COMPILATION OF CGs PDF

COMPILATION

CURRICULUM GUIDE FOR
K TO 12 EDUCATION SYSTEM
IN THE PHILIPPINES
(S.Y. 2014)

Compilation by Ben: r_borres@yahoo.com This is Free!
K TO 10 SUBJECTS

1. Kindergarten
2. Mother Tongue
3. Filipino
4. English
5. Math
6. Science
7. Araling Panlipunan
8. Edukasyon sa Pagpapakatao (EsP)
9. Music
10. Arts
11. Physical Education
12. Health
13. Edukasyong Pantahanan at Pangkabuhayan (EPP)
14. Technology and Livelihood Education (TLE)
a. Home Economics
i. Beauty Care
ii. Caregiving
iii. Cookery
iv. Front Office Services
v. Handicraft
vi. Household Services
vii. Dressmaking
viii. Travel Services
ix. Wellness Massage
b. Agri‐Fishery Arts
i. Agri‐Crop Production
ii. Animal Production
iii. Aquaculture
iv. Horticulture
v. Fish Processing
c. Industrial Arts
i. Automotive Servicing
ii. Carpentry
iii. Consumer Electronics Servicing
iv. Electrical Installation and Maintenance
v. Plumbing
vi. Refrigeration and Airconditioning
vii. Shielded Metal Arc Welding
viii. Masonry
d. Information and Communications Technology (ICT)
i. Computer Hardware Servicing
ii. Illustration
iii. Technical Drafting
iv. Contact Center Services
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Standards and
Competencies for Five-Year
Old Filipino Children
December 2013
K to 12 BASIC EDUCATION CURRICULUM
I. INTRODUCTION
“The first years of life are important because what happens in early childhood can matter in a lifetime.”
(Harvard, 2009)
Republic Act 10157, or "The Kindergarten Education Law" made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2
of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social,
emotional and intellectual development, including values formation so they will be ready for school. This was so since the Department of Education (DepEd)
believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years
where positive experiences must be nurtured to ascertain school readiness. Various researches support that this is the period of greatest growth and
development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral
foundations are established. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and
creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to
becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by
exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal
school works.
K to 12 Kindergarten Curriculum Guide December 2013 Page 2 of 36

II. FRAMEWORK
Figure I. The Kindergarten Curriculum Framework

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and, adopts the
general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum
of Grades 1 to 12.
The rectangular figures show the theoretical bases for teaching-learning early years which are founded on constructivism, integrative, thematic,
collaborative, inquiry -based and reflective teaching; application of the Developmentally Appropriate Practices (DAP); and support the principles of child growth
and development and the learning program development and assessment.
The circles signify the system of how Kindergarten Education is to be employed. The interlocked circles represent the learning domains like petals of a flower
that has to be equally imparted to holistically develop children. The domains are enclosed by the Learning Areas children will meet in Grade One onwards for which they
are being prepared for. The outer most layer indicates the Curricular Themes where the National Kindergarten Curriculum Guide (NKCG) is designed. The interlocked
ellipses form a flower that portrays the gradual unfolding but steady development, as expected of every child. The child is seen as being in the process of
blossoming - like a flower bud that should not be forced, lest it loses its chance to fully develop.
III. GENERAL GUIDING PRINCIPLES
The following are the general guiding principles of the National Early Learning Framework (NELF):
A. On Child Growth and Development
1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an
innate desire to learn and is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring
environment that enhances healthy and dependable relationships with other children and most significant adults.
3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more
positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.
5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development
of self in the context of one’s family and community including cultural and religious beliefs.

B. On Learning Program Development
1. The learning program is child centered. It promotes the holistic way by which young children grow and develop;
and recognizes the role of families and communities to support the child through various stages of growth and development.
2. The learning program is appropriate for developing the domains; and must sustain interest in active learning of all young children
including those with special abilities, marginalized and/or at risk.
3. The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies
such as interactive radio, audio/video clips and computer-enhanced activities.
4. The use of learning materials and other resources that are locally developed and/or locally available is encouraged.
The mother tongue shall be used as the child’s language of learning.
C. On Learning Assessment
1. Assessment is done to monitor learning, know where the child is and inform parents of the child’s progress.
2. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement.
3. Assessment is best conducted on a regular basis so that a timely response or intervention will be made to improve learning.
4. The results of the learning assessment of a child shall be kept strictly confidential.
Ratings should be more qualitative/descriptive and less numerical.
5. The family and community must be informed of the general outcomes of learning so as to encourage further cooperation
and partnerships.

IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)
The developmental domains are subdivisions of learning contents. These are represented by the ellipses to show interconnectedness for holistic
development of children. The contents of each developmental domain are defined by learning expectations to wit:
1. Kagandahang Asal (Values Education) - Children are expected to show positive self-concept, respect and concern for self and
others, how to follow and behave appropriately in various situations and places, manifest love of God, country and fellowmen.
2. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health & Motor Development) - Children are expected
to develop both their fine and gross motor skills to be able to engage in wholesome physical and health activities.
3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Socio-Emotional Development) - Children are expected to develop emotional
skills to relate well with others and appreciate cultural diversity among the school community and other people.
4. Pagpapaunlad ng Kakayahang Makipamuhay (Social Development) - Children are expected to develop basic concepts pertaining
to her/himself and how to relate well with other people in his/her immediate environment and demonstrate awareness of one's social
identity.
5. Language, Literacy and Communication - This domain provides opportunities for self-expression through language using the mother
tongue. Children are expected to develop communicative skills in their first language.
6. Mathematics - Children are expected to understand and demonstrate knowledge in identifying numbers, as well as concepts of length,
capacity, mass, time and perform simple operations using concrete objects.
7. Understanding of the Physical and Natural Environment - Children are expected to demonstrate basic understanding of concepts
pertaining to living and non-living things including weather and uses these in categorizing things in his/her environment.

V. CURRICULAR THEMES
The outer circle of the KCF corresponds to the interrelatedness of the learning domains which dictates the way to approach implementation. The
daily activities prescribed in the National Kindergarten Curriculum Guide (NKCG) are designed to employ an integrative approach in developing the
competencies focussing on the themes showed in Figure 2. These curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of
environment, each having an effect on a child’s holistic development.”
1. Myself - concepts and ideas that help the learners understand himself/ herself better so
that he/she will develop as an individual.
2. My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself
and his family
3. My School - concepts, ideas, practices, and situations that help the child understand how to
be an individual and socialize with other learners, teachers and other school personnel.
4. My Community- concepts, ideas, practices, situations and responsibilities that the learner
should acquire and understand so that he/she will become functional and responsive member
of the community.
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities not
covered by themes 1 to 4 but which may be relevant to the community, culture, and interest
of the leaner.
Figure 2. The Curricular Themes

VI. TRANSITION PARADIGM
TRANSITION FROM KINDERGARTEN TO GRADE 1
KINDERGARTEN
GRADE 1
DOMAINS LEARNING AREAS
Kagandahang Asal Values Education Edukasyong Pagpapakatao
Kalusugang Pisikal at Physical Education & Health Music, Arts, Physical

Kakayahang Motor Education and Health
Music and Arts
Sosyo-Emosyunal Araling Panlipunan
Social Studies
Pagpapaunlad ng
Mathematics
Kakayahang Makipamuhay
Mathematics
Mathematics Filipino and Mother Tongue

Language
Language, Literacy and

Science
Communication
Physical and Natural

Environment
Figure 3. Transition Paradigm

Figure 3 illustrates the interrelatedness of the developmental domains and the learning areas. The domain-based skills intended to be developed in kindergarten are
aligned to the subject content-based curriculum to be learned in Grade 1. It demonstrates an unstructured characteristic of the Kindergarten Curriculum Standards
and Competencies to provide the necessary readiness skills for smooth transition for every five year old Filipino child to traverse successfully in Kindergarten and
complete Grades 1 to 12 Basic Education.

