simple predicate a given topic (Informational)
(Rewriting/
Revising)
EN4LC-IVh-2.16 EN4OL-IVh-27 EN4V-IVh-46 EN4RC-IVh-2.16 EN4F-IVh-1.13 EN4SS-IVg-21 EN4G-IVh-24 EN4WC-IVh- EN4A-IVh-32

Identify cause- State the effects Identify meaning Identify cause- Read grade-level Use a glossary to Use simple 41 Browse and read
andeffect relationship of a given cause of words with andeffect relationship texts with 118 get the meaning sentences: Write 5–6 books for
8 suffixes -ly and y words correct of words Simple subject sentence learning or for
words per minute and compound paragraph about pleasure
predicate a given topic
(Publishing)
EN4LC-IVi-2.16 EN4OL-IVi-28 EN4V-IVi-47 EN4RC-IVi-2.16 EN4F-IVi-1.13 EN4SS-IVg-22 EN4G-IVi-25 EN4WC-IVi- EN4A-IVi-32

Identify cause- State the cause of Identify meaning Identify cause- Read grade-level Use strategies in Use compound 42 Browse and read
andeffect relationship a given effect of words with andeffect relationship texts with 118 taking tests A. sentences Write 5–6 books for
9 suffixes -able and words correct Before the test sentence learning or for
-ible words per minute B. During the test paragraph about pleasure
a given topic
(Publishing)
LEARNING COMPETENCY CODE LEARNING MATERIALS
LC - Listening Comprehension

1Q
Sequence events in a story listened to 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
EN4LC-IIe-21 EN4LC-IIf- 2. BEAM-DLP4 Module 43 – Sequencing the Major Events/Ideas in a Selection.
21 3. *Fun in English 4. 1999. pp. 56, 64, 70-72.
4. *English for All Times 5. 1999. pp 49.
2Q
Identify the main idea, key sentences and supporting 1. BEAM-DLP4 Module 18 – Giving Main Idea.
details from text listened to 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4LC-IIIg-1.1 5. BEAM ENG5 Module 10 – Getting the Main Idea.
7. *Fun in English 4. 1999. pp. 35, 36-37, 41, 47-49, 50.
8. *English for All Times 5. 1999. pp 19, 37, 47, 77, 84-85, 92, 107-108.
9. *English Expressways 5. 2010. pp 7, 26-27, 54-55, 84-87, 121-123, 134, 143-144, 165.
3Q
Distinguish reality from fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
2. BEAM-DLP4 Module 67 – Evaluating Ideas/Making Judgment (Reality or Fantasy).
EN4LC-IIh-22 4. *English for You and Me 3 (Reading). 2008. pp 161.
5. *Fun in English 4. 1999. pp. 187.
6. *English for All Times 5. 1999. pp 7, 173, 200-201.
4Q

Distinguish fact from opinion in a narrative EN4LC-IIi-23 1. BEAM-DLP4 Module 69 – Fact or Opinion.
EN4LC-IIIh-2.10 2. *Fun in English 4. 1999. pp. 209.
EN4LC-IIIi-2.10 3. *English for All Times 5. 1999. pp 218.
EN4LC-IVa-30 4. *English Expressways 5. 2010. pp 215.
EN4LC-IVb-31
OL - Oral Language
1Q
Speak clearly using appropriate pronunciation and 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
intonation 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
EN4OL-Ia-1.14.4 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4OL-Ib-1.14.4 4. *English for You and Me 3 (Language). 2008. pp 18-19.
Give oral directions EN4OL-Ie-1.13.1 1. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
4. *English Expressways 5. 2010. pp 70, 143.
V - Vocabulary Development
1Q
Use context clues (synonym) to find the meaning of 1. 2. BEAM-DLP4 Module 2 – Using Synonyms.
unfamiliar words 3. 4. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
5. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-Ib-13. 1 EN4V-Ic- *English for You and Me 3 (Reading). 2008. pp 113.
13. 1 *Fun in English 4. 1999. pp. 62, 102, 115, 116, 123.
6. *English for All Times 5. 1999. pp 31, 68, 200, 224.
7. *English Expressways 5. 2010. pp 31, 68, 200.

Use context clues (antonym) to find the meaning of 1. 2. BEAM-DLP4 Module 2 – Using Antonyms.
unfamiliar words 3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
4. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-Id-13.2 *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
Use context clues (definition) to determine the meaning of 1. 2. *Fun in English 4. 1999. pp. 165, 204, 205, 209.
EN4V-Ie-f-13.9 EN4V-Ig-
unfamiliar words 3. *English for All Times 5. 1999. pp 7.
13.9
*English Expressways 5. 2010. pp 5-6.
Use context clues (exemplification) to determine the 1. 2. *Fun in English 4. 1999. pp. 55.
EN4V-Ih-13.9 EN4V-Ii-
meaning of unfamiliar words 3. *English for All Times 5. 1999. pp 105.
13.9
*English Expressways 5. 2010. pp 104.
3Q
Synonym 1. 2. BEAM-DLP4 Module 2 – Using Synonyms.

3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
4. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-IIIa-13.1 *English for You and Me 3 (Reading). 2008. pp 113.
5. *Fun in English 4. 1999. pp. 62, 102, 115, 116, 123.
6. *English for All Times 5. 1999. pp 31, 68, 75, 200-201 224.
7. *English Expressways 5. 2010. pp 31, 66, 75, 200.
Antonym 1. 2. BEAM-DLP4 Module 2 – Using Antonyms.

Use context clues (synonym and antonym) to find the 3. 4. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
meaning of unfamiliar words 5. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-IIIa-13.2 EN4V- *English for You and Me 3 (Reading). 2008. pp 113.
IIIb-13.2 *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
6. *English for All Times 5. 1999. pp 18, 68.
4Q
Identify the meaning of words with multiple meanings EN4V-IVc-41 1. BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIIc-36 Analysis.
EN4V-IIId-3 2. BEAM ENG5 Module 7 – Context to Get Meaning of Word with Multiple Meanings.

3. *Fun in English 4. 1999. pp. 204-205.
4. *English for All Times 5. 1999. pp 37, 59-60.
5. BEAM ENG5 Module 3 – Decoding Words with Prefixes.
6. BEAM ENG5 Module 4 – Decoding Words with Suffixes.
8. *Fun in English 4. 1999. pp. 115, 116, 123, 124, 131.
Identify the meaning of unfamiliar words through BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIc-32
structural analysis (words and affixes) Analysis.
Identify the meaning of unfamiliar words according to EN4VD-IVe-11.5 EN4V- *English for You and Me 3 (Language). 2008. pp 105.
structure (inflections) IVf-11.5
RC - Reading Comprehension
1Q
Analyze a narrative in terms of its setting EN4RC-Ib-2.1.1 EN4RC- 1. *Fun in English 4. 1999. pp. 20, 210.
Ic-2.1.1 2. *English for All Times 5. 1999. pp 47.
Analyze a narrative in terms of its characters 1. *Fun in English 4. 1999. pp. 21, 210.
EN4RC-Ib-2.1.2
Analyze a narrative in terms of its plot 1. *Fun in English 4. 1999. pp. 210-211.
EN4RC-Id-2.1.4
(Conflict/Problem/Reaction/Resolution/Ending) 2. *English for All Times 5. 1999. pp 47.
Analyze a 3-4-line poem in terms of its elements (rhymes, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
sound devices) 2. *English for You and Me 3 (Reading). 2008. pp 4, 8, 48, 56, 61, 148.
EN4RC-Ie-2.1.5 EN4RC- 3. *English for You and Me 3 (Language). 2008. pp 3, 14, 16, 51, 62-63, 76, 92, 136, 139,
If-2.1.5 156, 167.
4. *Fun in English 4. 1999. pp. 74, 90.

Infer the theme of literary text EN4RC-Ig-2.9.1 *Fun in English 4. 1999. pp. 92-93.
EN4RC-Ih-2.9.1
EN4RC-Ii-2.9.1
EN4RC-Ij-2.9.1
2Q
Identify main idea, key sentences and supporting details 1. BEAM-DLP4 Module 18 – Giving Main Idea.
of a given text 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4RC-IIIg-40 5. BEAM ENG5 Module 10 – Getting the Main Idea.
7. *Fun in English 4. 1999. pp. 35, 36, 47-49, 50.
8. *English for All Times 5. 1999. pp 54, 76-77, 84, 107-108, 121-122, 143.
3Q
Note significant details in a literary text EN4RC-Ia-2.2 *English for All Times 5. 1999. pp 137.
Identify cause-and-effect relationship 1. BEAM ENG5 Module 25 – Identifying Cause and Effect.
EN4RC-IVh-2.16 EN4RC-
2. *English for You and Me 3 (Reading). 2008. pp 113-114, 116, 123-124.
IVi-2.16
3. *Fun in English 4. 1999. pp. 97, 98, 99, 101, 108-109.
4. *English for All Times 5. 1999. pp 131-133.
Comparison and contrast people, places and events in 1. *English for You and Me 3 (Language). 2008. pp 150-155. *Fun
EN4RC-IIIa-34
texts read 2. in English 4. 1999. pp. 88.
Make generalizations 1. *English for All Times 5. 1999. pp 135, 202.
EN4RC-IVg-2.2.12
F - Oral Reading Fluency

3Q
Read grade-level texts with appropriate speed, accuracy EN4F-IIIa-15 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
and proper expression EN4F-IIIb-15 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
EN4F-IIIc-15 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4F-IIId-15 4. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
EN4F-IIIe-15 5. *English for You and Me 3 (Reading). 2008. pp 11.
EN4F-IIIf-15 6. *English for You and Me 3 (Language). 2008. pp 18-27, 141.
EN4F-IIIg-15 7. *English for All Times 5. 1999. pp 125, 202.
EN4F-IIIh-15 8. *English Expressways 5. 2010. pp 201-202.
EN4F-IIIi-15
SS - Study Strategy
3Q
Use dictionary in getting the meaning of words 1. BEAM-DLP4 Module 6 – Using the Dictionary.
EN4SS-IIIc-1.4 3. *English for You and Me 3 (Language). 2008. pp 164-166.
EN4SS-IIId-1.4 4. *Fun in English 4. 1999. pp. 150-151, 160-161, 204-205.
EN4SS-IIIe-1.4 5. *English for All Times 5. 1999. pp 20.
Locate information from Indices 1. BEAM ENG5 Module 43 – Using Library Resources to Get Information.
2. *English for You and Me 3 (Language). 2008. pp 40, 173-174.
EN4SS-IIIf-1.3 3. *Fun in English 4. 1999. pp. 57, 65, 72-73.
4Q
Take note of relevant information from a given text 1. *English for You and Me 3 (Reading). 2008. pp 40.
EN4SS-IIIa-11 2. *English for You and Me 3 (Language). 2008. pp 164-166.
EN4SS-IIIb-11 3. *English for All Times 5. 1999. pp 20.
G – Grammar
1Q

Use the plural form of regular nouns 1. BEAM-DLP3 Module 19 – Using the Plural of Nouns.
2. BEAM-DLP3 Module 24 – Forming Plural of Nouns Ending in –y.
3. BEAM-DLP3 Module 25 – Forming Plural of Nouns Ending in –o.
EN4G-Ia-b-2.3 4. BEAM-DLP4 Module 25 – Using Possessive Form of Plural Nouns.
5. BEAM ENG5 Module 6 – Using the Plural Form of Nouns.
6. BEAM ENG5 Module 20 – Using Possessive Forms of Plural Nouns.


GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
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 Plan a Describe Observe
details Use appropriate Infer the when reading and coherent two to different forms politeness at all
facial meaning of sentences threeparagraph and times
expressions unfamiliar using conventions of
composition
words appropriate film and
grammatical using an
(compound) moving pictures
1 structures: - outline/other (lights,
based on given
Aspects of graphic blocking,
context clues
verbs organizers direction,
(synonyms,
antonyms, characterization
word parts) , acting, dialog,
and other setting or
strategies setup)
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib- EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16

2.17.1 2.6.2 and 13 2.9.1 1.6 Read Compose clear 1.1.6.1 Plan a Describe Observe
Identify the Use appropriate Infer the Infer the theme aloud grade and coherent two to different forms politeness at all
elements of body meaning of of literary text level sentences threeparagraph and times
movements/ges unfamiliar appropriate using conventions of
literary texts composition
tures words text with an appropriate film and
accuracy rate grammatical using an
(compound) moving pictures
2 outline/other
of 95 – 100% structures: - (lights,
based on given graphic
Aspects of blocking,
context clues
verbs organizers direction,
(synonyms,
antonyms, characterization
word parts) , acting, dialog,

and other setting or
strategies setup)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic- EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16

2.17.2 Use formal and and 13 2.23 1.6 Read Compose clear 2.2.4 Write Describe Observe
Identify the informal Infer the Summarize aloud grade and coherent two to three- different forms politeness at all
3 meaning of times
elements of English when narrative level sentences and
appropriate to unfamiliar appropriate using conventions of
text with an
LC OL V RC F WC
SS Study G VC A
literary texts task and words texts based accuracy rate appropriate paragraph film and
situation ( affixed) on of 95 – 100% grammatical composition moving pictures EN5A-Ic-17
based on given elements structures: based on the (lights, Show
context clues -Modals blocking, tactfulness
-Theme prepared outline
(synonyms, direction, when
-Setting characterization communica
antonyms,
-Characters , acting, dialog, ting with others
word parts)
(Heroes and setting or
and other
Villains) setup)
strategies
-Plot
(beginning,
middle and
ending)

EN5LC-Id- EN5OL-Id- EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 3.9 Use formal and 13 2.23 1.8.1.1 Compose clear 2.2.4 Write Distinguish Observe
Identify the and informal Infer the Summarize Read with and coherent two to among various politeness at all
elements of English when meaning of narrative automaticity sentences threeparagraph types of times
appropriate to unfamiliar grade level using viewing
literary texts texts based composition
task and words frequently appropriate
on based on the materials
situation ( affixed) occurring grammatical
elements structures: prepared EN5A-Id-17
based on given content area
outline Show
context clues -Theme words -Modals
4 tactfulness
(synonyms, -Setting (Art)
when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and
ending)
EN5LC-Ie- EN5OL-Ie- EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16

2.11.1/2.11.2 3.9 Use formal and 13 Analyze a 2- 1.8.1.2 Ie8.3/8.4 1.8.2 Distinguish Observe
/2.11.3 and informal Infer the stanza poem Read with Compose clear Revise writing among various politeness at all
Analyze sound English when meaning of in terms of its automaticity and coherent for clarity - types of times
devices appropriate to unfamiliar elements grade level sentences correct viewing
task and words ( frequently spelling
(onomatopoeia, (rhymes, using materials
5 situation occurring
alliteration, blended) sound appropriate EN5A-Ie-17
based on content area
assonance) devices, grammatical Show
words
given context structures: - tactfulness
(Math)
clues conjunctions when
(synonyms, communica
antonyms,
LC OL V RC F WC
SS Study G VC A
word parts) imagery ting with others
and other and
strategies figurative
language)

EN5LC- EN5OL-If-3.9 EN5V-If-12 EN5RC-If- EN5F-If- EN5G- EN5WC-If- EN5A-If-16
If2.8.1/2.8.2/2 Use formal and and 13 2.3 Analyze 1.8.1.3 If8.3/8.4 1.8.1 Observe
.8.3 Infer the informal Infer the figures of Read with Compose clear Revise writing politeness at all
speaker’s tone, English when meaning of speech automaticity and coherent for clarity times
mood and appropriate to unfamiliar grade level sentences -punctuation
(simile,
purpose task and words ( frequently marks EN5A-If-17
metaphor, using
situation blended) occurring Show
personificati appropriate
based on content area tactfulness
6 on, grammatical
words when
given context structures: -
hyperbole) (Science) communica
clues conjunctions
in a given ting with others
(synonyms,
text
antonyms,
word parts)
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 Ig8.3/8.4 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 signal words
metaphor, using
( clipped) occurring
7 personificati appropriate EN5A-Ig-17
based on given content area
on, grammatical Show
context clues words
structures: - tactfulness
(synonyms, hyperbole) (Health)
conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade Ih8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose clear politeness at all
fantasy meaning of speech 118 words and coherent times
8 unfamiliar correct per sentences
(simile,
words minute
metaphor, using
( clipped)
personificati appropriate EN5A-Ih-17
based on given
on, grammatical Show
context clues
structures: tactfulness


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

EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16
3.19 1.26 20.2.1 IIb2.21 1.5.3 Compose clear 2.2.5 Write Determine Observe
Identify Give precise Identify Identify Use card and coherent paragraphs images/ideas politeness at all
informational information on different main idea, catalog to sentences showing - that are times
text-types a given topic meanings of key locate using cause and explicitly used
content specific sentences resources appropriate effect to influence EN5A-IIb-17
words and grammatical viewers Show
(denotation structures: - EN5VC-IIb7.1 tactfulness
2 supporting
and subject-verb Stereotypes, when
details of a
connotation) agreement EN5VC-IIb- communica-
given (intervening
(Science) 7.2 ting with others
paragraph phrases) Point of view
EN5VC-IIb-
7.3
Propagandas
LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
EN5LC-IIc- EN5OL-IIc- EN5V- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 IIc20.1.1 3.2.1 1.8.1 Read 1.4 IIc2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish with Gather relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing - explicitly used
of information Identify purpose frequently sources - sentences cause and to influence EN5A-IIc-17
presented different -To classify or occurring glossaries using effect viewers Show
meanings of describe content appropriate EN5VC-IIc- tactfulness
3 area grammatical 7.1
content specific when
words words structures: - Stereotypes, communica-
(denotation irregular nouns EN5VC-IIc- ting with others
and and verb 7.2
connotation) agreement
Point of view
(Science) EN5VC-IIc-
7.3
Propagandas

EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 Read 1.4 IId2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times
opinions after Identify according to grade level from various and coherent clarity - explicitly used
reflection different purpose frequently sources - sentences to influence EN5A-IId-17
correct
meanings of -To classify or occurring Dictionaries using viewers Show
spelling
content specific describe content appropriate EN5VC-IId7.1 tactfulness
4 words area grammatical Stereotypes, when
(denotation words structures: EN5VC-IId- communica-
and - collective 7.2 ting with others
connotation) nouns and verb Point of view
(Science) agreement EN5VC-IId-
7.3
Propagandas
EN5LC-IIe- EN5OL-IIe- EN5V- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 IIe20.1.2 3.2.2 1.8.1 Read 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish 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
5 reflection purpose sources to influence
Identify frequently appropriate Revise writing EN5A-IIe-17
-To recall a viewers Show
different occurring grammatical for clarity
series of EN5VC-IIe7.1 tactfulness
meanings of content -Thesaurus structures: -
content events/ when
area words kinds of -punctuation
specific
LC OL V RC F SS WC
VC A
Viewing Attitude
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- EN5V- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
IIf3.5.1 IIf20.1.2 3.2.3 1.8.1 Read 1.7 Compose clear 2.2.6 Write Determine Observe
Provide Distinguish with Gather relevant and coherent paragraphs images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences showing - that are times
support 20.2.2 according grade level from various using comparison explicitly used
opinion/fact Identify to purpose - frequently and contrast to influence EN5A-IIf-17
sources - appropriate
different To explain occurring viewers Show
Online grammatical
meanings of content EN5VC-IIf- tactfulness
6 references structures: -
content specific area 7.1 when
words order of
words Stereotypes, communica-
adjectives
(denotation EN5VC-IIf- ting with others
and 7.2
(Mathematics) EN5VC-IIf-
7.3
Propagandas
EN5V-IIg- EN5RC- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 IIg2.12 Self-correct 1.7 Compose clear 2.2.6 Write Determine Observe
EN5V-IIg- Make when reading Gather relevant and coherent paragraphs images/ideas politeness at all
20.2.3 generalizati information sentences showing - that are times
Identify ons from various using comparison explicitly used
different and contrast to influence EN5A-IIg-17
sources - appropriate
meanings of viewers Show
Online grammatical
content specific EN5VC-IIg7.1 tactfulness
7 references structures: -
words Stereotypes, when
degrees of
(denotation EN5VC-IIg- communica-
adjectives
and 7.2 ting with others
(Health) EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V- EN5RC- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16

8 Make a stand IIh20.1.3 IIh2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe
Make an level text with Organize and coherent Revise writing images/ideas politeness at all
LC OL V RC F SS WC
VC A
Viewing Attitude

EN5V-IIh- outline from a accuracy, information sentences for clarity - that are times
20.2.3 selection read appropriate from primary using correct explicitly used
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: - EN5VC-IIh7.1 tactfulness
content specific reporting and subordinate Stereotypes, when
words similar and coordinate EN5VC-IIh- communica-
(denotation academic tasks conjunctions 7.2 ting with others
and in collaboration Point of view
connotation) with others
EN5VC-IIh-
(Health) 7.3
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16

Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all
outline from a accuracy, for clarity that are times
selection read EN5F-IIi-1.6 - appropriate explicitly used
appropriate punctuation to influence EN5A-IIi-17
rate and marks EN5WC- viewers Show
EN5F-IIi-1.7 IIi- EN5VC-IIi- tactfulness
9 proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
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
10 rate viewers Show
EN5F-IIj-1.7 EN5VC-IIj- tactfulness
Fill-out forms
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

THIRD QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS WC
VC A
Viewing Attitude
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words EN5F-IIIa- preparation for using EN5A-IIIa-17
purpose -To
Provide evidence (compound, 1.6 writing, appropriate
persuade Show
affixed) appropriate reporting and grammatical
to support tactfulness
based on rate and similar structures:
understanding when
EN5V- EN5F-IIIa- academic tasks -Prepositions communica-
1 IIIa20.4 1.7 in collaboration
with others ting with others
given context proper
clues expression
(Synonyms
Antonyms
word parts)
and EN5V-
IIIa20.5 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 text- Self-correct information from Compose clear politeness at all
2 to support times
to stay on topic meaning of types according when reading primary sources and coherent
understanding unfamiliar to features in preparation sentences
words for using EN5A-IIIb-17
LC OL V RC F SS WC
G VC A
(compound, (structural writing, appropriate Show
affixed) and language) reporting and grammatical tactfulness
based on -Problem and similar structures: - when
EN5V- solution academic tasks Prepositional communica-
IIIb20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
word parts)
and EN5V-
IIIb20.5
other
strategies
(Health)

EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize IIIa1.8.1 Observe
Provide evidence to Link comments Infer the Distinguish Read grade information politeness at all
support to the remarks meaning of text-types level text with from secondary times
sources in EN5G-
understanding of others unfamiliar according to accuracy,
preparation for IIIa1.8.3
words features EN5F-IIIc1.6 EN5A-IIIc-17
writing, Use a
(compound, (structural and appropriate Show
reporting and particular
affixed) language) - rate and kind of tactfulness
based on Problem and EN5F- similar
sentence for when
EN5V- solution IIIc1.7 academic tasks
in collaboration a specific communica-
3 IIIc20.4 proper
with others purpose and ting with others
given context expression audience -
clues
asking
(Synonyms
permission -
Antonyms
making
word parts)
requests
and EN5V-
IIIc20.5
other
strategies
(Science)
EN5LC- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
IIId2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Plan a Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G- two to politeness at all
4 Infer the to the remarks meaning of text-types when reading from secondary IIId1.8.2 threeparagraph times
speaker’s tone, of others unfamiliar according to sources in Use a
mood and words features preparation for particular EN5A-IIId-17
kind
LC OL V RC F SS WC
G VC A

purpose (compound, (structural writing, of sentence composition using Show
affixed) and language) reporting and for a specific an outline/other tactfulness
based on -Problem and similar purpose and graphic organizers when
EN5V- solution academic tasks audience - communica-
IIId20.4 in collaboration asking ting with
given context with others permission - others
clues responding to
(Synonyms questions
Antonyms
word parts)
and EN5V-
IIId20.5
other
strategies
(Health)
EN5LC- EN5OL- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
IIIe2.8.1/2.8.2/2. IIIe3.7 Use 20.3 3.2.6 1.3 Organize IIIe1.8.4 2.2.7 Write a 3.7 Observe
8.3 appropriate Infer the Distinguish Read grade information Use a 3paragraph Infer the politeness at all
Infer the strategies to meaning of text-types level text with from secondary particular feature article target times
speaker’s tone, keep the unfamiliar according to accuracy, sources in kind of audience
mood and discussion words features EN5F-IIIe- preparation for sentence for EN5A-IIIe-17
purpose going (compound, (structural and 1.6 writing, a specific
Show
affixed) language) - appropriate reporting and purpose and
similar audience - tactfulness
based on Cause and rate and
academic tasks following and when
EN5V- effect EN5F-IIIe-
in collaboration communica-
5 IIIe20.4 giving
1.7 ting with
given context with others directions
proper others
clues expression
(Synonyms
Antonyms
word parts)
and EN5V-
IIIe20.5
other strategies
(Mathematics)
EN5LC- EN5OL- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf- EN5SS-IIIf-4 EN5G- EN5WC- EN5VC-IIIf- EN5A-IIIf-16
IIIf2.8.1/2.8.2/2. IIIf3.7 Use 20.3 3.2.6 2.9 Organize IIIf1.8.8 IIIf1.8.2/1.8.1/1 3.8 Observe
8.3 appropriate Infer the Distinguish Self-correct information Use a .8.3 Infer purpose politeness at all
6 Infer the strategies to meaning of text-types when reading from secondary particular Revise writing of the visual times
speaker’s tone, keep the unfamiliar according to sources in kind of for clarity - media
mood and words features preparation for sentence for correct EN5A-IIIf-17
a specific
LC OL V RC F SS WC
G VC A
purpose discussion (compound, (structural and writing, purpose and spelling - Show
going affixed) language) - reporting and audience - appropriate tactfulness
based on Cause and similar giving punctuation when
EN5V- effect academic tasks information marks communica-
IIIf20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and EN5V-
IIIf20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16

3.17 3.2. 7 1.3 Organize IIIg1.8.9 2.2.7 Write a Determine Observe
Identify pointof- Distinguish EN5F-IIIg- information Use a 3paragraph images/ideas politeness at all
view text-types 1.7 Observe from secondary particular feature article that are times
according to accuracy, sources in kind of explicitly used
features appropriate to influence EN5A-IIIg-17
preparation for sentence for
(structural and rate and viewers
writing, a specific Show
language) - proper EN5VC-IIIg-
reporting and purpose and tactfulness
7 comparison expressions in 7.1
similar audience - when
and contrast choral, echo Stereotypes,
academic tasks making communica-
and shadow EN5VC-IIIg- ting with others
reading. in collaboration explanation
7.2
with others
Point of view
EN5VC-IIIg-
7.3
Propagandas

EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G- EN5WC- EN5VC-IIIh-7 EN5A-IIIh-16
3.17 3.2. 7 1.3 Organize IIIh1.8.10 IIIh1.8.2/1.8.1/1 Determine Observe
Identify pointof- Distinguish EN5F-IIIh- information Use a .8.3 images/ideas politeness at all
view text-types 1.7 Observe from secondary particular Revise writing for that are times
according to accuracy, sources in kind of clarity - correct explicitly used
spelling - to influence EN5A-IIIh-17
features appropriate preparation for sentence for
8 appropriate viewers
(structural and rate and writing, a specific Show
EN5VC-IIIh-
language) - proper reporting and purpose and punctuation tactfulness
7.1
comparison and expressions in similar audience - marks when
Stereotypes,
contrast choral, echo academic tasks expressing communica-
opinions/
LC OL V RC F SS WC
G VC A
and shadow in collaboration Emotions -transition/ EN5VC-IIIh- ting with others
reading with others signal words 7.2
Point of view
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G- EN5WC- EN5A-IIIi-16
3.17 Organize IIIi1.8.10 IIIi2.2.7 Write a Observe
Identify pointof- information Use a 3paragraph politeness at all
EN5F-IIIi-1.7
view from secondary particular feature article times
Observe
sources in kind of
accuracy,
preparation for sentence for EN5A-IIIi-17
appropriate
writing, a specific Show
rate and proper
reporting and purpose and tactfulness
expressions in
9 similar audience -
choral, echo when
academic tasks expressing communica-
and shadow
in collaboration opinions/
reading ting with others
with others Emotions

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

EN5LC- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa- EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
IVa3.11 2.6.1 20.1 3.2. 8 1.6 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish text- grade level Take down Use Infer target politeness at all
sentences facial 20.2 types according appropriate relevant notes compound audience times
heard in expressions Identify to features text with an sentences to
different (structural and accuracy rate show cause EN5A-IVa-17
one’s own
1 meanings of language) of 95 – 100% and Show
words
content specific -Enumeration effect tactfulness
words when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb- EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
IVb3.11 2.6.1 20.1 3.2. 8 1.6 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVb- Distinguish text- grade level Take down Use Infer target politeness at all
sentences facial 20.2 types according appropriate relevant notes compound audience times
heard in expressions Identify to features text with an sentences to
different (structural and accuracy rate show cause EN5A-IVb-17
one’s own
2 meanings of language) of 95 – 100% and
words Show
content specific -Enumeration effect tactfulness
words when
connotation)
(Science)
EN5LC- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc- EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
IVc3.11 2.6.2 20.1 3.2. 9 1.6 Read 1.9 1.8.2 1.1.6.1 Plan a 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish text- aloud grade Assess Use two to Infer purposes politeness at all
sentences body 20.2 types according level credibility of compound threeparagraph of the visual times
heard in movements/ Identify to features appropriate the sources of sentences to composition media
3 text with an
one’s own Gestures different (structural and information show using an EN5A-IVc-17
meanings of accuracy rate Show
words language) - problem- outline/other
content specific of 95 – 100% tactfulness
Time-order solution graphic
words relationship of when
ideas
LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude

(denotation (sequence, organizers communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
IVd3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish text- Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 types according level text with credibility of sentences to threeparagraph visual and times
heard in one’s movements/ Identify to features 128 words sources of show problem- descriptive multimedia
own words Gestures different (structural and correct per information solution essay on elements EN5A-IVd-17
4 meanings of language) - minute selfselected Show
relationship of contribute to
content specific Time-order topic
ideas the meaning of tactfulness
words (sequence,
a text when
(denotation recounts,
communica-
and process)
ting with others
connotation)
(Health)
EN5LC- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
IVe3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 Use 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary complex Revise Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences writing for visual and times
heard in one’s broadcast Identify organizers in 128 words information to show clarity - multimedia
own words different texts read correct per cause and correct elements EN5A-IVe-17
5 meanings of minute effect spelling Show
contribute to
content specific the meaning of tactfulness
words a text when
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 Use 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences threeparagraph that are times
from various broadcast Identify y to 128 words information to show descriptive explicitly used
different messages correct per cause and essay on to influence EN5A-IVf-17
6 text types
meanings of of different minute effect selfselected viewers Show
content specific authentic topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
EN5VC- IVf ting with others
7.2
and
connotation)
LC OL V RC F WC
SS Study VC A
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 IVg2.12 Self-correct 2.3 1.9.2 Use 1.8.1/1.8.3 Determine Observe
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
different punctuation to influence EN5A-IVg-17
text types self-selected problem-
meanings of marks viewers
topic solution Show
unfamiliar -transition/ EN5VC- IVg-
relationship tactfulness
7 words signal words 7.1 when
of ideas
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas

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

3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
9 Make politeness at all
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short
information in a TV EN5F-IVi- research connections times
LC OL V RC F WC
SS Study VC A
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
appropriate personal tactfulness
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj EN5A-IVj-16
3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times
from various broadcast 1.14 projects on a between
Observe information EN5A-IVj-17
text types self-selected
accuracy, viewed and Show
topic
appropriate personal tactfulness
10 experiences
rate, proper when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
LEARNING COMPETENCY
LEARNING MATERIALS
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
EN5LC-Ih-2.3
2Q
Identify informational text-types EN5LC-IIb-3.19 EN5LC- *English for All Times 5. 1999. pp 44.
IIc-3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-2.10
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. *English
EN5LC-IIIa-2.10
2. 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,
EN5LC-IIIb-2.15 141142, 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 EN5LC- 2. *English for All Times 5. 1999. pp 18, 184.
IIIe-
2.8.1/2.8.2/2.8.3 EN5LC-
IIIf2.8.1/2.8.2/2.8.3
Identify point-of-view EN5LC-IIIg-3.17 *English for All Times 5. 1999. pp 18, 184.
EN5LC-IIIh-3.17
EN5LC-IIIi-3.17
EN5LC-IIIj-3.17
4Q

LEARNING COMPETENCY
LEARNING MATERIALS
Restate sentences heard in one’s own words EN5LC-IVa-3.11 *English for You and Me (Language) 6. 2008. pp 74, 158.
EN5LC-IVb-3.11
EN5LC-IVc-3.11
EN5LC-IVd-3.11
EN5LC-IVe-3.11
OL - Oral Language
2Q
Provide accurate instructions 1. *English for All Times 5. 1999. pp 175-177.

EN5OL-IIa-1.13.1
Give precise information on a given topic *English for All Times 5. 1999. pp 3, 16, 18, 42, 50, 63, 72, 80, 88, 98, 117, 128, 138, 150,
EN5OL-IIb-1.26
160, 171, 180, 194, 206, 220.
Ask questions to check understanding of information *English for You and Me 6 (Language). 2008. pp 3, 8, 14, 21, 37, 38, 40, 50, 54, 60, 64,
EN5OL-IIc-1.3.1
presented 69, 77, 84, 91, 94, 100, 106, 112, 120, 127, 133, 139, 156, 162.
Provide evidence to support opinion/fact EN5OL-IIf-3.5.1 *English for All Times 5. 1999. pp 75, 103-104.
1Q
Infer the meaning of unfamiliar words (compound) based 1. 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
on given context clues (synonyms, antonyms, word parts) 3. 4. BEAM-DLP5 Module 3 – Decoding Words with Prefixes.
and other strategies 5. BEAM-DLP5 Module 4 – Decoding Words with Suffixes.
6. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-Ia-12 and 13 BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-Ib-12 and 13 *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155, 173,
184, 200, 211.
8. *English for All Times 6. 1999. pp 35, 45, 46, 47, 51, 79, 117.