VII. MATRIX OF LEARNING STANDARDS AND COMPETENCIES
A. KAGANDAHANG ASAL (KA)
PAMANTAYAN
NILALAMAN PAGGANAP LEARNING
KAUGNAY NA BATAYAN PALATANDAANG KASANAYAN CODE
Ang bata ay nagkakaroon Ang bata ay MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
Paggalang sa Sarili (PS) konsepto ng pagkakaroon kamalayan sa lahat ng 1. Napagsisikapang tapusin ano man ang
ng positibong pagkilala sa pagkakataon na ang sinimulan at may pagpapakumbabang KAKPS-00-1
sarili at kamalayan sa pagpili na gawin ang tama naipagmamalaki ang natapos na
mga sumusunod na hindi dahil sa sariling nakatakdang gawain
batayan upang lubos na kagustuhan, bagkos dahil 2. Nakagagawa nang may kusa KAKPS-00-2
mapahalagahan ang sarili: sa pagsasaalang-alang ng 3. Nakagagawa nang nag-iisa KAKPS-00-3
kapakanan ng iba, ay 4. Naisasagawa ang pang-araw-araw na
1. Disiplina pagsasakilos ng gawain ng may kasiyahan
pagkakaroon ng 4.1 pagliligpit ng mga gamit sa KAKPS-00-4
paggalang sa sarili tamang lalagyan pagkatapos
gamitin
5. Nakasusunod sa mga utos/gawain
KAKPS-00-5
nang maayos at maluwag sa kalooban
6. Naiiwasan ang paggawa ng di-kaaya-
ayang gawain nag- iisa man o sa KAKPS-00-6
harap ng publiko
7. Naipahahayag sa positibong paraan
KAKPS-00-7
ang nararamdaman kung tinutukso
8. Naibabalik/naisasauli kaagad ang mga
KAKPS-00-8
bagay na napulot
9. Naitatago lamang ang sariling gamit KAKPS-00-9
2. Pagkamatapat 10. Hindi nandadaya KAKPS-00-10
11. Nakahihingi ng pahintulot
11.1 paggamit ng bagay ng ibang tao KAKPS-00-11
11.2 paglabas ng silid aralan/tahanan
12. Naghihintay ng kanyang pagkakataon KAKPS-00-12
13. Pagtawag sa mga kalaro at ibang tao
KAKPS-00-13
sa tamang pangalan
14. Pagiging tahimik at maayos sa KAKPS-00-14
PAMANTAYAN
pagkilos/pagsunod sa seremonya gaya
ng pagluhod/pagtayo/pagyuko, pag-
awit kung nasa pook dalanginan
3. Paggalang 15. Paggalang sa pambansang sagisag
(watawat at Pambansang Awit)
15.1 pagtayo nang tuwid na
KAKPS-00-15
nakalagay ang kanang kamay sa
dibdib habang umaawit at
itinataas ang watawat
16. Nagbabahagi ng pagkain KAKPS-00-16
17. Nagpapahiram ng gamit at laruan KAKPS-Ig-17
18. Tinatanggap at nakikipaglaro sa
KAKPS-Ig-18
kapwa bata maging sino sila
19. Naipakikita ang pagpapahalaga sa
maayos na pakikipaglaro
19.1 pagiging mahinahon
19.2 pagsang-ayon sa pasya ng
19.3 nakararami/reperi
KAKPS-00-19
19.4 pagtanggap ng pagkatalo nang
19.5 maluwag sa kalooban
19.6 pagtanggap ng pagkapanalo
nang
19.7 may kababaang loob
20. Tumutulong nang kusa sa panahon ng
4. Pagmamahal KAKPS-00-20
pangangailangan

B. KALUSUGANG PISIKAL AT PAGPAPAUNLAD NG KAKAYAHANG MOTOR (KP)
PAMANTAYAN
Kaangkupang Pisikal sa kahalagahan ng sapat na lakas na 1. Nakasasali sa mga laro, o anumang

KPKPF-00-1
(Physical Fitness - PF) pagkakaroon ng masiglang magagamit sa pagsali sa gawain at iba’t ibang paraan ng
pangangatawan mga pang-araw-araw na pag-eehersisyo
gawain 2. Nakagagalaw (martsa, palakpak,
tapik, padyak,lakad, lundag at iba
pa) nang angkop sa ritmo at KPKPF-Ia-2
indayog bilang tugon sa himig na
napapakinggan/awit na kinakanta
Kasanayang kanyang kapaligiran at maayos na galaw at 1. Naisasagawa ang paggalaw/pagkilos
“Gross Motor”(GM) naiuugnay ang angkop na koordinasyon ng mga ng iba’t-ibang bahagi ng katawan sa KPKGM-Ia-1
paggalaw ng katawan bahagi ng katawan saliw ng awitin nang may kasiyahan
2. Naisasagawa ang mga sumusunod
na kilos lokomotor sa pagtugon sa
ritmong mabagal at mabilis
2.1 paglakad
KPKGM-Ie-2
2.2 pagtakbo
2.3 pagkandirit
2.4 paglundag/pagtalon
2.5 paglukso
3. Nagagamit ang mga kilos lokomotor
at di-lokomotor sa:
3.1 paglalaro KPKGM-Ig-3
3.2 pag-eehersisyo
3.3 pagsasayaw
4. Naipakikita ang panimbang sa
pagsasagawa ng iba’t ibang kilos ng
katawan, gaya ng:
4.1 paglukso-luksong pahalinhinan
ang mga paa (skipping)
KPKGM-00-4
4.2 pagtulay nang di natutumba sa
tuwid na guhit
4.3 pag-akyat at pagbaba sa
hagdanan

PAMANTAYAN
Kasanayang sariling kakayahang kakayahang gamitin ang 1. Naisasagawa ang mga sumusunod KPKFM-00-1
“Fine Motor” (FM) sumubok gamitin nang kamay at daliri na kasanayan
maayos ang kamay upang 1.1 pagbukas ng pahina ng libro KPKFM-00-1.1
lumikha/lumimbag 1.2 pagtiklop ng papel KPKFM-00-1.2
1.3 pagpilas/paggupit/pagdikit ng
KPKFM-00-1.3
papel
1.4 pagbakat, pagkopya ng
KPKFM-00-1.4
larawan, hugis, at titik
1.5 pagmomolde ng luwad (clay),
KPKFM-00-1.5
pagbuo ng puzzles
1.6 paglimbag ng mga
pangkaraniwang bagay sa KPKFM-00-1.6
paligid
Pangangalaga sa kakayahang pangalagaan pagsasagawa ng mga 1. Naisasagawa nang mag-isa ang mga
Sariling Kalusugan at ang sariling kalusugan at pangunahing kasanayan sumusunod na gawaing nauukol sa
Kaligtasan (PKK) kaligtasan ukol sa pansariling pagngangalaga sa sariling KPKPKK-Ih-1
kalinisan sa pang araw- kalusugan:
araw na pamumuhay 1.1 paglilinis ng katawan KPKPKK-00-
1.1
1.2 paghugas ng mga kamay bago
KPKPKK-00-
at pagkatapos kumain gamit
1.2
ang kutsara at tinidor
1.3 pagsisipilyo KPKPKK-00-
1.3
1.4 pagsusuklay KPKPKK-00-
1.4
1.5 paglilinis ng kuko KPKPKK-00-
1.5
1.6 pagpapalit ng damit KPKPKK-00-
1.6
1.7 pagkain nang nag-iisa KPKPKK-00-
1.7
1.8 pagtugon sa personal na
KPKPKK-00-
pangangailangan nang nag-iisa
1.8
Hal. pag-ihi/pagdumi
PAMANTAYAN
paghugas ng mga kamay
pagkatapos gumamit ng palikuran
2. Napapangalagaan ang mga
pansariling kagamitan sa paglinis at
KPKPKK-00-2
pag-aayos ng katawan
1. Nakasusunod sa mga tuntunin at

pangangalaga para sa gawaing pangkaligtasan
sariling kaligtasan 1.1 pag-iwas sa paglalagay ng maliit
na bagay sa bibig, ilong, at
tainga
1.2 pag-iwas sa paglalaro ng posporo
1.3 maingat na paggamit ng
matutulis/matatalim na bagay
KPKPKK-Ih-1
tulad ng kutsilyo, tinidor, at
gunting
1.4 maingat na pag-akyat at
pagbaba sa hagdanan
1.5 pagtingin sa kaliwa’t kanan bago
tumawid sa daan
1.6 pananatiling kasama ng
nakatatanda sa matataong lugar
2. Naipakikita ang pagmamahal sa
sariling kaligtasan
2.1 hindi lumalabas nang walang
paalam
2.2 hindi sumasama sa mga hindi KPKPKK-Ih-2
kilalang tao
2.3 naipakikita ang hindi pagsang-
ayon sa di paghipo ng ibang tao
sa maselang bahagi ng katawan

C. PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)
PAMANTAYAN
1. Nakikilala ang sarili SEKPSE-00-1
Pagkilala ng Sarili at sa kakayahang kontrolin pagkilala sa sarili at sa 1.1 pangalan at apelyido SEKPSE-Ia-1.1
pagpapahayag ng ang sariling damdamin at kanyang kakayahang 1.2 kasarian SEKPSE-Ib-1.2
Sariling Emosyon (PSE) pag-uugali makapagpahayag ng 1.3 gulang/kapanganakan SEKPSE-Ic-1.3
sariling damdamin, 1.4 gusto/di-gusto SEKPSE-IIc-1.4
gumawa ng desisyon at 2. Nasasabi ang mga kayang gawin at
magtagumpay sa kanyang katangian
mga gawain 2.1 pag-awit SEKPSE-If-2
2.2 pagsayaw
2.3 pagkamatulungin
3. Nasasabi ang kanyang mga
pangangailangan nang walang pag- SEKPSE-If-3
aalinlangan
4. Nakasusunod sa mga itinakdang
tuntunin at gawain (routines) sa SEKPSE-IIa-4
paaralan at silid-aralan
5. Nagpapakita ng tiwala sa sarili na
tugunan ang sariling
panangailangan nang mag-isa
SEKPSE-Ie-5
Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
6. Naipakikita ang kahandaan na
SEKPSE-IIIc-6
sumubok ng bagong karanasan
7. Nagpapakita ng pagsisikap na
matutunan ang bagay na mahirap SEKPSE-II9-7
para sa kanya (persistence)
8. Naipapakita ang pagbawi pagkaraan
SEKPSE-00-8
ng kabiguan, pagkatalo o di kasiya-
siyang pangyayari (resilience)
9. Nakapagbibigay ng dahilan at
SEKPSE-00-9
naipagtatanggol kung bakit niya
ginawa ang isang bagay
PAMANTAYAN
10. Naipapakita ang pag-unawa sa
nagaganap at nakapag-iintay SEKPSE-00-10
(delayed gratification)
11. Nakikilala ang mga pangunahing
emosyon (tuwa, takot, galit, at SEKPSE-00-11
lungkot)
12. Naipapahayag ang iba-ibang
damdamin sa angkop na sitwasyon
at paraan, Hal. tumatawa,
SEKPSE-00-12
lumulundag, humahalakhak,
humahagikhik, pumapalakpak kung
natutuwa
1. Naipahihiwatig ang akma at
Pag-unawa sa Emosyon kakayahan niyang pagtanggap at pag-unawa katanggap-tanggap na reaksiyon sa
SEKEI-00-1
ng Iba (EI) makiramay sa sa emosyon at pagdamay damdamin ng iba, Hal. hindi
kasalukuyangkalagayan/ sa damdamin ng iba pagtawa sa batang nadapa
nararanasan ng iba 2. Naisasaalang-alang ang damdamin
ng iba at nakikisali sa
kasiyahan/nakikiramay sa
kalungkutan ng iba SEKEI-00-2
2.1 nagbibigay ng mungkahi
2.2 hinahawakan ang kamay
2.3 inaaliw ang kalaro
1. Nakakapagsisimula ng laro SEKPKN-00-1
Pakikipag-ugnayan sa kakayahang bumuo at maayos na pakikitungo sa
Kapwa at Nakatatanda makapagpanatili ng kanyangtagapag-alaga, 2. Nakikipaglaro sa dalawa o tatlong
(PKN) magandang pakikipag - mga nakatatanda at bata na gamit ang isang laruan SEKPKN-Ig-2
ugnayansa kapwa bata at kapwa bata
nakatatanda 3. Nakapagbubuo ng pagkakaibigan
kahit hindi pa sa pangmatagalang
SEKPKN-00-3
panahon
4. Nakahihiwalay sa magulang at
nakapagtitiwala sa ibang
SEKPKN-IIIc-4
nakatatanda tulad ng guro

PAMANTAYAN
5. Naipakikita ang paggalang at
pagmamahal sa mga nakatatanda
at mga bata
5.1 pinakikinggan ang mga
mungkahi ng mga
kilalangnakatatanda
SEKPKN-00-5
at mga bata
5.2 pinakikita ang interes sa iniisip
at ginagawa ng mga
nakatatanda at mga bata sa
pamamagitan ng pakikinig,
pagtatanong
6. Nakahihingi ng tulong sa kapwa
bata at mga nakatatanda kung SEKPKN-00-6
kinakailangan
7. Nakikipagusap upang maayos ang
di pagkakasunduan (negotiation and SEKPKN-00-7
conflict resolution)
8. Nailalarawan ang nagagawa ng mga
tagapag-alaga/Nanay/Tatay,
SEKPKN-00-8
Lola/Lolo, atbp. at kung ano ang
kanilang gusto/di-gusto
1. Nakikilala at natatanggap ang
Pagpapahalaga sa pagkakakilanlan pagkilala sa pagkakaiba ng tao
Pagkakaiba (PP) at pagiging kabilang pagkakapareho at 1.1 wika
pagkakaiba ng tao 1.2 kasarian
1.3 kaanyuan
SEKPP-Ib-1
1.4 kulay
1.5 kultura (kasuotan, gawi,
paniniwala)
1.6 katayuan sa buhay
1.7 kakayahan