Infer the meaning of unfamiliar words (affixes) based on EN5V-Ic-12 and 13 *English for You and Me 4 (Reading). 2011. pp 32-36.
given context clues (synonyms, antonyms, word parts) EN5V-Id-12 and 13
and other strategies
Clarify meaning of words using dictionaries, thesaurus, 1. 2. BEAM-DLP4 Module 6 – Using the Dictionary.
and/or online resources BEAM-DLP5 Module 5 – Using the Dictionary (Guide Words; Multiple Meaning; Choosing the
3. Correct Word).
EN5V-Ii-8.1/8.2/8.3 4. *Fun in English 4. 1999. pp 160-161, 204-205.
EN5V-Ij-8.1/8.2/8.3 *English for You and Me 4 (Reading). 2011. pp 7-10.
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) ---
LEARNING COMPETENCY
LEARNING MATERIALS
EN5V-IIh-20.1.3
EN5V-IIh-20.2.3
3Q
Infer the meaning of unfamiliar words (compound, affixed) 1. 2. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
based on EN5V-IIIa-20.3 3. *English for All Times 6. 1999. pp 45-47, 184.
EN5V-IIIb-20.3 *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
EN5V-IIIc-20.3 4. 173, 184, 200, 211.
EN5V-IIId-20.3 *English for You and Me 6 (Language). 2008. pp 59.
given context clues (Synonyms/Antonyms word parts) and 1. 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIa-20.4
3. 4. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-IIIb-20.4
5. BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-IIIc-20.4
*English for All Times 6. 1999. pp 35, 51, 79, 117.
EN5V-IIId-20.4
*Fun in English 4. 1999. pp 96-97, 124.
given context clues (Synonyms/Antonyms word parts) and 1. 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIf-20.4 EN5V-
3. BEAM-DLP5 Module 8 – Using Synonyms.
IIIe-20.4
BEAM-DLP5 Module 9 – Using Antonyms.

1Q
Infer the theme of literary text 1. MISOSA ENG6 - Making Inferences.

EN5RC-Ib-2.9.1
Summarize narrative texts based on elements 1. 2. *Fun in English 4. 1999. pp 23.
-Theme 3. *English for All Times 6. 1999. pp 51-55.
EN5RC-Ic-2.23 EN5RC-
-Setting *English for You and Me 6 (Reading). 2008. pp 94.
Id-2.23
-Characters (Heroes and Villains)
-Plot (beginning, middle and ending)
Analyze a 2-stanza poem in terms of its elements 1. 2. *English for You and Me 4 (Reading). 2011. pp 2-6, 67-68, 73-75. *English
EN5RC-Ie-6
(rhymes, sound devices, imagery and figurative language) for You and Me 6 (Reading). 2008. pp 94.
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
2Q
Identify main idea, key sentences and supporting details 1. 2. *Fun in English 4. 1999. pp 34, 35, 36, 41, 47, 50.
EN5RC-IIa-2.21
of a given paragraph 3. *English for You and Me 4 (Reading). 2011. pp 46-51, 54-58.
EN5RC-IIb-2.21
*English for You and Me 6 (Reading). 2008. pp 103.
Distinguish text-types according to purpose -To EN5RC-IIc-3.2.1 EN5RC- 1. 2. *English for You and Me 4 (Language). 2011. pp 147-148.
classify or describe IId-3.2.1 *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.
LEARNING COMPETENCY
LEARNING MATERIALS
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, 119123,
and language) EN5RC-IIIc-3.2.5 136-137, 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
-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 *English for You and Me 4 (Language). 2011. pp 13, 18-19.
EN5RC-IVa-3.2.8
(structural 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 EN5RC-
2. *English for You and Me 4 (Language). 2011. pp 13, 18-19, 20-21.
IVd-3.2.9
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.
SS - Study Strategy
2Q
Use card catalog to locate resources 1. MISOSA English 6 – Using the Card Catalogue.
EN5SS-IIb-1.5.3
-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
Compose clear and coherent sentences using *English for You and Me 4 (Language). 2011. pp 120-125, 130-138.
EN5G-Ia-3.3
appropriate grammatical structures: -Aspects of Verbs
EN5G-Ib-3.3
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 EN5G-IIIa-7.3.1 *English for You and Me 4 (Language). 2011. pp 173-178.
LEARNING COMPETENCY
LEARNING MATERIALS
grammatical structures: -
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 *English for You and Me 4 (Language). 2011. pp 83-85, 90-95.
purpose and audience -asking permission EN5G-IIIa-1.8.1
-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.
-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 EN5G- 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119123,
IVd-1.8.2 136-137, 140, 160.
Use complex sentences to show - EN5G-IVe-1.9.1 EN5G- 1. *Fun in English 4. 1999. pp 97-101, 124-125.
cause and effect 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, 119123,
EN5G-IVh-1.9.2 136-137, 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.
EN5WC-Ie-1.8.2
correct spelling 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
Plan a two to three-paragraph composition using an 1. *English for All Times 6. 1999. pp 172-179.
EN5WC-IIa-1.1.6.1
outline/other graphic organizers
Write paragraphs showing -cause EN5WC-IIb-2.2.5 1. *Fun in English 4. 1999. pp 97-98, 99, 101, 124-125.
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
LEARNING COMPETENCY
LEARNING MATERIALS
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

GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS G Grammar WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Viewing Attitude

EN6LC-Ia- EN6OL-Ia- EN6V- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 Ia12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Describe Observe
EN6LC-Ia- Relate an Infer EN6RC-Ia- when reading Compose clear Write a different forms politeness at all
2.3.3 experience meaning of 2.3.3 and coherent 3line and times
EN6LC-Ia- appropriate to idiomatic EN6RC-Ia- sentences 4stanza conventions of
expressions using poem film and
2.3.2 the occasion 2.3.2
using appropriate moving
EN6LC-Ia- -context clues EN6RC-Ia- EN6A-Ia-17
grammatical pictures
2.3.6 2.3.9 Show
structures: - (lights)
EN6LC-Ia- Analyze tactfulness
Pluralization of
2.3.8 sound when
regular nouns communicating
1 EN6LC-Ia- devices
2.3.7 (onomatop with others
Analyze sound oeia,
devices alliteration, EN6A-Ia-18
(onomatopoeia, assonance, Show openness
alliteration, consonance to criticism
assonance, )
personification,
irony and
hyperbole) in a
text heard
EN6LC-Ib- EN6OL-Ib- EN6V- EN6RC-Ib-6.1 EN6F-Ib- EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 Ib12.4.2.1 EN6RC-Ib-6.2 1.6 Read 2.3.2 2.2.2 5.1.2 Describe Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 aloud grade Compose clear Write a different forms politeness at all
devices experience of idiomatic EN6RC-Ib- level and coherent 3line and times
(personification expressions appropriate sentences 4stanza conventions of
appropriate to 6.4 Analyze
) in a text using text with an using poem film and
the occasion poem with 4 or EN6A-Ib-17
2 heard -affixes accuracy rate appropriate moving
more stanzas in Show
of 95 – 100% grammatical pictures tactfulness
terms of its
structures: - (blocking) when
elements
Pluralization of communicating
(rhymes, sound irregular nouns with others
LC OL V RC F SS WC
VC A
Viewing Attitude

devices, EN6A-Ib-18
imagery Show openness
and to criticism
figurative
language)
EN6LC-Ic- EN6OL-Ic- EN6V- EN6RC-Ic-6.5 EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16

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

EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Read Compose clear 5.1.5 Observe
5 EN6LC-Ie- EN6V-Ie- EN6RC-Ie- with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
LC OL V RC F SS WC
VC A
Viewing Attitude
2.11.3 12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
Infer the Infer meaning speech occurring grammatical film and Show
speaker’s tone, of figurative (hyperbole, content area structures: - moving tactfulness
mood and language using irony) words modals pictures when
purpose -context (acting) communicating
clues -affixes with others
and roots -
other EN6A-Ie-18
strategies Show openness
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 Describe Observe
EN6LC-If- Analyze automaticity EN6G-If- different forms politeness at all
2.11.2 figures of grade level 4.4.3 and times
EN6LC-If- speech frequently EN6G-If4.4.2 conventions of
(culturebased occurring Compose clear film and EN6A-If-17
2.11.3
euphemism content area and coherent moving Show
Infer the
) words sentences using pictures tactfulness
speaker’s tone,
appropriate (dialog) when
mood and
6 purpose grammatical communicating
structures: - with others
Pronounreference
agreement
(number, case,
EN6A-If-18
gender)
Show openness
to criticism

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

EN6RC-Ii- EN6F-Ii- EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16
2.24.4 1.13 Read Compose clear 3.3.1 Observe
EN6RC-Ii- grade level and coherent EN6VC-Ii- politeness at all
2.24.5 Evaluate text with 135 sentences using 3.3.2 times
narratives based on words appropriate EN6VC-Ii-
how the author correct per grammatical EN6A-Ii-17
3.3.3 Analyze
developed the minute structures: - Show
the characters
elements: -theme Subject-verb tactfulness
used in print,
-point of view agreement when
nonprint, and
digital communicating
materials (Age with others
9
and gender,
Race and EN6A-Ii-18
nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ii-
3.3.4 Analyze
the setting
used in print,
non-print and
digital


SECOND QUARTER
LC OL V RC F SS WC
VC A
Viewing Attitude
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 Employ 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish 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
actual text speaking, 12.4.2.3 Infer of the different information using (biodata, EN6A-IIa-17
adjusting authentic texts from various appropriate application Show
meaning of
language, sources - grammatical forms, etc.) tactfulness
borrowed
gestures, glossary structures: - when
1 rate, and words and Order and
-indices communicating
volume content degrees of with others
according to specific terms regular
audience and using -context adjectives
purpose clues -affixes EN6A-IIa-18
Show openness
and roots -
to criticism
other
strategies
(Math)

EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 Plan 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- a Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriatel Read grade 1.4.1 5.2.1 composition audience times
informational/f style of EN6V-IIb- y to the level text with Gather relevant Compose clear using an
actual text speaking, 12.4.2.3 Infer messages accuracy, information and coherent outline/other EN6A-IIb-17
adjusting meaning of appropriate from various sentences graphic Show
of the
language, borrowed rate and proper sources - using organizers tactfulness
different
gestures, rate, words and expression Dictionary appropriate when
2 and volume authentic
content -Thesaurus grammatical communicating
according to texts
specific terms structures: - with others
audience and using -context Order and
purpose clues -affixes degrees of EN6A-IIb-18
and roots - irregular Show openness
other adjectives to criticism
strategies
(Science)
LC OL V RC F SS WC
VC A
Viewing Attitude
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 Infer texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting appropriate from various tasks Show
meaning of grammatical
language, rate and proper sources tactfulness
borrowed structures: -
gestures, rate, expression - when
3 and volume words and Adverbs of
content -Almanac intensity communicating
according to with others
specific terms -Encyclopedia
audience and
purpose using -context
clues -affixes EN6A-IIc-18
Show openness
and roots -
to criticism
other
strategies
(Health)

EN6LC-IId- EN6OL-IId-5 EN6V-IId- EN6RC-IId- EN6F-IId-1.6 EN6SS-IId- EN6G-IId-6.7 EN6WC-IId- EN6VC-IId- EN6A-IId-16
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note significant EN6F-IId-1.7 Gather relevant and coherent Write a Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences 4paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text heard interest texts accuracy, sources - appropriate showing EN6A-IId-17
12.4.2.3 Infer
appropriate Online grammatical Show
meaning of
rate and proper references structures: - tactfulness
borrowed -comparison
expression Adverbs of when
4 words and and contrast
frequency communicating
content specific
with others
terms using -
context clues -
affixes and EN6A-IId-18
Show openness
roots -other
to criticism
strategies
(Literary
terms)
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
5 information topics of EN6V-IIe- sources in using EN6WC-IIe-
from text heard interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
LC OL V RC F SS WC
VC A
Viewing Attitude
words and similar - correct when
content academic tasks -Adverbs of spelling - communicating
specific terms in collaboration manner appropriate with others
using -context with others punctuation
clues -affixes marks EN6A-IIe-18
-transition/ Show openness
and roots -
signal words to criticism
other
strategies (ICT
terms)

EN6OL-IIf-5 EN6V-IIf- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC-IIf- EN6A-IIf-16
Share brief 12.3.3 Self-correct Organize Compose clear 2.2.5 Observe
impromptu EN6V-IIf- when reading information and coherent Write a politeness at all
remarks about 12.4.1.3 from secondary sentences 4paragraph times
topics of EN6V-IIf- sources in using composition
interest preparation for appropriate showing - EN6A-IIf-17
12.4.2.3 Infer
meaning of writing, grammatical cause and Show
borrowed reporting and structures: effect tactfulness
6 words and similar when
content academic tasks -Adverbs of communicating
specific terms in collaboration place with others
using -context with others and time
clues -affixes
EN6A-IIf-18
and roots -
Show openness
other
to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16
Share brief EN6F-IIg-1.3 7.3.1 1.8.2 Observe
impromptu EN6F-IIg-1.7 EN6G-IIg- EN6WC-IIg- politeness at all
remarks about Read grade 7.3.2 1.8.1 times
topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise Show
rate and proper writing for tactfulness
7 using
expression clarity - when
appropriate
grammatical correct communicating
spelling - with others
structures: -
appropriate
Prepositions
punctuation EN6A-IIg-18
and
marks Show openness
prepositional
-transition/ to criticism
phrases
signal words
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6OL-IIh-6 EN6F-IIh-1.6 EN6G-IIh-8.3 EN6WC-IIh- EN6A-IIh-16
React on the EN6F-IIh-1.3 EN6G-IIh-8.4 2.2.9 Observe
content of the EN6F-IIh-1.7 Compose clear Write a politeness at all
material Read grade and coherent 4paragraph times
presented level text with sentences composition
accuracy, using showing - EN6A-IIh-17
appropriate appropriate problem and Show
8 rate and proper grammatical solution tactfulness
expression structures: - when
Subordinate communicating
and coordinate with others
conjunctions
EN6A-IIh-18
Show openness
to criticism
EN6OL-IIi-6 EN6F-IIi-1.6 EN6G-IIi-8.3 EN6WC-IIi- EN6A-IIi-16
React on the EN6F-IIi-1.3 EN6G-IIi-8.4 1.8.2 Observe
content of the EN6F-IIi-1.7 Compose clear EN6WC-IIi- politeness at all
material Read grade and coherent 1.8.1 times
presented level text with sentences EN6WC-IIi-
accuracy, using 1.8.3 EN6A-IIi-17
appropriate appropriate Show
Revise
rate and proper grammatical tactfulness
9 writing for
expression structures: - when
clarity -
correct
and coordinate with others
spelling -
conjunctions
appropriate
punctuation EN6A-IIi-18
marks Show openness
signal words

EN6G-IIj-8.3 EN6A-IIj-16
EN6G-IIj-8.4 Observe
Compose clear politeness at all
and coherent times
sentences
using EN6A-IIj-17
10
appropriate Show
grammatical tactfulness
structures: - when
with others
and coordinate
conjunctions
LC OL V RC F SS WC
VC A
Viewing Attitude
EN6A-IIj-18
Show openness
to criticism
THIRD QUARTER
LC OL V RC F SS G Grammar WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Viewing Attitude

EN6LC-IIIa- EN6OL- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 IIIa1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 Plan 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a particular a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary kind of composition 6.2 times
support Clarify meaning according to sources in sentence for a using an Identify real or
opinions of words using purpose and preparation for specific outline/other make-believe, EN6A-IIIa-17
dictionaries, language writing, purpose and graphic fact or non-fact Show
thesaurus features reporting and audience - organizers
1 images tactfulness
-Enumeration similar asking when
academic tasks permission
MISOSA Eng6
in collaboration communicating
Using a dictionary with others
with others
EN6A-IIIa-18
Show openness
to criticism
EN6LC- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC- EN6VC-IIIb- EN6A-IIIb-16
IIIb3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 IIIb2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary kind of 3paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a editorial article Identify real or
speakers opinion purpose and preparation for specific make-believe, EN6A-IIIb-17
resources 1.7
language writing, purpose and fact or non-fact
2 Read grade Show
features - reporting and audience -
level text with images tactfulness
Time-order similar responding to
accuracy, when
(sequence, academic tasks questions
appropriate communicating
recounts, in collaboration
rate and proper with others
process) with others
expression
EN6A-IIIb-18
LC OL V RC F SS WC
VC A
Viewing Attitude
Show openness
to criticism

EN6LC-IIIc- EN6OL- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 IIIc1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
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
speakers opinion of borrowed purpose and preparation for specific the visual EN6A-IIIc-17
1.7 1.8.3
words using - language writing, purpose and media
Read grade Revise Show
context clues features - reporting and audience -
3 level text with writing for tactfulness
-affixes and Comparison similar making
accuracy, clarity - when
roots -other and contrast academic tasks requests
appropriate correct communicating
strategies in collaboration
rate and proper spelling - with others
with others
expression appropriate
punctuation EN6A-IIIc-18
marks Show openness
signal words
EN6LC- EN6OL- EN6V- IIId - EN6RC- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
IIId3.1.13 IIId3.7 Use 12.4.1.3 IIId2.15.2 3.5 Organize 1.8.4 1.1.6.1 Plan 7.1 Observe
Make a stand appropriate Infer meaning Use EN6F-IIId- information Use a particular a Identify the politeness at all
strategies to of borrowed appropriate 3.2 from secondary kind of composition values times
keep a words using graphic EN6F-IIId- sources in sentence for a using an suggested in
discussion roots organizers in preparation for specific outline/other the visual EN6A-IIId-17
3.6 Observe
going texts read writing, purpose and graphic media
accuracy, Show
reporting and audience - organizers
4 appropriate tactfulness
similar following and
rate and when
academic tasks giving
proper communicating
in collaboration directions
expressions in with others
with others
dialogs
EN6A-IIId-18
Show openness
to criticism
EN6LC-IIIe- EN6OL- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC- EN6A-IIIe-16
3.1.13 IIIe3.7 Use 12.4.2.3 3.5 Organize 1.8.10 IIIe2.2.10 Observe
Make a stand appropriate Infer meaning EN6F-IIIe- information Use a particular Write a politeness at all
strategies to of borrowed 3.2 from secondary kind of 3paragraph times
keep a words using EN6F-IIIe- sources in sentence for a editorial article
5 discussion prefix
3.6 Observe preparation for specific EN6A-IIIe-17
going
accuracy, writing, purpose and Show
appropriate reporting and audience - tactfulness
rate and similar expressing when
proper academic tasks opinions/ communicating