D. PAGPAPAUNLAD SA KAKAYAHANG MAKIPAMUHAY (KM)
PAMANTAYAN
Pakikisalamuha sa iba konsepto ng pamilya, pagmamalaki at 1. Natutukoy na ang bawat isa ay may KMKPPam-00-1
bilang kasapi ng paaralan at kasiyahang pamilya
pamilya, (PPam) komunidad at naimumulat makapagkuwento ng 2. Natutukoy kung sinu-sino ang
KMKPPam-00-2
paaralan (PAra) at ang kamalayan sa mga sariling karanasan bilang bumubuo ng pamilya
komunidad (PKom) sariling karanasan bilang kabahagi ng pamilya, 3. Nailalarawan kung paano
kasapi nito paaralan at komunidad na nagkakaiba at magkakatulad ang KMKPPam-00-3
kinabibilangan bawat pamilya
4. Nasasabi ang tungkulin/karapatan at
pananagutan ng bawat kasapi ng KMKPPam-00-4
pamilya
5. Naipakikita ang pagmamahal sa
mga kasapi ng mag-anak, sa
nakatatanda sa pamamagitan ng:
5.1 pagsunod nang maayos sa mga
utos/kahilingan
5.2 pagmamano/paghalik
5.3 paggamit ng magagalang na
pagbati/pananalita
5.4 pagsasabi ng mga salitang may KMKPPam-00-5
pagmamahal (I love you
Papa/Mama)
5.5 pagsasabi ng “Hindi ko po
sinasadya “, ”Salamat po”,
“Walang anuman”, kung
kinakailangan
5.6 pakikinig sa mungkahi ng mga
magulang at iba pang kaanak
6. Naikukuwento ang mga ginagawa
ng pamilya nang sama-sama KMKPPam-00-6
7. Natutukoy ang mga

pangangailangan ng pamilya at
KMKPPam-00-7
kung paano nila ito natutugunan

PAMANTAYAN
1. Natutukoy na ang bawat isa ay may

KMKPAra-00-1
karapatang matuto/makapag-
aral/pumasok sa paaralan
2. Nakikilala ang mga tauhan ng
paaralan at ang tungkulin nilang KMKPAra-00-2
ginagampanan
3. Nakapagkukuwento ng mga
ginagawa sa paaralan KMKPAra-00-3
4. Nailalarawan ang mga karanasan ng

may kinalaman sa pagtutulungan ng KMKPAra-00-4
pamilya at paaralan
1. Natutukoy na ang bawat pamilya ay
nabibilang sa isang komunidad at
KMKPKom-00-1
ang paaralan ay isang mahalagang
bahagi ng komunidad
2. Nakikilala ang mga taong
nakakasalamuha sa komunidad at KMKPKom-00-2
ang naibabahagi nilang paglilingkod
3. Nailalarawan ang iba’t-ibang lugar
sa komunidad at ang tulong nitong KMKPKom-00-3
dulot
4. Napananatiling malinis ang
kapaligiran
4.1 pagtulong sa mga simpleng
gawain KMKPKom-00-4
4.2 tulad ng pagwawalis ng bakuran
4.3 pagtapon ng basura sa tamang
lalagyan
5. Naipakikita ang pagtulong at

pangangalaga sa kapaligiran
5.1 pagdidilig ng mga halaman
KMKPKom-00-5
5.2 pag-alis ng mga damo at kalat
5.3 pag-iwas sa pagsira ng halaman
5.4 pag-aalaga sa hayop pagbunot

PAMANTAYAN
6. Naikukuwento ang mga naging
karanasan bilang kasapi ng KMKPKom-00-6
komunidad
7. Natutukoy ang iba't ibang paraan ng
KMKPKom-00-7
paglalakbay at uri ng mga sasakyan

E. LANGUAGE, LITERACY AND COMMUNICATION (LL)
STANDARDS
CONTENT PERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates The child shall be able MATERIALS
understanding of... to...
1. Identify familiar sounds in the
LLKAPD-Ie-1
Auditory how to discriminate the actively listens to the environment
Perception and different sounds in the sounds around him/her 2. Tell who/what is producing the
LLKAPD-Ie-2
Discrimination (APD) environment and is attentive enough to sound
make judgements and 3. Identify the direction where the
LLKAPD-Ie-3
respond accordingly as sound is coming from
maybe necessary 4. Tell if the sound is loud/soft;
LLKAPD-Id-4
high/low
5. Differentiate a soft from a loud
LLKAPD-Ie-5
sound /high from low
6. Hear discriminately and respond
appropriately, i.e. asked to speak LLKAPD-Id-6
with a different volume
Visual Perception and similarities and differences critically observes and 1. Tell which objects/pictures are the
LLKVPD-Id-1
Discrimination of what he/she can see makes sense of things same based on color, shape, size,
(VPD) around him/her direction, other details
2. Tell which object is different from a
LLKVPD-00-2
group and explain why
3. Tell the missing parts in
LLKVPD-00-3
objects/pictures
4. Tell which two letters in a group are
LLKVPD-Ie-4
the same
5. Tell which two words in a group are
LLKVPD-Ig-5
the same
6. Identify the letter that is different in
LLKVPD-If-6
a group
7. Identify the word that is different in
LLKVPD-If-7
a group
8. Identify which does not belong in a
given set of objects, pictures, LLKVPD-00-8
symbols (letters, numbers, words)

STANDARDS
1. Use polite greetings and courteous
Oral Language increasing his/her confidently speaks and expressions in appropriate situations
(OL) conversation skills expresses his/her feelings 1.1 Good Morning/Afternoon
and ideas in words that fit LLKOL-Ia-1
1.2 Thank You/You’re Welcome
together in thought 1.3 Excuse Me/I’m Sorry
1.4 Please…./May I…..
2. Recite rhymes, poems and sing
simple jingles/songs in the mother LLKOL-Ia-2
tongue, Filipino and/or English
3. Talk about one’s personal
experiences/narrates events of the LLKOL-Ig-3
day
4. Talk about the details of a picture LLKOL-Id-4
5. Talk about things using various

LLKOL-00-5
appropriate descriptive words
6. Relate one’s own stories about the
LLKOL-00-6
pictures presented
7. Ask and answer questions (who,
what, where, when, why as maybe
LLKOL-00-7
appropriate) about stories listened
to
8. Give simple directions LLKOL-00-8
9. Make comments related to a topic of
LLKOL-Ig-9
discussion
10. Participate actively in a dialogue or
LLKOL-00-10
conversation of familiar topics
11. Express easily thoughts, feelings,

LLKOL-Ie-11
fears, ideas, wishes and dreams
12. Retell a story listened to LLKOL-Ih-12