LC OL V RC F SS WC
VC A
Viewing Attitude
expressions in in collaboration Emotions with others
dialogs with others
EN6A-IIIe-18
Show openness
to criticism
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 particular EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary kind of 1.8.1 times
words using accuracy, sources in sentence for a EN6WC-IIIf-
suffix appropriate preparation for specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise Show
expressions in reporting and audience
6 writing for tactfulness
dialogs similar -asserting clarity - when
academic tasks
correct communicating
in collaboration
spelling - with others
with others
appropriate
punctuation EN6A-IIIf-18
marks Show openness
signal words
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 preparation for EN6A-IIIg-17
12.4.2.3 3.6 Observe
differing Infer meaning writing,
accuracy, Show
viewpoints on of content reporting and
7 appropriate tactfulness
an issue specific terms similar
rate and when
using academic tasks
proper communicating
-context in collaboration
expressions in with others
with others
clues -affixes dialogs
and roots - EN6A-IIIg-18
other Show openness
strategies to criticism

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

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 from politeness at all
coherent, 12.4.1.3 Observe secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on appropriate rate preparation for EN6A-IIIj-17
12.4.2.3 Infer
differing and proper writing,
meaning of Show
10 viewpoints on expressions in reporting and
content tactfulness when
an issue specific terms dialogs similar academic
communicating
using tasks in
collaboration with others
-context clues
with others
-affixes and EN6A-IIIj-18
FOURTH QUARTER
LC OL V RC F SS WC
VC A
Viewing Attitude

EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 Plan 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish grade level Take down Use various a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and 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 EN6A-IVa-17
7.3
discussion Infer language of 95 – 100% communication graphic Show
Determine
1 meaning of features - of information/ organizers images/ideas tactfulness when
borrowed Cause and ideas that are communicating
words using - effect (compound explicitly used with others
context clues sentences) to influence
-affixes and viewers EN6A-IVa-18
roots -other (Stereotypes, Show openness
strategies Point of view, to criticism
Propagandas)
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb- EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 1.6 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 threeparagraph 7.2 times
to clarify conveyed EN6V- IVb - according to text with an sources of of sentences persuasive EN6VC-IVb-
meaning through purpose and accuracy rate information for effective essay on EN6A-IVb-17
12.4.2.3 7.3
discussion Infer language of 95 – 100% communication selfselected Determine Show
2 meaning of features - of information/ topic images/ideas tactfulness when
borrowed Cause and ideas that are communicating
words using - effect (complex explicitly used with others
context clues sentences) to influence
-affixes and viewers
roots -other EN6A-IVb-18
(Stereotypes,
Show openness
strategies Point of view,
to criticism
Propagandas)
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 Use 1.8.2 7.1 Observe
3 politeness at all
Restate portions Summarize Infer meaning Distinguish text- when reading and secondary various types EN6WC-IVc- EN6VC-IVc-
of a text heard information of borrowed types sources of and kinds 1.8.1 7.2 times
LC OL V RC F SS WC
VC A
Viewing Attitude

to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc-
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise Determine Show
features - for of information/ writing for images/ideas tactfulness
Problem and correctness/vali ideas clarity - that are when
solution dy of (compound, correct explicitly used communicating
information complex spelling - to influence with others
sentences) appropriate viewers
punctuation (Stereotypes,
Point of view, EN6A-IVc-18
marks
Show openness
-transition/ Propagandas)
to criticism
signal words
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 Use 1.1.6.1 Plan 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short various types a Make politeness at all
information from information of borrowed text-types level text with research and kinds of composition connections times
a text heard conveyed words using according to 145 words projects on a 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
features of information/ organizers personal
4 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- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 IVe2.15.2 1.13 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short various types Compose a Make politeness at all
information from information of borrowed appropriate level text with research and kinds of threeparagraph connections times
a text heard conveyed words using graphic 145 words projects on a sentences persuasive between
through Suffix organizers in correct per relevant issue for effective essay on information EN6A-IVe-17
discussion texts read minute communication selfselected viewed and Show
5 of information/ topic personal tactfulness
ideas experiences when
(compound,
communicating
complex with others
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
LC OL V RC F SS WC
VC A
Viewing Attitude
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
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 viewed and Show
of Observe of information/ writing for personal tactfulness
contentspecific accuracy, ideas clarity - experiences when
terms using appropriate (compound, correct communicating
-context rate, proper complex spelling - with others
clues -affixes expressions sentences) appropriate
and roots - and correct punctuation EN6A-IVf-18
other pronunciation marks Show openness
strategies in oral -transition/ to criticism
communication signal words
group task

EN6OL-IVg- EN6V-IVg- EN6RC- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 IVg2.15.2 EN6F- IVg - 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct short various types Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVg - research and kinds of threeparagraph connections times
conveyed EN6V- IVg - graphic 3.6 projects on a sentences for persuasive between
through organizers in relevant issue effective essay on information EN6A-IVg-17
12.4.2.3 EN6F- IVg
discussion Infer meaning texts read communication selfselected viewed and
3.11 Show
of Observe of information/ topic personal tactfulness
7 contentspecific accuracy, ideas experiences when
terms using appropriate (compound,
communicating
-context rate, proper complex with others
clues -affixes expressions sentences)
and roots - and correct
EN6A-IVg-18
other pronunciation
Show openness
strategies in oral
to criticism
communication
group task
EN6OL-IVh- EN6V-IVh- EN6RC- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 IVh2.15.2 EN6F- IVh - 2.3 1.10 Use 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use 3.2 Conduct short various types EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - research and kinds of 1.8.1 connections times
conveyed EN6V- IVh - graphic 3.6 projects on a sentences for EN6WC-IVh- between
through organizers in relevant issue effective information EN6A-IVh-17
8 12.4.2.3 EN6F- IVh 1.8.3
discussion texts read communication viewed and
Infer meaning 3.11 Revise Show
of information/ personal
of Observe writing for tactfulness
ideas experiences
contentspecific accuracy, clarity - when
(compound,
terms using appropriate correct communicating
spelling


LEARNING COMPETENCY
LEARNING MATERIALS
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. *English
EN6LC-Ib-2.3.6
2. 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 *English Arts I. 2000. pp 44.
3.
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
1Q
Infer meaning of idiomatic expressions using -context 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context. BEAM-
clues EN6V-Ia-12.3.1 2. 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. BEAM-
EN6V-Ib-12.4.2.1 2. DLP6 Module 6 – Words with Affixes – Suffixes.
3. *English Arts I. 2000. pp. 205-207
Infer meaning of figurative language using -context EN6V-Id-12.3.2 EN6VIe- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
clues 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 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-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 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
LEARNING COMPETENCY
LEARNING MATERIALS
2Q
Infer meaning of borrowed words and content *English Arts I. 2000. pp 46-47, 118-120.
specific terms using (Math) -context clues EN6V-IIa-12.3.3
-affixes and roots EN6V-IIa-12.4.1.3 *English Arts I. 2000. pp 46-47, 118-120.
-other strategies EN6V-IIa-12.4.2.3 *English Arts I. 2000. pp 46-47, 118-120.
3Q
Clarify meaning of words using dictionaries, thesaurus EN6V-IIIa-8.1 1. MISOSA ENG6 – Using a Dictionary.
EN6V-IIIa-8.2 2. *English Expressways 5. 2010. pp 45, 46, 113.
Infer meaning of borrowed words using 1. *English for All Times 6. 1999. pp 28, 29, 94-95.
-context clues EN6V-IIIc-12.3.3 EN6V- 2. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
-affixes and roots IIIc-12.4.1.3
-other strategies
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
EN6V-IIIe-12.4.2.3 3. *English for All Times 6. 1999. pp 94-95.
-suffix 1. *English for All Times 5. 1999. pp. 110, 166.

EN6V-IIIf-12.4.2.3 3. *English for All Times 6. 1999. pp 28-29.

Infer meaning of content specific terms using -context EN6V-IIIg-12.3.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166. *English
clues EN6V-IIIh-12.3.3 2. for All Times 6. 1999. pp 184-185.
EN6V-IIIi-12.3.3
EN6V-IIIj-12.3.3
-affixes and roots EN6V-IIIg-12.4.1.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IIIh-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IIIi-12.4.1.3 3. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
EN6V-IIIj-12.4.1.3
-other strategies EN6V-IIIg-12.4.2.3 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IIIh-12.4.2.3
EN6V-IIIi-12.4.2.3
EN6V-IIIj-12.4.2.3
4Q
-affixes and roots EN6V-IVa-12.4.1.3 1. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVb-12.4.1.3 2. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
EN6V-IVd-12.4.2.3 3. *English for All Times 6. 1999. pp 94-95.
-suffix EN6V-IVe-12.4.2.3 1. *English for All Times 5. 1999. pp. 110, 166.
LEARNING COMPETENCY
LEARNING MATERIALS
Infer meaning of content-specific terms using -context EN6V-IVf-12.3.3 EN6V- 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166. *English
clues IVg-12.3.3 2. 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
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.
6. *English Arts I. 2000. pp 43, 186, 187.
Analyze figures of speech (hyperbole, irony) EN6RC-Ie-6.10 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.

LEARNING COMPETENCY
LEARNING MATERIALS
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. *English
developed the elements: EN6RC-Ig-2.24.1 2. 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. *English
EN6RC-IVa-3.2.6
features 2. Arts I. 2000. pp 30, 219, 220.
EN6RC-IVb-3.2.6
-Cause and effect
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.
EN6SS-IIb-1.4 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
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.
EN6SS-IIb-1.4.1 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
5. *English Arts I. 2000. pp 13, 20-25.
-Almanac EN6SS-IIc-1.4.2 1. *English for All Times 5. 1999. pp. 111-113.
LEARNING COMPETENCY
LEARNING MATERIALS
-Encyclopedia 1. *English for All Times 5. 1999. pp. 111-113.

EN6SS-IIc-1.4.3 2. *English Expressways 5. 2010. pp 111-112.
G - Grammar
1Q
Compose clear and coherent sentences using 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
EN6G-Ia-2.3.1
appropriate grammatical structures: -pluralization of 2. *English Arts I. 2000. pp 155, 156, 159.
EN6G-Ib-2.3.2
regular nouns 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.
-Subordinate and coordinate conjunctions EN6G-IIh-8.3 1. *New Horizons in Learning English I. 1999. pp 245-246.
EN6G-IIh-8.4
LEARNING COMPETENCY
LEARNING MATERIALS

---
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 1. BEAM-DLP5 Module 23 – Using Variety of Sentences According To Structure.
effective communication of information/ideas 2. BEAM-DLP6 Module 32 – Using Compound Sentences.
(compound sentences) EN6G-IVa-1.8 3. MISOSA ENG6 – Using Compound Sentences.
5. *English Arts I. 2000. pp 33, 34.
Use various types and kinds of sentences for 1. BEAM-DLP6 Module 33 – Using Complex Sentences.
effective communication of information/ideas 2. *English for You and Me 6 (Language). 2011. pp 65-67.
(complex sentences) EN6G-IVb-1.9 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 EN6G-IVc-1.10 1. *English for You and Me 6 (Language). 2011. pp 61-69.
effective 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.
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
Write a 4-paragraph composition showing -comparison 1. *New Horizons in Learning English. 1999. pp 201-202.
EN6WC-IId-2.2.6
and contrast 2. *English Arts I. 2000. pp 261, 262.
Revise writing for clarity -correct EN6WC-IIe-1.8.2 *New Horizons in Learning English. 1999. pp 42.
spelling EN6WC-IIg-1.8.2


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 LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
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
1 points signalled by and slang Identify the the correct
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
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
2
Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature

ideas using headings points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-I-b-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that affect meaning the correct pitch
levels (high,
medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read intensively Listen for important Give the meaning of Use appropriate Discover literature Differentiate literary 1.14.2: Observe Observe correct
to find answers to points signalled by given signs and idiomatic as a means of writing from the correct pitch subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing levels (high, agreement
pitch, stress, signs, prohibited variety of basic significant past medium, low) when
intonation, juncture, signs, etc.) interpersonal EN7LT-I-c-2.2.1: reading lines of
and rate of speech communicative Express poetry, sample
3 EN7LC-I-c-5.2: situations appreciation for sentences and
Note the changes in sensory images
paragraphs
volume, projection, used
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph (primary, agreement
pitch, stress, trailer, news flash, variety of basic significant past. secondary, tertiary
4 intonation, juncture, internet-based interpersonal EN7LT-I-d-2.2.2: and weak) when
and rate of speech program, communicative Explain the literary reading passages
documentary, video, situations devices used
EN7LC-I-d-5.2: etc.)
Note the changes in
RC LC VC V WC F G
LT
Literature
volume, projection,
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material 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 parts and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary 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,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past YesNo 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
questions and
pitch, stress,
with statements
and rate of speech
that affect meaning

EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:
Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
7 symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
Draw similarities
and rate of speech communication intonation with


SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1: EN7LC-II-a-6: 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 conflicts Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and presented in literary from a text using a verbal cues in and sentences
the library for familiarity with the relationships of figurative language selections and the summary, precis, conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-II-a10.1.1: need to resolve and paraphrase dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short Classify sample those conflicts in interviews
Use the card texts listened to texts into literal or nonviolent ways EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: figurative EN7LT-II-a-4.1: Use appropriate
public access Extract information Identify the verbal and nonverbal
catalog, or from the text distinguishing cues when
electronic search listened to features of developing,
engine to locate literature during the maintaining and
specific resources Period of ending
Apprenticeship conversations and
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 conflicts Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into presented in literary from a text using a verbal and and sentences
public access relationships of literal or figurative selections and the summary, precis, nonverbal cues appropriately and
catalog, or ideas and events need to resolve and paraphrase when developing, meaningfully
2
those conflicts in
electronic search maintaining and
nonviolent ways
engine to locate ending
EN7LT-II-0-4.2:
specific resources Identify the conversations and
dialogs
RC LC VC V WC F G
LT
Literature
distinguishing
features of poems
and short stories
EN7SS-II-c-1.5.3: EN7LC-II- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use
Use the card c2.1/3.1: Note Narrate events Identify figures of Discover the Extract information Employ correct turn- phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented from a text using a taking, turngiving and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections summary, precis, and topic control appropriately and
catalog, or the text listened to logically based on a metaphor, and the need to and paraphrase strategies in meaningfully
material viewed personification) resolve those conversations and
electronic search
conflicts in dialogs
engine to locate
3 nonviolent ways
specific resources EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection

EN7SS-II- EN7LC-II- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use
d1.3/1.4: Get d2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct turn- phrases, clauses,
information from specific chronologically/ figures of speech conflicts presented taking, turngiving and sentences
the different parts details/elements of Arrange ideas that show in literary selections and topic control appropriately and
of a book and from the text listened to logically based on a comparison (simile and the need to strategies in meaningfully
general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in dialogs
nonviolent ways
EN7LT-II-d-2.2:
Explain how the
4 elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
used
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
e1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5
information from cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas that show in literary selections strategies when appropriately and
RC LC VC V WC F G
LT
Literature
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 answers
nonviolent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used

EN7SS-II- EN7LC-II- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use
f1.3/1.4: Get f2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
different parts of a of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
book and from characters in the pictures, and oxymoron, paradox) and the need to asking questions meaningfully
general references narrative listened to excerpts of the resolve those and eliciting
6 in the library material viewed conflicts in answers
nonviolent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use
Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures (handbody) appropriately and
other print and pictures, and (irony, oxymoron, and the need to that accompany oral meaningfully
nonprint media excerpts of the paradox) resolve those
language
material viewed conflicts in
7 nonviolent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from about the contents about a material figures of speech conflicts presented pitch, juncture, and sentences
8 newspapers and of the texts listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
nonprint media paradox) resolve those rate/speed of
conflicts in non- speech in
RC LC VC V WC F G
LT
Literature

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 in about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and the text listened to viewed that show contrast in literary selections stress, volume and appropriately and
other print and (irony, oxymoron, and the need to projection and meaningfully
nonprint media paradox) resolve those rate/speed of speech
conflicts in in conversations and
9 nonviolent ways dialogs
EN7LT-II-0-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
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- Identify the debates, etc.
collocations used in
a2.1/3.1: 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- 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 b3.3/3.3.1: 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 listened interview, a panel and logical
better understand
text to other people discussion, in a sequence and
forum and in a summation
EN7LT-III-b-5.2: debate
Identify the
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2: Use
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
other people discussion, in a
3 EN7LT-III-c-2.2: forum and in a
Explain how the debate
a genre contribute
to the theme of a
particular literary
selection