STANDARDS
Phonological letter sound to name identify/ pick-out the 1. Identify whether or not two words LLKPA-Ig-1
Awareness (PA) relations distinct sounds in words, begin with the same sound
matches sounds with 2. Identify the sounds of letters orally
LLKPA-Ic-2
letters and hear specific given
letter sound by listening to 3. Select from 3 words those that begin
LLKPA-00-3
familiar poems and stories, with the same sound
and singing of rhymes and 4. Identify rhyming words in rhymes,
songs LLKPA-Ic-4
poems, jingles, songs
5. Tell whether a pair or set of words
LLKPA-Ic-5
rhyme
6. Give a rhyming word to a given
LLKPA-00-6
word
7. Identify several words that begin
with the same sound as a given LLKPA-Ig-7
word or name
8. Tell the number of syllables in given
LLKPA-Ig-8
words
1. Hold the book right side up LLKBPA-00-1
Book and Print book familiarity, how it is take care of books, enjoy
Awareness (BPA) used – handles and turns listening to stories 2. Identify parts of a book (front and
LLKBPA-00-2
the pages; awareness that repeatedly and may play back cover, and its pages)
there is a story to read pretend reading and
with beginning and an associates him/herself 3. Point/read the title of the story LLKBPA-00-3
end, written by author(s) with the story 4. Talk about the pictures on the book
and illustrated by someone LLKBPA-00-4
cover
5. Tell what an author and illustrator
LLKBPA-00-5
does
6. Flip pages of the book sequentially
LLKBPA-00-6
from the front to the back
7. Tell that the left page is looked
LLKBPA-00-7
at/read before the right page
8. Point to the first part/beginning of
LLKBPA-00-8
story

STANDARDS
1. Name the letters of their own names LLKAK-Ic-1
Alphabet Knowledge letter representation of apply the knowledge of
(AK) sounds - that letters as the alphabet in basic pre 2. Notice and be able to name the
symbols have names and reading activities beginning letters of their friends'
LLKAK-Ic-2
distinct sounds when (identifying letter names name, family members and common
letters are grouped they and sounds) things they use
form words
3. Name the letters of the alphabet LLKAK-Ih-3
4. Match an upper to its lower case
LLKAK-Ih-4
letter
5. Match a letter sound to its letter
LLKAK-If-5
form
1. Hold a pencil with a tripod grasp LLKH-00-1
Handwriting (H) representations of spoken comfortably use pencil to
words through writing write upper and lower 2. Trace, copy draw recognizable
LLKH-00-2
case letters, including figures
his/her name with proper 3. Trace, copy, write the letters of the
LLKH-00-3
strokes alphabet
3.1 straight lines LLKH-00-3.1
3.2 combination of straight and
LLKH-00-3.2
slanting lines
3.3 combination of straight and
LLKH-00-3.3
curved lines
3.4 rounded strokes with loops LLKH-00-3.4
4. Write the lower case for each upper
LLKH-00-4
case letter
5. Write one’s own name LLKH-00-5
Vocabulary acquiring new words/ actively engage in 1. Name common objects/things in

Development (V) widening his/her meaningful conversation the environment (in school,
LLKV-00-1
vocabulary links to his/her with peers and adults home and community)
experiences using varied spoken
vocabulary

STANDARDS
2. Describe common objects/things
in the environment based on :
2.1 color
2.2 shape LLKV-00-2
2.3 size
2.4 function
3. Recall and enumerate words from
LLKV-00-3
story listened to
4. Give the meaning of words in
LLKV-00-4
stories listened to
5. Give the name of objects whose
names begin with a particular LLKV-00-5
letter of the alphabet
6. Give the names of family
members, school personnel and
community helpers, including the LLKV-00-6
role they play/ jobs they
do/things they use
7. Give the synonyms and
LLKV-00-7
antonyms of given words
1. Listen attentively to stories LLKLC-00-1
Listening information received by listen attentively to
Comprehension listening to stories and be respond or interact with
2. Recall details of the story LLKLC-00-2
(LC) able to relate within the peers and teacher/adult
context of their own appropriately
2.1 the characters LLKLC-Ig-2.1
experience
2.2 when and where the story
LLKLC-00-2.2
happened
2.3 the events in the story LLKLC-Ih-2.3
3. Talk about the characters and
LLKLC-Ih-3
events in books
4. Relate events in stories to personal
LLKLC-Ig-4
experiences
5. Retell a story listened to, with the
help of pictures stating the setting, LLKLC-00-5
characters and important events
STANDARDS
6. Tell the event that happened 1st,
LLKLC-Ih-6
next, last
7. Give the correct sequence of three
events in a story orally and/or LLKLC-00-7
through drawing
8. Infer character feelings and traits in
LLKLC-Ig-8
a story read
9. Identify cause and/or effect of
LLKLC-00-9
events in a story read
10. Predict what might happen next in
LLKLC-00-10
the story heard

F. Mathematics (M)
STANDARDS
1. Recognize simple shapes in the
MKSC-00-1
Sorting and Classifying sequencing, grouping and describe the environment
(SC) relationships characteristics of objects 2. Identify two-dimensional shapes:
and/or pictures and 2.1 square
sensibly organize them by 2.2 circle MKSC-00-2
grouping or sequencing 2.3 triangle
2.4 rectangle
3. Identify three dimensional shapes:
3.1 sphere
MKSC-00-3
3.2 cube
3.3 cylinder
4. Describe objects according to
4.1 shape
MKSC-00-4
4.2 size
4.3 its use/function
5. Group objects that are alike MKSC-00-5
6. Sort and classify objects by more
than one factor (such as shape and MKSC-00-6
color, or size and shape, etc)
7. Compare objects
7.1 small, smaller
7.2 big, bigger
7.3 long, longer, MKSC-00-7
7.4 wide, wider
7.4 high, higher
7.5 heavier, lighter, etc
8. Copy, make and continue patterns MKSC-00-8
1. Count forward and backward from
MKC-00-1
Counting (C) counting which moves count and identify the memory up to 10
through a sequence that numerals up to 10 at all 2. Recognize and identify numeral
MKC-00-2
uses one and only one times in the context of 0 to 10
number name for each their daily experiences 3. Read and write numeral 0 to 10 MKC-00-3
number counted either at home or in school 4. Match numerals to a set of concrete
all MKC-00-4
objects from 0 to 10

STANDARDS
5. Identify the number that comes
MKC-00-5
before, after or in-between
6. Arrange three numbers from least to
MKC-00-6
greatest/ greatest to least
7. Count and tell how many objects
MKC-00-7
there are in a given set
8. Compare two groups of objects to
decide which is more or less, or if MKC-00-8
they are equal
9. Identify sets with one more or one
MKC-00-9
less element
10. Tell the number of days in a week MKC-00-10
11. Identify ordinal positions through 10th MKC-00-11
1. Match objects/pictures using one-to-
MKAT-00-1
Number and Algebraic the sense of quantity and perform simple addition one correspondence
Thinking (AT) numeral relations, that and subtraction up to 10 2. Recognize and identify coins and bills
MKAT-00-2
addition results in increase objects or up to PhP20 (pesos and centavos)
and subtraction results in pictures/drawings 3. Recognize the words “put together,”
decrease “add to.” and “in all”, that indicate MKAT-00-3
the act of adding whole numbers
4. Recognizes the words “take away,”
“less.” and “are left”, that indicate the MKAT-00-4
act of subtracting whole numbers
5. Represent the concept of addition by
combining elements of two sets using MKAT-00-5
concrete objects
6. Represent the concept of subtraction
by crossing out/taking away element MKAT-00-6
from a set using concrete objects
7. Use manipulative to explore the
concept of addition and subtraction
MKAT-00-7
with sums and differences between 0
and 10
8. Add quantities up to 10 using

MKAT-00-8
concrete objects

STANDARDS
9. Subtract quantities up to 10 using
MKAT-00-9
concrete objects
10. Use concrete objects to determine
answers to addition and subtraction MKAT-00-10
problems listened to
11. Solve number stories read by the
teacher involving addition and MKAT-00-11
subtraction up to quantities of 10
12. Match addition and subtraction
expressions with concrete MKAT-00-12
representations
13. Write addition and subtraction
expressions and equation with MKAT-00-13
concrete representations
14. Recognize situations that require
MKAT-00-14
addition and subtraction
15. Group and count sets of equal
quantity using concrete objects up to MKAT-00-15
10 (beginning multiplication)
16. Separate objects into groups of equal
quantity using concrete objects up to MKAT-00-16
10 (beginning division)
17. Recognize that a whole can be
divided into parts and that parts, as
MKAT-00-17
half and/or fourth with the right
equal parts can comprise a whole
18. Represent a half and a fourth by
dividing a whole object into 2 and 4 MKAT-00-18
equal parts, respectively
1. Use non-standard measuring tools
Measurement (ME) concepts of size, length, use arbitrary measuring such as feet, hand, piece of string,
weight and time tools/means to determine etc. to measure
size, length, weight of 1.1 size MKME-00-1
things around him/her, 1.2 length
including his/her own 1.3 capacity
schedule 1.4 mass

STANDARDS
2. Compare objects based on their
size, length, weight, mass
2.1 big/little MKME-00-2
2.2 longer/shorter
2.3 heavier/lighter
3. Tell the time of day when activities
are being done, E.g. morning, MKME-00-3
afternoon, night time
4. Compare time intervals by
determining which activities take a MKME-00-4
longer or shorter time
1. Collect data on one variable (e.g.
Data Analysis and organizing and make sense of information sex or boys and girls) through MKAP-00-1
Probability (AP) interpreting data available observation and asking a question
2. Organize data into pictographs MKAP-00-2
3. Interpret pictographs MKAP-00-3
4. Draws inferences based on data
MKAP-00-4
presented
5. Tell possible outcomes of a given
event, E.g. weather could be sunny,
MKAP-00-5
cloudy, rainy or stormy; passing and
failing; winning or losing

G. UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)
STANDARDS
1. Identify one’s body parts PNEKBS-Id-1
Life Science: concepts pertaining to talk about taking care of
Body and the Senses living and non-living things himself and the 2. Tell the function of each body part PNEKBS-Id-2
(BS) and the environment environment and all that is 3. Demonstrate movements using
PNEKBS-Ic-3
in there, and begins to different body parts
be conscious of solving 4. Name the five sense organs and
PNEKBS-Ic-4
problems encountered their corresponding sense
within the context of 5. Use the senses to observe the
PNEKBS-Ic-5
everyday living environment
6. Use the sense in classifying objects
E.g. texture – soft/hard, smooth/rough; PNEKBS-Id-6
taste – salty, sweet, sour
7. Describe how one grows and
PNEKBS-Ij-7
changes
8. Identify one’s needs and ways to
PNEKBS-Ii-8
care for one’s body
Physical Science: physical properties of work with objects and 1. Classify objects according to
Properties and Change, objects, and positions and materials safely and observable properties like size, PNEKPP-00-1
Forces and Motion (PP) movement of objects and appropriately color, shape, texture and weight)
organisms 2. Demonstrate understanding that
objects are made from one or more
PNEKPP-00-2
material like metal, plastic, wood,
paper
3. Communicate transformations
observed, like solid ice becomes
PNEKPP-00-3
liquid, corn kernel becomes pop
corn
4. Explores how objects can be moved
PNEKPP-00-4
like pushing, pulling, rising, sinking,
blowing
5. Describe movement of objects and
organisms like, straight, round and PNEKPP-00-5
round, back and forth, fast and slow

STANDARDS
6. Use objects and materials correctly PNEKPP-00-6
Life Science: scientific knowledge communicate about 1. Name animals PNEKA-Ie-1
Animals (A) about animals scientific concepts about
animals and how they 2. Describe and differentiate animals
benefit us based on their characteristics
2.1 how they look/body
2.2 covering/parts
PNEKA-IIIh-2
2.3 how they move
2.4 sounds they make
2.5 what they eat
2.6 where they live
3. Examine observable characteristics
of animals using their multisensory PNEKA-IIIi-3
abilities
4. Group animals according to certain
PNEKA-IIIi-4
characteristics
5. Identify the needs of animals and
ways to care for them PNEKA-III g-5
6. Describe how animals grow and

PNEKA-III g-6
change
7. Identify and describe how animals
PNEKA-III g-7
can be useful
Life Science: scientific knowledge communicate scientific 1. Examine observable characteristics
Plants (P) about plants concepts about plants, of plants using their multisensory PNEKP-IIb-1
their uses and care for abilities
them 2. Identify and describe plants PNEKP-IIb-2
3. Identify needs of plants and ways to

care for plants PNEKP-IIb-3
4. Identify and describe ways plants
PNEKP-IIIf-4
can be useful

STANDARDS
Earth Science: scientific knowledge talk about the 1. Tell and describe the different kinds
Environment and the about the Earth’s environment, different of weather
Weather (E) environment and weather types of weather that 1.1 sunny
occur every day 1.2 rainy PNEKE-00-1
throughout the year, 1.3 cloudy
care for and adapt to 1.4 stormy
the environment 1.5 windy
2. Observe and record the weather
PNEKE-00-1
daily (as part of the opening
routine)
3. Identify what we wear and use for
each kind of weather PNEKE-00-2
4. Observe sunrise and sunset to tell

the time of the day (morning, PNEKE-00-3
noontime, evening)
5. Identify ways of taking care of the
PNEKE-00-4
environment
6. Explore first hand a variety of PNEKE-00-5
cause and effect relationships

CODE BOOK LEGEND
Sample: MKC-00-8
LEGEND SAMPLE
Learning Area and Strand/ Subject or

Mathematics
Specialization
First Entry MK
Grade Level Kindergarten
Domain/Content/
Uppercase Letter/s
Component/ Topic
Counting C
-
Roman Numeral
*Zero if no specific quarter
Quarter No Specific Quarter 0
Lowercase Letter/s
* Zero if no specific quarter
*Put a hyphen (-) in between letters to indicate
Week No Specific Week 0
more than a specific week
-
Compare two groups of objects to decide

Arabic Number Competency
which is more or less, or if they are equal
8

CODE BOOK LEGEND
DOMAIN/ SUB-DOMAIN/ COMPONENT CODE DOMAIN/ SUB-DOMAIN/ COMPONENT CODE

Kagandahang Asal KA Mathematics M
Paggalang sa Sarili PS Sorting and Classifying SC
Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor KP Counting C
Kaangkupang Pisikal/ Physical Fitness PF Number and Algebraic Thinking AT
Kasanayang Gross Motor GM Measurement ME
Kasanayang Fine Motor FM Data Analysis and Probability AP
Pangangalaga sa Sariling Kalusugan at Kaligtasan PKK Understand Physical and Natural Environment PNE
Pagpapaunlad sa Kakayahang Sosyo-Emosyunal SE Life Science: Body and Senses BS
Physical Science: Properties and Change,
Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon PSE PP
Forces and Motion
Pag-unawa sa Emosyon ng Iba EI Life Science: Animals A
Pakikipag-ugnayan sa Kapwa at Nakatatanda PKN Life Science: Plants P
Pagpapahalaga sa Pagkakaiba PP Earth Science: Environment and the Weather E
Pagpapaunlad sa Kakayahang Makipamuhay KM
Pakikisalamuha sa iba bilang kasapi ng pamilya PPam
paaralan PAra
komunidad PKom
Language, Literacy and Communication LL
Auditory Perception and Discrimination APD
Visual Perception and Discrimination VPD
Oral Language OL
Phonological Awareness PA
Book and Print Awareness BPA
Alphabet Knowledge AK
Handwriting H
Vocabulary Development V
Listening Comprehension LC