EN7RC-III-d-8.2: EN7LC-III- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of d3.18: Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate Determine the message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema order of ideas in the material genus-species one’s unique on a significant language and meaningfully in
as signaled by cues viewed (hyponymous) identity and to personal stance in an varied contexts
4 relations in a better understand experience. interview, a panel
selection other people
discussion, in a
forum and in a
EN7LT-III-d2.2.2: debate
Explain literary
devices used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3:
Make predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral reported speech
genus-species one’s unique on a significant language and appropriately in
(hyponymous) identity and to personal experience stance in an varied contexts
5 relations in a interview, a panel
better understand
selection discussion, in a
other people
forum and in a
EN7LT-III-e2.2.2: debate
Explain literary
devices used
EN7RC-III-f-2.8: EN7LC-III-f2.7: EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f3.4.1: EN7G-III-f-3: Use

Make predictions Sequence a series of Make a stand on the Determine words or Discover literature 2.2.14: Compose a Express ideas and direct and reported
about the text events mentioned in material viewed expressions with as a tool to assert travelogue opinions based on speech
the genus-species one’s unique text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
6 selection other people
EN7LT-III-f2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III- EN7G-III-g-3:
Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a g3.4.1: Express Use direct and
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions reported speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
7 fact from opinion, explicit statements 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) relations in public
better understand
explicit statements forums/panel
other people
8 made discussions, etc.
EN7LT-III-h-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
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

assertions made by predictions about material viewed words or expressions as a tool to assert personal letter to a sensible, challenging perfect tenses
the author in the the contents of the with part-whole one’s unique identity friend, relative, and thought provoking correctly in varied
text text (partitive) relations and to better other people questions contexts
understand other in public
people EN7LT-III- forums/panel
i-3: Explain how a discussions, etc.
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Literature

EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to on a material understanding the need to work EN7WC-IV-a- language, stance giving instructions
1 explanation, viewed unfamiliar words 2.8.4: Identify
EN7LC-IV-a-8.1: cooperatively and and behavior when
recount, persuasive) Determine the and expressions responsibly in features of personal giving information,
essays
intentions of today’s global instructions, making
speakers by village explanations, and
RC LC VC V WC F G
LT
Literature
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 among and concise prepositions when
for various text text listened to on a material in understanding the need to work 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

EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use
Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
possible effects on and radio)
3 Supply other words today’s global and non-verbal cues
the speakers
or expressions that village
complete an EN7LT-IV-c2.2.1:
analogy Express appreciation
for sensory images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use

4
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
RC LC VC V WC F G
LT
Literature
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 a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate information and
information mentioned in the other sources of identified the need to work of a person multimedia making
text listened to information (print homonymous or cooperatively and interviewed resources when explanations
and radio) polysemous words responsibly in orally giving
or expressions today’s global information,
5 village instructions, making
EN7LT-IV-e- explanations and
2.2.3: Determine narrating events in
tone, mood, personal or factual
technique, and recounts
purpose of the
author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate meaningful
thoughts and based on a material identified the need to work of a person multimedia expressions
feelings expressed viewed homonymous or cooperatively and interviewed resources when EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in orally giving Formulate who,
6
to or expressions today’s global information, what, when, where,
village instructions, making why, and how
explanations and questions
narrating events in
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:
10.4: Cite evidence Determine the worth Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
to support a general of ideas mentioned beliefs/convictions expressions used in Philippine literature biographical sketch appropriate what, when, where,
statement in the based on a material a selection that the need to work based on a personal multimedia why, and how
7 text listened to viewed show varying cooperatively and interview and resources when questions
shades of meaning responsibly in background orally giving
(gradients)
EN7RC-IV- today’s global research information,
g3.1.13: Make a village instructions, making
explanations and
RC LC VC V WC F G
LT
Literature
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities and personal or factual
differences of the recounts
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 appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
into an outline texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in background research information,
the today’s global village instructions, making
8 punch lines EN7LT-IV-h-3:
explanations and
Explain how a
narrating events in
selection may be
personal and factual
influenced by
recounts
culture, history,
environment, orother
factors
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: Use EN7G-IV-i-6.1:

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

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.

2. BEAM ENG7 Module 15 – Gathering Information.
Scan for specific information EN7RC-I-a-1.5.2 3. *English Arts I. 2000. pp 11, 12.
4. *English Expressways II. 2007. pp 72, 118, 165-166, 216.

Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 2. *English Arts I. 2000. pp 31.
3. *English Expressways II. 2007. pp 56, 216.
EN7RC-I-c-7.1 EN7RC-I- 1. BEAM ENG7 Module 1 – Asking and Answering Questions.

Read intensively to find answers to specific questions
d-7.1 2. *English Expressways II. 2007. pp 216-217.
Use non-linear visuals as comprehensive aids in content 1. *English Expressways II. 2007. pp 150-151, 227-229, 247.
EN7RC-I-e-2.15
texts
1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
Transcode orally and in writing the information presented 2. *English Arts I. 2000. pp 175, 176, 177, 179.
in diagrams, charts, table, graphs, etc. EN7RC -I-e-1.2 3. *New Horizons in Learning English I. 1999. pp 55-56.
4. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
Transcode orally and in writing the information presented 1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
in diagrams, charts, table, graphs, etc. 2. *English for All Times 6. 1999. pp 185-187.
EN7RC -I-f-1.2 3. *English for You and Me 6 (Reading). 2011. pp 161, 186.
4. *English Arts I. 2000. pp 171, 172, 173, 174, 178.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.

Give the meaning of given signs and symbols (road signs, EN7RC -I-g-1.2
prohibited signs, etc.) EN7RC -I-h-1.2
3. *English Arts I. 2000. pp 150, 151.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions. *English
Follow directions using a map EN7RC-I-i-14:
1. Arts I.2000. pp 190, 191, 192.
2Q
Use appropriate mechanisms/tools in the library for 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
locating resources EN7RC-II-a-1 2. BEAM ENG7 Module 15 – Gathering Information.

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.
5. *English Arts I. 2000. pp 13.
LEARNING COMPETENCY
LEARNING MATERIALS
Get information from the different parts of a book and 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-d-1.3/1.4 4. *English Arts I. 2000. pp 249, 250.
6. *English Expressways II. 2007. pp 57.
Get information from the different parts of a book and 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library EN7RC-II-e-1.3/1.4 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-f-1.3/1.4 3. BEAM ENG8 Module 4 – Using Library Resources.
Gather current information from newspapers and other 1. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-2.1
print and non-print media 2. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1
3. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1
4. *English Expressways II. 2007. pp 74-77.
3Q
Use one’s schema to better understand a text EN7RC-III-a-8 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
Use one’s schema as basis for conjectures made about a EN7RC-III-a-8.1 EN7RC- 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text III-b-8.1
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 EN7RC- 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
III-d-8.2
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8 EN7RC-
III-f-2.8
3. *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
Identify the author’s intentions for writing 1. *English for All Times 6. 1999. pp 130.
EN7RC-III-g-9
2. *English Expressways II. 2007. pp 114-117, 200-201, 260-261.

Distinguish fact from opinion, fantasy from reality in the 1. BEAM ENG 7 - Appreciation of Various Literary Types.
text EN7RC-III-g-2.13 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
EN7RC-III-h-2.13 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1. BEAM ENG 7 – Assertions and Observations.

React to assertions made by the author in the text EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
4Q
Classify text types (narrative, expository, explanation, EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
recount, persuasive)
Use appropriate reading strategies for various text types EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
Give and follow instructions and directions EN7RC-IV-b-10.1 1. *English Arts I. 2000. pp 47, 48.
Make generalizations from different text types 1. BEAM ENG 7 – Using Appropriate Rhetorical Function. *English
EN7RC-IV-c-2.12
2. Expressways II. 2007. pp 68-71, 190-195.
Distinguish between general and specific statements EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
Sequence/reorganize ideas or information EN7RC-IV-e-2.10 EN7RC- 1. *English Arts I. 2000. pp 47, 101, 102.
IV-i-10.5
Make a stand EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
LEARNING COMPETENCY
LEARNING MATERIALS
2. BEAM ENG 7 Module 1 – Life's Values.
3. *English Arts I. 2000. pp 237, 238.
Organize information read into an outline 1. *English for All Times 6. 1999. pp 172-179.
EN7RC-IV-h-2.15.1 2. *English Arts I. 2000. pp 197, 198.
3. *English Expressways II. 2007. pp 91-95, 238-239.
1Q
Recognize prosodic features: volume, projection, pitch, 1. *English for You and Me 6 (Language). 2011. pp 2-3.
stress, intonation, juncture, and speech rate that serve as EN7LC-I-a-5 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
carriers of meaning

Listen for important points signalled by volume, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5.1
speech
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-a-5.2
meaning
Listen for important points signalled by volume, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.1
projection, pitch, stress, intonation, juncture, and rate of
speech
Note the changes in volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.2
intonation, juncture, and rate of speech that affect
meaning
1. 2. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-d-5.1 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
speech
*English Arts I. 2000. pp 10, 11.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-d-5.2 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
meaning
*English Arts I. 2000. pp 10, 11.
Listen for important points signalled by volume,
EN7LC-I-e-5.1 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
speech
*English Arts I. 2000. pp. 10, 11, 238, 239.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-e-5.2 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
meaning
*English Arts I. 2000. pp 11, 31, 32.
Listen for important points signaled by volume, projection, EN7LC-I-f-5.1 1. *English for You and Me 6 (Reading). 2011. pp 2-3
pitch, stress, intonation, juncture, and rate of speech
Note the changes in volume, projection, pitch, stress, EN7LC-I-f-5.2 1. *English for You and Me 6 (Reading). 2011. pp 2-3
LEARNING COMPETENCY
LEARNING MATERIALS
meaning
Listen for important points signaled by volume, projection, EN7LC-I-g-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.

1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Note the changes in volume, projection, pitch, stress, EN7LC-I-g-5.2
meaning
EN7LC-I-h-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Listen for important points signaled by volume, projection,
EN7LC-I-i-5.1 2. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress, EN7LC-I-h-5.2 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-i-5.2
meaning
2Q
Use listening strategies based on purpose, familiarity with 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN7LC-II-a-6
the topic and levels of difficulty of short texts listened to
Extract information from the text listened to EN7LC-II-a-6.1 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104. *English
EN7LC-II-b-3.3
2. 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. 2. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
events *English Expressways II. 2007. pp 98.
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. 2. BEAM ENG 7 Module 1 – Life's Values.
to EN7LC-II-h-2.5 *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. 2. *English for You and Me 6 (Reading). 2011. pp 73. *English
EN7LC-III-d-3.18
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.
LEARNING COMPETENCY
LEARNING MATERIALS
stand of the speaker based on explicit statements made EN7LC-III-h-7.1

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 EN7LC-IV- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
b-8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues EN7LCIV-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
expressed in the text listened to 2. *English Expressways II. 2007. pp 12, 98, 140.
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
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3 EN7LC-
2. BEAM ENG 7 - Appreciation of Various Literary Types.
jokes, fables, myths, tales) by recognizing the punch lines 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
prohibited signs, etc.) 2. *English Arts I. 2000. pp 150, 151.
2Q
Note details, sequence, and relationships of ideas and 1. *English for You and Me 6 (Reading). 2011. pp 66. *English
EN7VC-II-a-1/2
events 2. Arts I. 2000. pp 101.

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

LEARNING COMPETENCY
LEARNING MATERIALS
EN7VC-III-i-14
4Q

Differentiate reality from fantasy based on a EN7VC-IV-a-6.1 3. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
material viewed EN7VC-IV-b-6.1 *English for You and Me 6 (Reading). 2011. pp 31-32.
4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1Q
basic 1. 2. *English for All Times 6. 1999. pp 228-229.

Use appropriate idiomatic expressions in a variety of EN7V-I-c-10.2 EN7V-I-d-
3. *English Arts I. 2000. pp 148, 149.
interpersonal communicative situations 10.2
*English Expressways II. 2007. pp 293.
Select an appropriate colloquial or idiomatic word or EN7V-I-e-22.2 EN7V-I-f- 1. *English for All Times 6. 1999. pp 228-229.
expression as a substitute for another word or expression 22.2 2. *English Arts I. 2000. pp 148, 149.
2Q
Discriminate between literal and figurative language EN7V-II-a-10.1 1. *English Expressways II. 2007. pp 153, 191-195.
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 le 1. 2. *English for All Times 6. 1999. pp 144.
(simi metaphor, personification) 3. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN7V-II-c-10.1.2 *English Arts I. 2000. 43, 245.
4. *English Expressways II. 2007. pp 273.
le 1. 2. *English for All Times 6. 1999. pp 145.

Identify figures of speech that show comparison (simi
EN7V-II-d-10.1.2 3. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
*English Arts I. 2000. 43, 245.
le 5. 6. *English for All Times 6. 1999. pp 144.
Identify figures of speech that show comparison (simi
EN7V-II-e-10.1.2 1. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
*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

LEARNING COMPETENCY
LEARNING MATERIALS
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 EN7V-IV- 1. *English Arts I. 2000. pp 189.
i-23.2
LT – Literary
1Q
Describe the different literary genres during the 1. *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
precolonial 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.
stories EN7LT-II-0-4.2

Express appreciation for sensory images used EN7LT-II-d-2.2.1
4. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain the literary devices used EN7LT-II-0-2.2.2
Determine tone, mood, technique, and purpose of 1. *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
the author
3Q

EN7LT-III-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain literary devices used
EN7LT-III-e-2.2.2 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine tone, mood, technique, and purpose of 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
the author
4Q
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-IV-c-2.2.1
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 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
the author
EN7LT-IV-e-2.2.3

LEARNING COMPETENCY
LEARNING MATERIALS
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 EN7WC- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 EN7WC- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs 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. *English
Identify key ideas
EN7WC-II-e-5.1 2. Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
EN7WC-II-f-5.2 EN7WC- 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103. *English
Identify supporting details
II-g-5.2 2. Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
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. *English
people EN7WC-III-i-2.2.15 2. 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.

LEARNING COMPETENCY
LEARNING MATERIALS
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, 184186,
EN7F-I-b1.14
rate/speed of speech in differing oral communication 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. 2. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-108.
EN7F-I-f-1.14.4 EN7F-I-
questions; the rising-falling intonation with information- 3. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
g-1.14.4
seeking questions, option questions and with statements *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, 184186,
EN7F-II-h-1.14 EN7F-II-
projection and rate/speed of speech in conversations and 211, 269.
i-1.14
dialogs
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 EN7F- 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
III-g-3.4.1
G - Grammar Awareness
1Q
EN7G-I-a-11 1. 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 136, 137, 138, 139. *English
EN7G-I-b-11 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


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

EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships selfcomposed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
4 collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text 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 serve unfamiliar words African writers Arrange notes using an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: 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 of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text 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
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an selfcomposed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
7 intonation, juncture, same topic in contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8:
that reflect the devices in composing
and rate of speech different viewing African writers Arrange notes in Use the correct
local culture by an informative speech
that affect meaning genres EN8LT-Ig-2.3: one-step word, stance and
noting context
clues Draw similarities phrase, and behavior


SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal
CONTENT STANDARD signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and
appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: 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 excerpts dramatic types of East Asian writers entertainment pattern of idea
narrative texts
theme to previous EN8VC-IIa-17: irony and give EN8LT-IIa-9.2: speech development:
EN8LC-IIa-7.2:
1 experiences and Discern positive examples of each Identify the • general to
Employ projective
background knowledge and negative distinguishing particular
listening strategies
messages conveyed features of • claim and
with longer stories in a material notable East counterclaim
viewed Asian poems, • problemsolution
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
Relate content or excerpts dramatic types of East Asian writers variety of pattern of idea
2 narrative texts entertainment
theme to previous EN8VC-IIb-17: irony and give EN8LT-IIb-9.2: techniques to development:
EN8LC-IIb-6.2: speech
experiences and Discern positive examples of each Identify the introduce a topic • general to
Infer dominant
background knowledge and negative distinguishing particular
thoughts and feelings
messages conveyed features of • claim and
expressed in the text
in a material
listened to
viewed notable East counterclaim

Asian poems, • problemsolution
folktales, and • cause-effect
short stories • and others
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use

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

EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively or expressions
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an suitable to each
narrative texts excerpts dramatic types of theme of a variety of pattern of idea
entertainment
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to development:
speech
4 Determine the tone Discern positive examples of each selection formulate a • general to
and mood of the and negative EN8LT-IId- conclusion particular
speaker or characters messages conveyed 2.2.2: Explain • claim and
in the narrative in a material the literary counterclaim
listened to viewed devices used • problemsolution
• cause-effect
• and others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use

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

EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material 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 found long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an suitable to each
in expository texts narrative texts excerpts (hyperbole and theme of a literature, pattern of idea
entertainment
EN8RC-IIf-11: EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, development:
speech
6 Transcode information Formulate predictions Discern positive selection explanatory, factual • general to
from linear to nonlinear about the contents of and negative EN8LT-IIf- and personal particular
texts and viceversa messages conveyed 2.2.3: Determine recount, • claim and
the listening text.
in a material tone, mood, persuasive) counterclaim
viewed technique, and • problemsolution
purpose of the • cause-effect
author • and others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use