Pasig City
K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1 to Grade 10)
December 2013
MTBMLE CURRICULUM FRAMEWORK
Introduction
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.”
MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their
education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.
Research stresses the fact that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use both or all their languages for success in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move well beyond th basic wh-questions to cover all higher order thinking skills in L1 which they can transfer to the
other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thoughts.
With the nd goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national language), and L3 (English, the global language) the learners
are more thatn prepared to develop the competencies in the different learning areas. This will serve as their passport to enter and achieve well in the mainstream educational
system and in the end, contribute productively to their community and to the larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country.
For the effective implementation of the MTB-MLE, it is suggested that the two-track method be used, that is the primer track to focus on accuracy and the story track
to focus on meaning. Learning via the two-track method to gain proficiency in leteracy as well as comprehend academic content and gain curriculum mastery, creative and
critical thinking skills for decisive decision-making.
MTBMLE provides:
 Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to reading any other languages. Comprehension in reading other
languages only occurs after oral proficiency has developed such that vocabulary of the written L2 text is already part of the learners’ spoken vocabulary.
 Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the home language and culture enables better
 learning of the curriculum through integration and application of that knowledge into current knowledge schemes.
 Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue provides a strong foundation by developing cognitive skills
and comprehension of the academic content from day one. The knowledge, skills, attitudes, and values gained through the mother tongue better support learning of
other languages and learning through other languages later.
o As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates critical thinking through
talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2 is sufficiently developed to support such
analysis.
K to 12 Mother Tongue Curriculum Guide December 2013 Page 2 of 154

 Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3) of the classroom using sound educational principles for
building fluency and confidence in using the other languages for lifelong learning. Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral
proficiency are developed. Comprehension in reading the L2 occurs after the development of that spoken L2. Once sufficient oral and written proficiency in the L2
are developed, a gradual transition to using the L2 as medium of instruction can progress without the L1 support.
 Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone. The L1 is used for expression and the
teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of the L2 by
supporting the L2 development for communication.
 Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending texts requires decoding skills within a meaningful context. Both
meaning and accuracy are important, but in classrooms that teach only L2 , there is often primary focus on accuracy until the L2 is sufficiently learned. This delays
actual meaningful learning until the L2 can support that learning.
 Confidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy .


The following standards illustrate teaching for meaning and accuracy:
Story track Primer track
Focus on meaning Focus on correctness
 Listening Listen in order to understand, think critically respond Recognize and distinguish sounds; recognize parts of
creatively words
 Speaking Speak with understanding, to communicate knowledge, Use correct vocabulary, pronunciation, grammar
ideas, experiences
 Reading Read with understanding to apply, analyze, evaluate, and Decode by recognizing parts of words, sentences
to create new knowledge
 Writing Write to communicate knowledge, ideas experiences, goals Form letters properly and neatly; spell words accurately;
use correct grammar
 Viewing View in order to understand, think critically respond Recognize and distinguish print and non materials and be
creatively able to critic the materials objectively.

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new.
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968). Educational
Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners’ first language and culture will
better facilitate mastery of the curriculum content.
“Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior knowledge through the language
and culture most familiar to them can call on a rich array of schemata, whereas students who believe they can only use that knowledge they have explicitly learned in the
second language are limited in their access.”(Chamot, 1998, p.197).
1.2 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has been found to be significant in
reading.
Application: Develop an awareness of how the L1 works to support learning the L2, L3.
Claude Goldenberg. “Teaching English Language Learners: What the Research Does – and Does Not – Say.” American Educator, Summer 2008: 8-23.
Principle 2. Language and Academic Development
Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on
academic achievement.
Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and L3 learning as well as academic achievement across the curriculum.
Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of Reasearch Evidence. Cambridge
University Press, 2006.

Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
Application: Continue developing critical thinking in the L1 as well as in L2 and L3.

Jim Cummins. Multilingual Matters, 2001.
3.2 Higher Order Thinking Skills

When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information.
Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned to create new
knowledge. CF Bloom’s Revised Taxonomy.
Remember Understand Apply Analyze Evaluate Create

Repeat Explain Use Examine Assess Use what
what we what we what we what we What we We learn to
hear or hear or hear or learn to Hear or discover,
read read read discover patterns Read Invent, and create
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new concept or task.
Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. Also at http://www.learning-theories.com/discovery-learning-
bruner.html

Principle 5. Active Learning
5.1 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
Application: Do most class activities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems.
5.2 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (Total Physical Response ) activities.
Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command, observe someone respond to the
command and then respond in action (no talking at first).
5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.
Application: 1) Ask a lot of “higher level” questions and give students time to think and then respond. 2) Provide plenty of opportunities for students to work in teams,
sharing and comparing their ideas.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy.
Application: Include plenty of activities that focus on both MEANING and ACCURACY.
Principle 7. Language Learning/Language Transfer
7.1 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us gain confidence in our
ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-do” activities than enable students to build up their “listening vocabulary” before they are expected
to talk. Introduce reading and writing in L2 only when they have built up a good hearing and speaking vocabulary.
7.2 Research in second-language acquisition indicates that it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports
that learning.It takes five years or more to learn enough L2 for learning complex academic concepts.
Thomas & Collier; 2003, Cummins, 2006
7.3 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It
is helpful when teachers respond first to the content of what the student is saying or writing… focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada.
How Languages Are Learned, 3rd ed., Oxford University Press, 2006.

Principle 8. Affective component: Valuing the home language/culture
8.1 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to
academic success.
Application: Learners are encouraged when they know they are valued in the classroom and their language and heritage are seen as resources.
Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2007, p. 3
8.2 The classroom environment

Children from ethno-linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the
school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their backgrounds and interests.
Filipino Sign Language as Mother Tongue
Filipino Sign Language (FSL) refers to the sign language used by the Deaf community in the Philippines. It is distinct from spoken Filipino. Sign languages, such as FSL, are
visual-spatial while spoken languages, such as spoken Filipino, are auditory-vocal languages. In sign language, information is conveyed through the shape, placement,
movement and orientation of the hands as well as movement of the face and the body. Linguistic information is received through the eyes.
FSL is rule-governed, having its own linguistic structure -- phonology, morphology, syntax, and discourse. It belongs to the branch of visual languages with influence from
American Sign Language (ASL). The structure of FSL has significantly changed over the years and is considered a language distinct from ASL.
FSL, as with all other sign languages in the world, does not have a written form. Deaf people do not read and write in sign language, rather they become literate in a second
language. Using Filipino Sign Language as the mother language, Deaf children will learn to read and write in other languages such as Filipino and English. It is expected that
Filipino deaf children will develop metalinguistic awareness and transfer knowledge, concepts and thinking skills about language from FSL to written Filipino or written
English.
The K-3 Mother Tongue Curriculum Guide specifies content and performance standards and learning competencies for all Filipino children – deaf and hearing alike. Since the
focus of the curriculum is language and literacy development, the learning outcomes apply to sign language users as well. In this guide, listening and speaking will be
operationalized as viewing (visually attending) and signing; spoken language as sign language and so on. Teachers are enjoined to follow the curriculum as closely as
possible, cognizant of learning and communication differences among deaf and hearing children.