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


THIRD
QUARTER
PROGRAM STANDARD
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 textual
CONTENT STANDARD information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques;
and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa3.11: EN8RC-IIIa-10:

Recognize propaganda Determine the target IIIa3.4/4.4/5.4: Explain the Identify the Organize Use the correct Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a sounds of English opinion-marking
given text listening text and the target audience of word through genres chosen subject during speech signals
objective/s of the a material viewed structural analysis contributed by using a graphic delivery EN8G-IIIa-3.6: Use
Southeast Asian organizer modals appropriately
speaker (prefixes, roots,
writers
suffixes)
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- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance IIIb3.4/4.4/5.4: 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 presented in the text signals
given text target audience of word through genres graphic organizer pitch, and juncture
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
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
particular literary documentation EN8G-
3 listening text suffixes)
selection IIIc-3.6: Use modals
EN8LT- appropriately
IIIc2.2.1:
Express
appreciation for
sensory images
used

EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: 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-IIIe1.14: EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for Use appropriate modals appropriately
5 asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property persuasive devices EN8G-IIIe-12: Use
in a text given issue presented presented in the clues mirror to a rights by emphasis markers for
in the text listened to material viewed shared heritage acknowledging persuasive purposes
of people with citations made in

diverse an informative
backgrounds essay EN8SS-
IIIe1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use

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

and purposes of
the author
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg1.14: EN8RC-IIIg-10:

Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for Use appropriate Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual property persuasive devices opinion-marking
author suited to the topic, worth of ideas expressions used specific to a rights by signals
purpose, and level of presented in the in propaganda genre contribute acknowledging EN8G-IIIg-3.6: Use
material viewed to the theme of a citations made in modals appropriately.
difficulty of the techniques
7 particular literary an informative EN8G-IIIg-12: Use
listening text
selection essay emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes
2.2.5: Determine 1.6.4: Use
key ideas, tone, conventions in
and purposes of citing sources
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property selfcomposed opinion-marking
author economic issues worth of ideas expressions used differences of the rights by persuasive speech signals
8 presented in the featured EN8G-IIIh-3.6: Use
discussed in the text in propaganda acknowledging
material viewed selections modals appropriately
listened to techniques citations made in
an informative EN8G-IIIh-12: Use
essay emphasis markers for
EN8SS-IIIh- persuasive purposes

1.6.5: Use in-text
citation

EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: Use EN8LT-IIIi-3: EN8WC- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the relevance appropriate Explain how a IIIi2.2.16: Use appropriate Share ideas using
strategies to process social, moral, and and worth of ideas strategies for selection is Compose an verbal and nonverbal opinion-marking
information in a text economic issues presented in the unlocking unfamiliar influenced by informative essay cues when delivering signals
discussed in the text material viewed words culture, history, a persuasive speech EN8G-IIIi-11: Use
listened to environment appropriate
9 documentation EN8G-
IIIi-3.6: Use modals
appropriately EN8G-
IIIi-12: Use emphasis
markers for persuasive
purposes
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in various
CONTENT STANDARD 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 oral
PERFORMANCE STANDARD speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use

Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
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

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 in about a particular strategies in literary genres among types of production of the constructions in
sentence 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- memorized speech tenses in journalistic
feature article, and
13.1: Identify in an oration, in a writing
sports news article)
2 the distinguishing declamation or in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers

EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers manuscript or appropriate modifiers
3 opinion article,
material viewed EN8LT-IVc- memorized speech
feature article, and
13.1: Identify in an oration, in a
sports news article)
the distinguishing declamation or in a
epics, myths,
drama, and short

stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that 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 the sports news article) in an oration, in a writing
4 distinguishing
declamation or in a
features found in
dramatic
religious texts,
epics, myths, monologue
drama, and short
stories
contributed by
South and West
Asian writers

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

EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use
Evaluate the accuracy Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported
of a given information and worth of ideas elements that make strategies in Explain how the intellectual property manuscript/memori speech in journalistic
presented in the text up reality and decoding the elements specific rights by zed oral speech writing
listened to fantasy based on a meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
material viewed contribute to the sources of fluency before an appropriate modifiers
theme of a EN8G-IVg-16: Use
information in audience
7 particular literary appropriate logical
journalistic writing
selection connectors for
EN8LT-IVg- emphasis
2.2.5:
Determine key
ideas, tone, and
purposes of the
author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective active and passive
from a set of details delivered by making about a particular strategies in similarities and conventions to nonverbal constructions in
inferences from what aspect of a material decoding the differences of the indicate communication journalistic contexts
has been listened to viewed meaning of words featured acknowledgement strategies: gestures EN8G-IVh-14: Use
selections of sources and body direct and reported
8
EN8LT-IVh-3: speech in journalistic
movements and
Explain how a writing
eye contact, etc.
selection is
influenced by
culture, history,
environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15: EN8V-IVi-15: Use EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
Synthesize essential Summarize Compare and various strategies Appreciate Compose Deliver a active and passive
information found in information from the contrast one’s in decoding the literature as an journalistic texts manuscript/memori constructions in
a given text text listened to beliefs/convictions meaning of words expression of zed oral speech journalistic contexts
9 philosophical and EN8G-IVi-14: Use
with those with ease and
religious ideals direct and reported
presented in a fluency before an
material viewed audience speech in journalistic
writing

LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2 EN8RC-Ib-
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
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 EN8RC- 2. *New Horizons in Learning English I. 1999. pp 29-34.
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 EN8RC-If- 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose 7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 EN8RC-Ih- 1. *English Expressways II. 2007. pp 216-217.
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
speed reading, intensive reading etc.) for one’s purpose 1. *English Expressways III. 2007. pp 286-287.
2Q

Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 174, 175, 178.
LEARNING COMPETENCY
LEARNING MATERIALS
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
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 171-173.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIg-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 182, 183.
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2 EN8RC- 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts 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 EN8RC- 3. *English Arts I. 2000. pp 171-179, 182, 183.
IIi-2.15 4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
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 EN8RC- 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text 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
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.
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
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. *English
EN8LC-Ia-5.1
pitch, stress, intonation, juncture, and rate of speech 2. Expressways III. 2007. pp 38.
Listen for important points signaled by volume, projection, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 3. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1 *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. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 3. *English Arts I. 2000. pp 31, 32, 238, 239.
EN8LC-Ic-5.1 *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.

Listen for important points signaled by volume, projection, 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8LC-Id-5.1
pitch, stress, intonation, juncture, and rate of speech 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
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. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2 3. *English Arts I. 2000. pp 10, 11.
meaning *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
intonation, juncture, and rate of speech that affect 3. *English Arts I. 2000. pp. 31, 32, 238, 239.
meaning EN8LC-Ih-5.2 *New Horizons in Learning English I. 1999. pp 105-108.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 *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
Infer dominant thoughts and feelings expressed in the 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
text listened to
Determine the tone and mood of the speaker or EN8LC-IIc-2.13 EN8LC- 1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to IId-2.13 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1. *English Expressways II. 2007. pp 12, 98, 140.
Formulate predictions about the contents of the listening 1. BEAM ENG8 Module 6 – Making Outlines.
EN8LC-IIf-2.5
text 2. *English Expressways II. 2007. pp 99, 140-141.
Listen to paraphrase information/ideas 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
EN8LC-IIg-3.12
2. *English Arts III. 2000. pp 94, 113-114.
Employ appropriate listening skills and strategies suited to 1. *English Arts I. 2000. pp 218, 236.
EN8LC-IIi-7
long descriptive and narrative texts 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
3Q
Determine the target audience of a listening text and the 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN8LC-IIIa-7.3
objective/s of the speaker
Judge the relevance and worth of ideas presented in the 1. *English Arts III. 2000. pp 104, 156, 255-256.
EN8LC-IIIb-8.2
text listened to 2. *English Expressways II. 2007. pp 78-79, 109-110.
EN8LC-IIId-8.2
3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
Determine the stand of the speaker on a given issue 1. *English Arts I. 2000. pp 237, 238.
presented in the text listened to EN8LC-IIIe-7.1 2. *English Expressways II. 2007. pp 270.
Distinguish facts from opinion cited in the text listened to EN8LC-IIIf-2.10 1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
4Q
Predict what is to follow after a segment of a text listened 1. *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
to
Infer thoughts and feelings expressed in a text listened to EN8LC-IVb-6.2
Judge the relevance and worth of ideas presented in the EN8LC-IVd-8.2 1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IVg-8.2 2. *English Expressways III. 2007. pp 128-131, 288-289.
Summarize information from the text listened to. EN8LC-IVe-3.14 EN8LC- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
IVi-3.14
Process speech delivered by making inferences from what EN8LC-IVf-10 EN8LC- 1. *English Expressways II. 2007. pp 12, 98, 140.
has been listened to IVh-10 2. *English Expressways III. 2007. pp 288-289, 327-329.
VC- Viewing Comprehension
1Q
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
the meaning of unfamiliar words or expressions
EN8VC-Ib-8
EN8VC-Ic-8
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
Predict the gist of the material viewed based on the title, EN8VC-IIa-1.3 1. *English Expressways III. 2007. pp 271-272.
pictures, and excerpts EN8VC-IId-1.3
EN8VC-IIg-1.3
Determine the issue and stand presented in the material 1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions and Values.
EN8VC-IIId-18
viewed
4Q
Analyze the elements that make up reality and fantasy EN8VC-IVa-20

based on a material viewed EN8VC-IVd-20
EN8VC-IVg-20
V- Vocabulary Development
1Q
Determine the meaning of idiomatic expressions by noting 1. BEAM ENG8 Module 15 – Getting Meaning of Idioms.
context clues and collocations 2. *English Arts I. 2000. pp 148, 149.
EN8V-Ia-10.2 3. *English Expressways II. 2007. pp 153, 179-180, 191-195, 273.
4. *English Arts III. 2000. pp 11-12, 235-236.
5. *English Expressways III. 2007. pp 144, 157, 251.
Determine the meaning of idiomatic expressions by noting 1. *English Arts I. 2000. pp 80, 81, 99, 100, 101. *English
context clues and collocations EN8V-Ib-10.2 2. Arts III. 2000. pp 11-12.
3. *English Expressways III. 2007. pp 45-47, 172, 350.
Determine the meaning of idiomatic expressions by noting EN8V-Ic-10.2 EN8V-Id- 1. *English Arts I. 2000. pp 258, 259.
context clues and collocations 10.2 2. *English Expressways III. 2007. pp 207, 305.
Use appropriate strategies in unlocking the meaning of 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
unfamiliar words and idiomatic expressions 2. *English Expressways II. 2007. pp 179-180.
EN8V-Ie-4 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
4. *English Expressways III. 2007. pp 157, 287.
2Q

Discriminate between literal and figurative language EN8V-IIe-24 EN8V-IIi- 1. *English Expressways II. 2007. pp 153, 166, 191-195.
24
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIf-10.1.4
and litotes) 2. *English Arts III. 2000. pp 54, 103-104.
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIh-10.1.4
and litotes)
3Q
Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) 2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3 3. *English Arts III. 2000. pp 113.
(prefixes, roots, suffixes) EN8V-IIIb-15.3 2. *English Arts III. 2000. pp 113.
LEARNING COMPETENCY
LEARNING MATERIALS
EN8V-IIIc-15.3
(prefixes, roots, suffixes) 2. *English Expressways III. 2007. pp 30, 114-115.
Use appropriate strategies for unlocking unfamiliar words 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 116, 117, 131, 132, 148, 149. *New
2. Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.
EN8V-IIId-25 EN8V-IIIi- 3. *English Expressways II. 2007. pp 179-180.
25 4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
5. *English Expressways III. 2007. pp 287.
Arrive at meanings through context clues 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.
2. *New Horizons in Learning English I. 1999. pp 109, 228-230.
EN8V-IIIe-12.3 EN8V- 3. *English Expressways II. 2007. pp 153, 191-195.
IIIf-12.3 4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
5. *English Expressways III. 2007. pp 45-47, 172, 350.
Analyze intention of words or expressions used in EN8V-IIIg-26 1. *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-26
Use appropriate strategies for unlocking unfamiliar words EN8V-IIIi-25 1. *English Expressways III. 2007. pp 157, 287.
4Q

Use various strategies in decoding the meaning of words EN8V-IVa-15 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb-15 2. *English Expressways II. 2007. pp 179-180.
EN8V-IVc-15 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8V-IVd-15
EN8V-IVe-15
EN8V-IVf-15
EN8V-IVg-15
EN8V-IVh-15
EN8V-IVi-15
LT- Literature
1Q
Express appreciation for sensory images used 1. *English Arts I. 2000. pp 246, 247.
EN8LT-Ic-2.2.1
Explain the literary devices used. EN8LT-Ic-2.2.2
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-Id-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.
author Attitudes.
EN8LT-Ie-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
history, environment, or other factors
2Q
Express appreciation for sensory images used EN8LT-IIc-2.2.1 1. *English Arts I. 2000. pp. 246, 247.
LEARNING COMPETENCY
LEARNING MATERIALS
author EN8LT-IIf-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.

author Attitudes.
EN8LT-IIg-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
history, environment, or other factors
3Q
Identify the distinguishing features of notable poems, 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
short stories, dramas, and novels contributed by EN8LT-IIIa-11.1
Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
EN8LT-IIIf-2.2.5
Attitudes.
Attitudes.
EN8LT-IIIg-2.2.5 2. *English Arts I. 2000. pp 7, 8, 9, 218.
4Q
Express appreciation for sensory images used EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
EN8LT-IVg-2.2.5 Attitudes.
WC- Writing and Composition
1Q
Present ideas using a variety of graphic organizers 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
EN8WC-Ia-1.1.6.1
2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
Organize ideas in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
outline forms

Organize ideas in one-step word, phrase, and sentence 1. 2. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
outline forms *New Horizons in Learning English I. 1999. pp 243-244.
Arrange notes using a variety of graphic organizers EN8WC-Ie-6.1 EN8WC-If- 1. 2. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
6.1 *English Expressways II. 2007. pp 14-18, 150-152, 242.
LEARNING COMPETENCY
LEARNING MATERIALS
Arrange notes in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *English Arts I. 2000. pp 197-199.
EN8WC-Ii-6.2
outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
2Q
Compose effective paragraphs EN8WC-IIa-2.8 1. *English Arts I. 2000. pp. 228-230.

EN8WC-IIb-2.8 2. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
EN8WC-IIc-2.8 3. *English Arts III. 2000. pp 36-37, 99, 197.
EN8WC-IId-2.8 4. *English Expressways III. 2007. pp 17-18, 63-65.
Develop related support sentences EN8WC-IIc-2.2.1 1. *English Expressways II. 2007. pp 12 82, 91, 200-201.
Use a variety of techniques to formulate a conclusion EN8WC-IId-2.8.9 1. *English Expressways II. 2007. pp 11.
Develop paragraphs that illustrate each text type 1. BEAM ENG8 – Social Issues Affecting the Community.
(narrative in literature, expository, explanatory, factual EN8WC-IIe-2.2 2. *English Arts I. 2000. pp 52, 231.
and personal recount, persuasive) 3. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIf-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Arts I. 2000. pp 253.
(narrative in literature, expository, explanatory, factual EN8WC-IIg-2.2 2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2

(narrative in literature, expository, explanatory, factual EN8WC-IIi-2.2
3Q
Organize information about a chosen subject using a 1. *English Expressways II. 2007. pp 94-95, 283-284.
EN8WC-IIIa-1.10
graphic organizer 2. *English Expressways III. 2007. pp 290-291.
Transcode information from a graphic organizer to a topic 1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
or sentence outline
Compose an informative essay 1. *English Arts I. 2000. pp 69.
EN8WC-IIId-2.2.16
2. *English Expressways II. 2007. pp 81-82, 158.
EN8WC-IIIi-2.2.16
Acknowledge sources by creating a bibliography EN8WC-IIIe-1.6.3 1. *English Expressways III. 2007. pp 230-231.
EN8WC-IIIf-1.6.3
4Q
Distinguish among types of journalistic writing (news EN8WC-IVb-3.4.2 1. *English Expressways II. 2007. pp 81-82, 158.
LEARNING COMPETENCY
LEARNING MATERIALS
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 EN8F-IIIh- 1. *English Arts III. 2000. pp 33-34.
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
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
Use active and passive constructions in journalistic EN8G-IVb-13 1. *English Expressways II. 2007. pp 77-78.
contexts EN8G-IVf-13
EN8G-IVh-13

LEARNING COMPETENCY
LEARNING MATERIALS
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
PROGRAM STANDARD
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:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature

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: prosodic features of Use appropriate
literary writing.
following instructions Identify the speech when punctuation marks
distinguishing delivering lines of and capitalization to
1
features of poetry and prose in convey meaning
a speech choir, jazz EN9G-Ia-18: Use
notable
interjections to
AngloAmerican chants and raps.
convey meaning
lyric poetry,
songs, 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
Literature
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps

EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the among informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3 poetry and prose in convey meaning
to a genre
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to convey
particular literary EN9F-Ic-3.1: meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN9LT-Id- Use appropriate
volume and
4 mentioned 2.2.1: Express punctuation marks
projection when
appreciation for and capitalization to
delivering lines of convey meaning
sensory images
poetry and prose in EN9G-Id-18: Use
used
dramatic and interjections to convey
conventional meaning.
speech choirs
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in creative
5 author’s purpose material viewed word formation discovering the stress, intonation, writing
(clipping, self rate of speech, EN9G-Ie-1.6/1.7:
blending, EN9LT-Ie- volume and Use appropriate
acronymy, 2.2.2: Explain projection when punctuation marks
RC LC VC V WC F G
LT
Literature

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 convey
speech choirs 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.) convey meaning
technique, and
EN9G-If-18: Use
purpose of the
interjections to convey
author.
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. convey meaning.
technique, and
EN9G-I-0-18: Use
purpose of the
author
meaning
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech EN9G-Ih-1.6/1.7:
synonyms, EN9LT-Ih-2.3: choir presentations. Use appropriate
8 antonyms) used Draw similarities punctuation marks
for a given word and differences and capitalization to
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to
theme
convey meaning

RC LC VC V WC F G
LT
Literature
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii1.5/2.5: EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize 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
subtitles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
etc. given in a text the material viewed definition, self expected of speech EN9G-Ii-1.6/1.7:
synonyms, EN9LT-Ii-3: Use appropriate
9 choir presentations
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
EN9G-Ii-18: Use
culture, history,
environment, or
meaning
other factors
10 Culminating Task

PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
SECOND QUARTER
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa19:
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied Use adverbs in
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and narration.
presented in different based on topic, these lead to the communicative other people and poetry and in nonverbal
texts. purpose, and level of ending of a material. styles for various their various prose. strategies to
difficulty of the situations circumstances in create impact on
the audience
RC LC VC V WC F G
LT
Literature

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 adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and nonverbal narration.
poetry and in
pamphlets, periodicals, persuasive texts. styles for various their various strategies to
and audio-video prose. create impact on
EN9LC-IIb-2.8: situations circumstances in
recordings. Make inferences from (intimate, casual, life. the audience while
what was said. conversational, delivering lines in
consultative, EN9LT-II-0-14.2: a Readers Theatre
frozen). Explain how the or in a
Chamber Theatre.
a selection build its
theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
Get information from 3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use adverbs
various print media paraphrase and information contained appropriate a means of valuing features present in correct production in
like brochures, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
pamphlets, periodicals, from persuasive texts. styles for various their various prose. vowels sounds,
and audio-video situations circumstances in consonant sounds,
recordings. (intimate, casual, life. diphthongs, etc.
conversational,
consultative, EN9LT-IIc-2.2:
frozen). Explain how the
a genre contribute
to the theme of a
particular literary
selection.

4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.
RC LC VC V WC F G
LT
Literature
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-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the IIe20: Use
various print media text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments
and audio-video situations circumstances in delivering lines in
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.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf20:
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features in expressing
of a communicative their various 9.2: Identify of speech when arguments.
circumstances in types and delivering lines in
style.
life. features of a Readers Theatre
EN9LT-IIf-2.2.3: short prose. or in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.

7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
texts such as the ideas listened to. presented in the jargons expected other people and EN9WC-IIg- non-verbal in expressing
diagrams, maps, material viewed. of a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of a Readers or
EN9LT-IIg-2.2.3: short prose. Chamber Theatre.
Determine tone,
mood, technique,
and purpose of the
author.
RC LC VC V WC F G
LT
Literature
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the appropriate 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
write-ups. utterances in presented in the jargons expected of other people and EN9WC-IIh- of speech when expressing
persuasive texts. material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
circumstances in devices and Readers Theatre or
style.
life. techniques to in a Chamber
EN9LT-IIh-2.3: craft short Theatre.
Draw similarities and prose forms.
differences of the
featured selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi20:
Organize information in Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate Use
various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
(outlining, graphic, presented. presented in the jargons expected of other people and EN9WC-IIi- of speech when expressing
representations, etc.) material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
circumstances in devices and Readers Theatre or
style.
life. techniques to in a Chamber
EN9LT-IIi-3: craft short Theatre.
Explain how a prose forms.
selection may be
influenced by culture,
history, environment,
or other factors.

10 Culminating Task
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the 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
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature

EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-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
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: nonverbal 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 Anglo- sounds correctly
theme American one-act and effectively
plays when delivering
lines in a one-act
play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

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

EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. information listened the message the technical as a means of literary writing prosodic features of
EN9LT-IIIc-20.1: to conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when
Explain how the poster drama and theatre world Identify types and delivering lines in a
elements specific to a (like stage EN9LT-IIIc- features of a play one-act play
3 one-act play synopsis.
directions) 16.1: Identify the
contribute to the distinguishing
development of its features of Anglo-
theme American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use

Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId2.3: features of a play one-act play
4 used directions) Draw similarities synopsis
EN9LT-IIId-20.2: and differences of
Explain the literary the featured
devices used selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use

Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe-9.5: speech when
Express appreciation context or situation material viewed drama and theatre world Use literary devices delivering lines in a
for sensory images (like stage EN9LT-IIIe2.3: and techniques to one-act play
5 used directions) Draw similarities craft a play
EN9LT-IIIe-20.2: and differences of synopsis
Explain the literary the featured
relation to the
theme
EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use

Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
6 play literary writing
and critical feedback/ the information the technical as a means of appropriate
EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIf-9.5: nonverbal
RC LC VC V WC F G
LT
Literature
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf2.3: and techniques to strategies
used directions) Draw similarities craft a play
EN9LT-IIIf-20.2: and differences synopsis
Explain the literary of the featured
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
purpose of the author ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: nonverbal
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-IIIh3.10: EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and feeling levels of feedback to the the technical as a means of literary writing multimedia
purpose of the author utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh-9.5: 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

EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use
Determine tone, Judge the relevance Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and worth of feedback to the the technical as a means of literary writing multi-media
purpose of the author information/ ideas idea presented in vocabulary for connecting to the EN9WC-IIIi-9.5: resources to
EN9LC-IIIi-8.6: the material viewed drama and theatre world Use literary devices accompany the oral
9
Form decisions based (like stage EN9LT-IIIi-3: and techniques to delivery of lines
on the ideas directions) Explain how a craft a play
mentioned selection may be synopsis
influenced by
RC LC VC V WC F G
LT
Literature
culture, history,
environment, or
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content to Listen to lay value Determine the Get familiar with Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the the technical as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for understanding communication
dispositions in real life sound analysis and ideas presented in drama and theater unchanging strategies when
call for prompt the material viewed (like stage values in a performing in a
1 actions directions) changing world fulllength play
EN9LT-IVa- EN9F-IVa-3.11:
17.1: Explain Produce the sounds
how the of English
elements specific effectively when
to full-length delivering lines in a
RC LC VC V WC F G
LT
Literature
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 changing world
directions)
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of IVd1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text content to Compare and contrast IVe1.3/2.3: Get familiar with the Analyze literature Compose a play Employ effective and Express permission,
particular social ideas listened to Formulate technical as a means of review appropriate obligation, and
RC LC VC V WC F G
LT
Literature
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition writing
dispositions in real life on the material drama and theater unchanging communication an evaluation
viewed (like stage values in a strategies
EN9LT-IVe-
2.2.2: Explain
the literary
devices used

EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change
Judge the relevance Differentiate biases IVf1.3/2.3: Get familiar with Analyze literature Compose a play Use the appropriate direct to indirect
and worth of ideas, from prejudices Formulate the technical as a means of review suprasegmentals: speech and vice versa
soundness of author’s predictions based vocabulary for understanding pitch, stress,
reasoning, and the on the material drama and theater unchanging juncture, intonation,
viewed (like stage values in a etc.
effectiveness of the
directions). changing world
presentation
6
EN9LT-IVf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:

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

8 Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media evaluation
RC LC VC V WC F G
LT
Literature

soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging values appropriately,
effectiveness of the (like stage 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
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

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

LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Share prior knowledge about a text topic EN9RC-Ia-16 EN9RC-Ib- *English Expressways II. 2007. pp 190-191.
16
Take note of sequence signals or connectors to determine 1. *English Expressways II. 2007. pp 118-119.
EN9RC-Ic-13.2
patterns of idea development given in a text 2. *English Expressways IV. 2007. pp 121-122.
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 EN9RC- 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222. *English
If-1.5.1 2. 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
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
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
3Q
Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe-2.1.5 2. *English Expressways III. 2007. pp 180, 181, 281-285.
EN9RC-IIIf-2.1.5 3. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9RC-IIId-20.2 *English Arts III. 2000. pp 153-154.
EN9RC-IIIe-20.2
EN9RC-IIIf-20.2
Determine tone, mood, technique, and purpose of the EN9RC-IIIg-2.11 1. *English Expressways III. 2007. pp 9-11, 96.
author EN9RC-IIIh-2.11 2. *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
EN9RC-IIIi-2.11
4Q
Judge the relevance and worth of ideas, soundness of EN9RC-IVf-2.22 *English Arts III. 2000. pp 104, 156, 255.
author’s reasoning, and the effectiveness of the EN9RC-IVg-2.22
presentation EN9RC-IVh-2.22
EN9RC-IVi-2.22
1Q
Infer thoughts, feelings and intentions of the speaker EN9LC-Ib-6.2 *English Expressways II. 2007. pp 210-211.

Paraphrase the text listened to EN9LC-Ic-3.12 *English Arts III. 2000. pp 89-90, 94, 113-114.
Agree or disagree with the ideas of the speaker EN9LC-Id-8.4 *English Expressways II. 2007. pp 109, 208-209.
Judge the relevance and worth of ideas presented *English Arts III. 2000. pp 104, 156, 255.
EN9LC-If-8.2
*English Expressways III. 2007. pp 128-131, 158-159.
Draw generalizations and conclusions from the material 1. *English Expressways II. 2007. pp 136-137.
EN9LC-Ig-8.7
listened to 2. *English Expressways IV. 2007. pp 133-135.
Compare and contrast information listened to EN9LC-Ih-8.8 *English Expressways II. 2007. pp 136-137, 138-139.
Summarize information from the text listened to EN9LC-Ii-3.14
2Q
Shift from one listening strategy to another based on *English Expressways II. 2007. pp 280-281.
topic, purpose, and level of difficulty of the argumentative EN9LC-IIa-11
or persuasive text.
Make inferences from what was said. EN9LC-IIb-2.8 *English Expressways II. 2007. pp 104-105.
Listen to paraphrase and summarize information from *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14
persuasive texts.
React and share personal opinion about the ideas listened *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIg-3.13
to.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIh-12.1
persuasive texts.
Judge the relevance and worth of ideas presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255.
3Q
Employ appropriate listening strategies suited to type of EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.
LEARNING COMPETENCY
LEARNING MATERIALS
text
Extract important information from *English Arts III. 2000. pp 33-34.

EN9LC-IIIa-6.1
argumentative/persuasive texts
Reflect on the ideas of the speaker EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.
Provide appropriate and critical feedback/ reaction to a EN9LC-IIIe-3.13 EN9LC- *English Expressways II. 2007. pp 174-175, 208-209.
specific context or situation IIIf-3.13
Share personal opinion about the ideas listened to 1. *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIIg-2.10
2. *English Arts III. 2000. pp 256.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIIh-12.1
persuasive texts
Judge the relevance and worth of information/ ideas 1. *English Arts III. 2000. pp 104, 156, 255.
EN9LC-IIIi-8.2
4Q
Analyze the stand of the speaker based on the explicit *English Expressways II. 2007. pp 109, 258, 270.
EN9LC-IVd-7.2
statement made
1Q
Infer thoughts, feelings, and intentions in the material EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.
viewed EN9VC-Ib-3.8
EN9VC-Ic-3.8
Assess the relevance and worth of ideas presented in the EN9VC-If-19 EN9VC-Ig- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. 19 2. *English Expressways III. 2007. pp 128-131.
Draw generalizations and conclusions from the material EN9VC-Ih-1.5/2.5
viewed EN9VC-Ii-1.5/2.5
2Q
Share personal opinion about the ideas presented in the EN9VC-IIf-23 EN9VC- *English Arts III. 2000. pp 256.
material viewed. IIg-23
Judge the relevance and worth of ideas presented in the EN9VC-IIh-19 EN9VC- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. IIi-19 2. *English Expressways III. 2007. pp 128-131.
3Q
Interpret the message conveyed in a material viewed EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIIb-1.2/2.2
EN9VC-IIIc-1.2/2.2

Interpret the message conveyed in a poster EN9VC-IIId-4.3/5.3 *English Arts III. 2000. pp 46.
Analyze the information contained in the material viewed EN9VC-IIIe-4.3/5.3
EN9VC-IIIf-4.3/5.3
1Q
Note types of context clue (restatement, definition, EN9V-Ig-12.3 *English Expressways II. 2007. pp 92, 114, 153, 203.
synonyms, antonyms) used for a given word or EN9V-Ih-12.3
LEARNING COMPETENCY
LEARNING MATERIALS
expression. EN9V-Ii-12.3
3Q
Get familiar with the technical vocabulary for drama and EN9V-IIIa-29 1. *English Arts III. 2000. pp 234-235.
theatre (like stage directions) EN9V-IIIb-29 2. *English Expressways III. 2007. pp 340-347.
EN9V-IIIc-29
EN9V-IIId-29
EN9V-IIIe-29
EN9V-IIIf-29
EN9V-IIIg-29
EN9V-IIIh-29
EN9V-IIIi-29
4Q
Get familiar with the technical vocabulary for drama and EN9V-IVa-29 1. *English Arts III. 2000. pp 234-235.
theater (like stage directions) EN9V-IVb-29 2. *English Expressways III. 2007. pp 340-347.
EN9V-IVc-29
EN9V-IVd-29
EN9V-IVe-29
EN9V-IVf-29
EN9V-IVg-29
EN9V-IVh-29
EN9V-IVi-29
LT- Literature

1Q
Analyze literature as a means of discovering the self EN9LT-Ia-14 *English Arts III. 2000. pp 75.
EN9LT-Ib-14
EN9LT-Id-14
EN9LT-Ie-14
EN9LT-If-14
EN9LT-Ig-14
EN9LT-Ih-14
EN9LT-Ii-14
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-Id-2.2.1
Explain the literary devices used EN9LT-Ie-2.2.2 *English Arts III. 2000. pp 153-154, 203-204.
Determine tone, mood, technique, and purpose of the EN9LT-If-2.2.3 EN9LT- 1. *English Expressways III. 2007. pp 9-11, 96.
author. Ig-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2Q
Analyze literature as a means of valuing other people and EN9LT-IIa-15 *English Arts III. 2000. pp 75.
their various circumstances in life. EN9LT-IIb-15
EN9LT-IIc-15
EN9LT-IId-15
LEARNING COMPETENCY
LEARNING MATERIALS
EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-15
EN9LT-IIh-15
EN9LT-IIi-15
Identify the distinguishing features of notable *English Arts III. 2000. pp 123.
AngloAmerican sonnets, dramatic poetry, vignettes, and EN9LT-IIa-15.1
short stories.
Express appreciation for sensory images used. 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-IId-2.2.1
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 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author. 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 EN9LTIVi-
17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author IVg-2.2.3
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
and literary writing
LEARNING COMPETENCY
LEARNING MATERIALS

Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 EN9WC- *English Arts III. 2000. pp 153, 201, 203.
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
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

Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Ie-1.14
poetry and prose in dramatic and conventional speech
choirs

GRADE 10
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
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 news reports, definitions of
titles, non-linear to the totality of a to a selection
speeches, informative words
illustrations, etc. on material viewed build its theme
talks, panel
the understanding of
discussions, etc.
a text

EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-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 words theme of a
used by the speaker material viewed
2 the understanding of particular literary
to highlight significant
a text selection
points
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
RC LC VC V WC F G
LT
Literature
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the speaking
illustrations, etc. on used by the speaker material viewed words theme of a
the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ic-
2.2.2: Explain the
literary devices
used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-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 theme of a
4 words speaking situation
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 words theme of a 12.3: Compose a
hold the attention of speaking situation
the understanding of particular literary persuasive text of
5 the listener
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
RC LC VC V WC F G
LT
Literature

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- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations Ig1.5/2.5: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- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for Ih1.5/2.5: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- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken Ii1.5/2.5: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

SECOND QUARTER
PROGRAM STANDARD
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
Literature
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, intonation, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays 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- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate IIb5:Employ Observe correct
from linear to effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 nonlinear texts and material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
vice taking into account the material viewed definitions to a selection intonation, etc.
versa 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-IIc3.11: EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns Use the correct Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of sound of English grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an when delivering definitions
the material viewed genre contribute argumentative impromptu and
to the theme of a extemporaneous
3 taking into account claim
particular literary speech
its purpose
selection
EN10LT-
IIc2.2.1:
Express
appreciation for
RC LC VC V WC F G
LT
Literature
sensory images
used
EN10SS-IId-1.5.2: EN10LC- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed IId3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
4 particular literary
extemporaneous
selection
speech
EN10LT-IId-
2.2.2: Explain the
literary devices
used

EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use
Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection eye contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf1.6.6: EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how Use quotation Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements marks or hanging stance and proper expressions that
implicitly stated solving material viewed definitions specific to a indentations for stage behavior as affirm or negate
information genre contribute direct quotes deemed necessary
to the theme of a EN10OL-IIf-
particular literary 2.6.2: Establish
6 selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg2.3: EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give Draw similarities 1.6.5: Use in-text Demonstrate words and expressions
explicitly and implicitly prejudices experiences as technical and and differences of citations confidence and ease that
stated information scaffold to the operational the featured of delivery affirm or negate
7 message conveyed definitions selections in
by a material relation to the
viewed theme

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28: Use
Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8 culture, history,
a set of criteria exaggerations message conveyed definitions
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

Evaluate text content, Determine Use previous Give technical and Evaluate Compose an Make and deliver words and expressions
elements, features, unsupported experiences as operational literature as a argumentative impromptu and that
and properties using generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
a set of criteria. exaggerations message conveyed expressing and speeches with ease
9
by a material resolving conflicts and confidence
viewed between and
among
individuals or
groups
THIRD QUARTER
PROGRAM STANDARD

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
Literature
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how IIIa14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, synthesize, clarify issues expanded the elements ideas using correct stage effectively
elements of the and evaluate covered in the definitions of specific to a principles of stance and
selection information to expand, material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) review, or to the theme of a coherence giving a roast and a
update knowledge particular literary toast and when
1 selection paying tribute to
EN10LT- someone in a
IIIa2.2.1: eulogy
Express
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of 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 a
particular literary writing techniques
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
Literature

devices used
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:

Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively
the text listened to contained in the definitions of technique, and rights by prosodic features of
material viewed in words purpose of the acknowledging speech
author citations made in
3 terms of accuracy
the critique
and effectiveness
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5 (historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe-
delivering welcome
1.6.5: Use in-text
and closing
citations
remarks

EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf13.9: EN10LT-IIIf-3: EN10SS- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints Give expanded Explain how a IIIf1.6.3: Use the correct and Use structures of
6 the selection to the soundness of an based on the ideas definitions of selection may be Acknowledge appropriate modification
reader (readerresponse) argument presented in the words influenced by sources by language when
materials viewed culture, history, preparing a giving a toast or a
RC LC VC V WC F G
LT
Literature
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-IIIg14: EN10OL-IIIg- EN10G-IIIg-30:

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

EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi13.9: EN10LT-IIIi20: EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the Give expanded Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal definitions of literature as a independent critique special speeches modification
listened to significance of a words source of wisdom of a chosen like toast and roast
material viewed in expressing and selection speeches, tributes,
resolving conflicts welcome and
9 between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how
CONTENT STANDARD
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
Literature

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
with outside campaign
information to expand, review, to the theme of a coherence
or update knowledge sources of particular literary speeches.
1
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 particular literary
sources of writing techniques
less important ones in selection
information in
any listening text EN10LT-IV-b-
terms of
2.2.2: Explain
accessibility and
the literary
effectiveness
RC LC VC V WC F G
LT
Literature
devices used
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:

Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue local or global issues setting and used in research technique, and sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in a purpose of the preparing a behavior when advocacies
Distinguish the material viewed to author bibliography persuading others
important points from achieve the
in a campaign
less important ones in writer’s purpose
speech
any listening text

EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith IVd2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4 featured effectively
characterization in a sources advocacies
selections in
material viewed to
relation to the
achieve the writer’s
theme
purpose
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the elements ideas using prosodic features of of research,
issues discussed in up reality and used in research specific to a principles of speech campaigns, and
the text listened to fantasy affect selection cohesion and advocacies
viewing habit build its theme coherence
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Literature

EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with IVh2.3: Draw Compose a Deliver Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on selfcomposed of research,
etc. characterization in 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
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

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

LEARNING COMPETENCY
LEARNING MATERIALS
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
vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear texts and vice 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
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. 2. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
*English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly stated EN10RC-IIf-13.1 1. 2. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg-13.1 *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
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. *English
EN10LC-Ia-11.1
news reports, speeches, informative talks, panel 2. Expressways IV. 2007. pp 34-35, 63, 81, 136.
LEARNING COMPETENCY
LEARNING MATERIALS
discussions, etc.
Determine the implicit and explicit signals, verbal, as well 1. *English Expressways III. 2007. pp 36, 37.
EN10LC-Ib-4 EN10LC-Ic-
as non-verbal, used by the speaker to highlight significant 2. *English Expressways IV. 2007. pp 102-103.
4
points
Determine the roles of discourse markers (e.g. *English Expressways IV. 2007. pp 133-135, 230-232.
conjunctions, gambits, adverbs) in signaling the functions EN10LC-If-14.2
of statements made
Show appreciation for songs, poems, and other listening 1. *English Arts III. 2000. pp 131-132.
EN10LC-Ih-14.3
texts 2. *English Expressways III. 2007. pp 110, 111.
2Q
Assess the effectiveness of a material listened to taking *English Expressways IV. 2007. pp 179.
EN10LC-IIb-15.1
into account the speaker’s purpose
Assess whether the speaker’s purpose is achieved or not EN10LC-IIc-15.2 *English Expressways IV. 2007. pp 284-285.
3Q
Show appreciation for songs, poems, plays, etc. 1. *English Arts III. 2000. pp 131-132.
EN10LC-IIIg-14.3
2. *English Expressways III. 2007. pp 110, 111, 340-347.

Describe the emotional appeal of a listening text EN10LC-IIIh-6.5
4Q
Show appreciation for songs, poems, plays, etc. 1. *English Arts III. 2000. pp 131-132.
EN10LC-IVh-14.3
2. *English Expressways III. 2007. pp 110, 111, 340-347.
1Q
Differentiate formal from informal definitions of words EN10V-Ia-13.9 *English Expressways IV. 2007. pp 35-36, 56, 196, 209, 224, 244, 259, 277.
EN10V-Ib-13.9
EN10V-Ic-13.9
EN10V-Id-13.9
EN10V-Ie-13.9
EN10V-If-13.9
EN10V-Ig-13.9
EN10V-Ih-13.9
EN10V-Ii-13.9
LT- Literature
1Q
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-Ib-2.2.1
2. *English Expressways IV. 2007. pp 113-115,
Determine tone, mood, technique, and purpose of the EN10LT-Ie-2.2.3 EN10LT- 1. *English Expressways III. 2007. pp 9, 10, 11.
author If-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293
2Q
Express appreciation for sensory images used EN10LT-IIc-2.2.1 1. *English Expressways III. 2007. pp 180, 181, 281-285.
LEARNING COMPETENCY
LEARNING MATERIALS
Determine tone, mood, technique, and purpose of the EN10LT-IIe-2.2.3 1. *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-IIf-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.

3Q
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-IIIa-2.2.1
Determine tone, mood, technique, and purpose of the 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10LT-IIIc-2.2.3
author 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
4Q
Determine tone, mood, technique, and purpose of the 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10LT-IVc-2.2.3
author 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
1Q
Formulate a statement of opinion or assertion EN10WC-Ic-12.2 1. *English Expressways III. 2007. pp 121, 122, 292, 293. *English
EN10WC-Id-12.2 2. Expressways IV. 2007. pp 78-80, 147-149.
EN10WC-Ie-12.2
2Q
Acknowledge citations by preparing a bibliography EN10WC-IId-1.6.3 *English Expressways III. 2007. pp 230, 231.
3Q
Expand ideas using principles of cohesion and coherence *English Expressways III. 2007. pp 17, 18.
EN10WC-IIIa-14.1.1
Acknowledge sources by preparing a bibliography EN10WC-IIIf-1.6.3 *English Expressways III. 2007. pp 230, 231.
4Q
Expand ideas using principles of cohesion and coherence EN10WC-IVa-14.1.1 *English Expressways III. 2007. pp 17, 18.
EN10WC-IVf-14.1.1
Acknowledge sources by preparing a bibliography EN10WC-IVc-1.6.3 *English Expressways III. 2007. pp 230, 231.
EN10WC-IVg-1.6.3
1Q
Identify the factors of public speaking EN10F-Ia-3.14 *English Arts III. 2000. pp 158-159.

2Q
Employ appropriate pitch, stress, juncture, intonation, etc EN10F-IIa5 EN10F-IIb- *English Expressways III. 2007. pp 106, 107, 120, 121.
5
G- Grammar Awareness
1Q
Use modals EN10G-If-3.6 *English Expressways IV. 2007. pp 298-300.

EN10G-Ig-3.6
EN10G-Ih-3.6
EN10G-Ii-3.6
GLOSSARY
A
account - reason given for a particular action or even acquainted - having personal
knowledge as a result of study, experience, etc.; informed act - a division or unit of a drama adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done adverbs of place - words that indicate location adverbs of time - words that indicate when affix - a word
element that can be attached to a base or root to form a new word aggressive communication- a style in which individuals express their feelings and opinions and
advocate for their needs in a way that violates the rights of others; thus, aggressive communicators are verbally and/or physically abusive; aggressive communication is born
of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of a
musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed to
the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires apostrophe - a punctuation mark (') used to indicate either possession or the
omission of letters or numbers archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions argumentative
texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing the pros and
cons of an issue
articulation - the clear and precise pronunciation of words aside - a comment by a character that the audience hears but other characters on stage do not assertive
communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of others.

Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and are strong
advocates for themselves while being very respectful of the rights of others.
B bias – a mental preference, leaning, or inclination, especially one that inhibits

impartial judgement. Bias is an inclination of temperament or outlook to present or hold a partial perspective and a refusal to even consider the possible merits of
alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel; verb (used with object); with
pictures brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas
bullying - any deliberate action that inflicts physical or psychological harm
C capsule biography- a brief summary to condense or summarize an account
of a person’s life written, composed, and produced by another; a biography in which all the important elements of the person's life are included
cast of characters - a list of people who play a part in the story character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by
the actor in a play character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person characterization - the process of
creating a believable character by exploring the character's physical, social, and psychological aspects of the role characters – people involved in the story climax- the
point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution comedy - a theatrical work that is intentionally
humorous conceptualize - to form (an idea, picture, etc.) of something in your mind conclusion- the last main division of a discourse usually containing a summary of
points and a statement of opinion or decisions conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not
have to be quarrels and argument; more often it is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends conquer - to take control
of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of context–appropriate - due consideration
given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill crisis - decisive point in the plot of a play on
which the outcome of the remaining action depends D depict - to represent or characterize in
words; describe dialogue - the words the character say to each other; the words each
character says are written next to his or her name discard - to throw (something) away
because it is useless or unwanted; to remove discourse - denotes written and spoken
communications disposition - the usual attitude or mood of a person or animal; a tendency to
act or think in a particular way drama - refers to acting, and to the set up of the play which
includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or
sound effects, the opening dialogue, the facial expressions and gestures of the actors, and the
growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings dynamic - always active or changing
E external conflict - a conflict between a
character and an outside force element - a part of something, one that is essential or characteristic exposition - detailed
information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F figurative language - use of words
that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to
those of another character, usually the protagonist fourth wall - the imaginary invisible wall at the front of the stage through
which the audience sees the action
G generalization - a general statement, a
statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true
about a broad category of things.
genre - the main types of literary form
H habitat for humanity - a non-profit
organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its
partner families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods hyperbole
- exaggerated statements or claims not meant to be taken literally
I improvisation - spontaneous invention
and development of drama from within a role infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner
has violated a set of rules or relationship norms infographic - visual representation of data or knowledge interior monologue -
this is where the actor speaks as if to himself
J juncture - an important point in a
process or activity; joint, connection; the manner of transition or mode of justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension

34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M man vs. man - a character struggles with another character
like the protagonist versus the antagonist man vs. fate - fight for choice; fight against destiny man vs. nature - a character struggles with a force of
nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive man vs. society - in this conflict, a character or group of
characters fight against the society in which they live. A character might fight against social traditions or rules. man vs. supernatural - conflict with
ghosts, spirits, aliens etc. man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty materialism - preoccupation with or emphasis on material objects,
comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values metaphor - a figure of speech that makes an implicit, implied or
hidden comparison between two things or objects monologue - long speech by a character on stage with other characters listening mood - the feeling the reader gets
when reading
N narrative – is a special kind of story that is valued very highly
in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In narratives, normal events are disrupted and
language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the story confront and resolve the crisis
teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story narrative
paragraph - a group of sentences that tells readers what happened at a particular place and time
O octet - first eight lines of a sonnet one-act play - a play
that takes place, from beginning to end, in a single act; it can range from one minute to one hour long one-act radio play - a one-act play scripted for
radio presentation
P passive aggressive communication - a style in which
individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause projective
listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does pantomime - the telling of
a story without words participle - is a verbal that functions as an adjective passion – a strong feeling of enthusiasm or excitement for something or about doing
something play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end;
it refers to composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid
out as a series of beginning, middle and end details and include five basic elements as well as a conflict

pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another prefix – a word part placed before the root
of a word prologue - introduces the action of a play; it is usually at the beginning and literally means "first words” prominent - important and
well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed props – the objects used onstage in the play protagonist –
the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R recount - a story genre which is used to tell what happened. When we tell
recounts we reveal the significance of the people and events in the story by sharing our personal feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather than
visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct re-enactment - the acting out or
repetition of a past event or situation renewed - to make new or as if new again requiem - a
Christian religious ceremony for a dead person; a mass for the dead resolution - the part of
the story’s plot line in which the problem of the story is resolve rhyme - one of two or more
words or phrases that end in the same sounds rising action - the part of a plot consisting of
complications and discoveries that create conflict rite - an established, ceremonious, usually
religious act root word – the form of a word after all affixes are removed
S scene - a division of an act, in which a certain portion of the play unfolds, usually
separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning, then the following evening); a section of the play that happens in one time and
place
scenery – the background art or structures onstage to help show the settings script - the written words for the play; this is what everyone reads in order to perform a play;
a written version of a play or movie - If you're auditioning for a movie, you'll get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through sestet - final six lines of a sonnet setting - the place and time where
the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it quite literally forms the backdrop
for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as skit – a short, usually comic dramatic
performance or work slideshow - a presentation supplemented by or based on a display of projected images or photographic slides soliloquy - a long speech by a
character who is alone on stage with no other characters listening sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors stage – the platform on which the actors perform stage
directions – instructions (in italics); they describe the setting and tell about the action static - showing little or no change, action, or progress stock character - relies
heavily on cultural types or stereotypes for its personality and manner of speech style - the distinctive and unique manner in which a writer arranges words to achieve
particular effects suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through
a series of crises and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate

T target audience -a group or assembly of spectators or listeners; those attending
a stage or film production or viewing a television program; in writing, this could mean a target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people outside
the profession they are used in.
text - printed words, including dialogue and the stage directions for a script theater – a collaborative art form including the composition, enactment, and interpretation of
dramatic presentations for an audience; the structure within which theatrical performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
tone - is the writer's attitude toward the subject he or she is writing about tragedy - a play in which the main character(s) suffers a major downfall; a play that
demonstrates a character’s fall from grace, power, position, or moral standing through their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V video - is an extremely dense medium, one which incorporates a wide variety of
visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos themselves,
includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students workbooks
featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to develop
viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its own
that it wants to convey; it is the description of the scene or character that is important verbal - a verb form that functions in a sentence as a noun or a modifier rather than
as a verb

CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

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

Roman Numeral Phonological Awareness PA

Quarter First Quarter I
*Zero if no specific quarter
Reading Comprehension RC
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a Week Week six f Spelling S
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and

coherent sentences using Vocabulary Development V
Arabic Number Competency
appropriate grammatical
2.5
structures
Writing and Composition WC
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)
Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)
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)


English Curriculum Guide 1

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English Curriculum Guide 1

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Republic of the Philippines

(Grade 1 to Grade 10)

K to 12 English Curriculum Guide May 2016 Page 2 of 324

I. PHILOSOPHY AND RATIONALE

K to 12 English Curriculum Guide May 2016 Page 3 of 324

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 English Curriculum Guide May 2016 Page 6 of 324

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

K to 12 English Curriculum Guide May 2016 Page 8 of 324

COMPONENT 1: Language Learning Process

K to 12 English Curriculum Guide May 2016 Page 9 of 324

COMPONENT 2: Effective Language Use

K to 12 English Curriculum Guide May 2016 Page 10 of 324

K to 12 English Curriculum Guide May 2016 Page 11 of 324

COMPONENT 3: Making Meaning through Language

K to 12 English Curriculum Guide May 2016 Page 12 of 324

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

K to 12 English Curriculum Guide May 2016 Page 13 of 324

12. Listening Comprehension √ √

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

14. Study Strategies √ √ √ √ √

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

Book and Print knowledge

Phonics and word recognition

K to 12 English Curriculum Guide May 2016 Page 14 of 324

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

K to 12 English Curriculum Guide May 2016 Page 16 of 324

Content Standards Performance Standards at the end of Grade 3

K to 12 English Curriculum Guide May 2016 Page 17 of 324

Handwriting Write legibly in manuscript or cursive writing

Reading Comprehension and Study Strategies

Use of Content and Prior

Viewing Demonstrate critical understanding and interpretation of visual media

Study Strategies Organize, process and use information effectively

KEY STAGE STANDARD

texts and to communicate meanings and feelings effectively .

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(3rd Quarter Oracy) Quarterly and Weekly Articulation

Content Standard Performance Standard

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5. 5.Identify the speaker in the

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(4TH Quarter Oracy) Quarterly and Weekly Articulation

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8. Discuss, illustrate, dramatize EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1