LEARNING AREA STANDARD :
Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences,
contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres and take
pride in one’s cultural heritage
KEY STAGE STANDARD:
K–3
By the end of grade III, students will enjoy communicating in their first language on familiar topics for a variety of purposes and
audiences using basic vocabulary, and phrases; read L1 texts with understanding, and create their own stories and texts in their L1.
GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
The learner demonstrates skills and strategies in phonemic awareness, alphabet knowledge, sound-letter correspondences, decoding,
K
vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother Tongue.
The learner demonstrates basic communication skills in talking about familiar topics using simple words and both verbal and non-verbal
Grade 1 cues to understand spoken language, shows understanding of basic vocabulary and language structures, reading process, writing
system and appreciates aspects of one’s culture.
The learner demonstrates communication skills in talking about variety of topics using developing vocabulary and simple phrases and
sentences, simple to complex spoken language using both verbal and non-verbal cues, understands vocabulary and language
Grade 2
structures, appreciates and understand the cultural aspects of the language and the writing system used, and reads and writes simple
and short literary and informational texts.
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary and phrases, shows
Grade 3 understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures,
cultural aspects of the language, reads and writes literary and informational texts.

GRADE 1
The learner demonstrates knowledge and skills in listening and communicating about familiar topics, uses basic vocabulary, reads and
GRADE LEVEL STANDARD
writes independently in meaningful contexts, appreciates his/her culture.
Content Standard Performance Standard

Domain
The learner… The learner…
manifests beginning oral language skills to communicate in different uses beginning oral language skills to communicate personal experiences,
Oral Language
contexts. ideas, and feelings in different contexts.
Phonological demonstrates understanding that words are made up of sounds and uses knowledge of phonological skills to discriminate and manipulate
Skills syllables. sound patterns.
Book and Print demonstrates understanding of the basic features of a book and how print demonstrates knowledge and understanding of the organization and basic
Knowledge works, as a prerequisite for reading. features of print.
Phonics and
demonstrates knowledge of the alphabet and decoding to read, write and applies grade level phonics and word analysis skills in reading, writing and
Word
spell words correctly. spelling words.
Recognition
demonstrates the ability to read grade one level text with sufficient reads with sufficient speed, accuracy, and proper expression in reading
Fluency
accuracy, speed, and expression to support comprehension. grade level text.
demonstrates the ability to formulate ideas into sentences or longer texts uses basic knowledge and skills to write clear,coherent sentences, and
Composing
using developmental and conventional spelling. simple paragraphs based on a variety of stimulus materials.
Grammar demonstrates awareness of language grammar and usage when speaking speaks and/or writes correctly for different purposes using the basic
Awareness and/or writing. grammar of the language.
Vocabulary and
demonstrates developing knowledge and use of appropriate grade level
Concept uses developing vocabulary in both oral and written form.
vocabulary and concepts.
Development
Listening demonstrates understanding of grade level narrative and informational
comprehends and appreciates grade level narrative and informational texts
Comprehension text.
Reading demonstrates understanding of grade level narrative and informational uses literary and narrative texts to develop comprehension and
Comprehension texts. appreciation of grade level appropriate reading materials.
Attitude
Towards demonstrates positive attitudes towards language, literacy and literature. values reading and writing as communicative activities.
Reading
demonstrates basic knowledge and skills to listen, read, and write for
Study Skills listens, reads, and writes for specific purpose.
specific purposes.

FIRST QUARTER
Book and Phonics and Vocabulary Listening Reading Attitude

Quarter/ Oral Phono Grammar
Print Word Fluency Composing and Concept Compre Compre Towards Study Skills
Week/ Language logical Skills Awareness
Knowledge Recognition (F) (C) Develop hension hension Reading (SS)
Theme (OL) (PA) (GA)
(BPK) (PWR) ment (VCD) (LC) (RC) (ATR)
Quarter I – Knowing Myself and My Family

MT1OL-Ia- MT1BPK- MT1F-Ic- MT1GA-Ia- MT1VCD- MT1ATR-
i-1.1 Ia-c-1.1 IVa-i-1.1 e-1.1 Ia-i-1.1 Ia-i-2.1
Q1, Talk about Use the Read Grade Use Use Browse
Week 1 oneself and terms 1 level appropriate vocabulary books read
(a) one’s referring to words, expressions referring to: to them.
Theme: personal conventions phrases and orally to - People
My experiences of print: sentences introduce: (Self,
Family (family, pet, - front and with a. Oneself Family,
and I: favorite back cover appropriate b. Family Friends)
Likes and food) - beginning, speed and c. Friends - Animals
Dislikes ending, title accuracy. d. Others - Objects
Genre: page - Musical
Poem - author and Instruments
illustrator -
Environment
MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ib- MT1VCD- MT1LC-Ib- MT1ATR-
i-1.1 i-1.1 Ia-c-1.1 Ib-i-1.1 IVa-i-1.1 f-1.1 Ia-i-1.1 1.1 Ib-i-1.1
Talk about Identify Use the Give the Read Grade Express Use Note Listen
oneself and rhyming terms name and 1 level ideas vocabulary important attentively
one’s words in referring to sound of words, through a referring to: details in and react
Q1, personal nursery conventions each letter phrases and variety of - People grade level positively
Week 2 experiences rhymes, of print: sentences symbols (Self, narrative during story
(b) (family, pet, songs, - front and with (e.g. Family, texts reading.
Theme: favorite jingles, back cover appropriate drawings Friends) listened to:
My food) poems, and - beginning, speed and and - Animals 1. character
Family chants. ending, title accuracy. invented - Objects 2. setting
and I: page spelling) - Musical 3. events
Likes and - author and Instruments
Dislikes illustrator -
Genre: Environment
Poem

MT1OL-Ib- MT1OL-Ib- MT1PWR- MT1VCD- MT1ATR-

c-3.1 i-2.1 Ib-i-2.1 Ib-i-2.1 Ia-j-2.1
Use Tell whether Identify Give Browse
common a given pair upper and meanings of books read
expressions of word lower case words to them.
and polite rhyme. letters. through:
greetings. a. realia
b. picture
clues
c. actions
or gestures
MT1Ol-b-i- MT1PWR- MT1ATR-
4.1 Ib-i-3.1 Ib-i-3.1
Q1,
Recite and Write the Request
Week 2
sing in upper and more stories
(b)
groups lower case to be read
Theme:
familiar letters to them.
My
rhymes and legibly,
Family
songs. observing
and I:
proper
Likes and
sequence of
Dislikes
strokes.
Genre:
MT1PWR-
Poem
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.

MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ib- MT1GA-Ia- MT1VCD- MT1LC- MT1ATR MT1SS-
j-1.1 i-1.1 Ia-c-1.1 Ib-i-1.1 IVa-i-1.1 f-1.1 e-1.1 Ia-i-1.1 Ic-d-2.1 -Ia-i-2.1 Ic-f-1.1
Talk about Identify Use the Give the Read Grade Express Use Use Give the Browse Follow
oneself and rhyming terms name and 1 level ideas appropriate vocabulary correct books read simple one
one’s words in referring to sound of words, through a expressions referring to: sequence of to them. to three-
personal nursery conventions each letter phrases and variety of orally to - People three events step oral
experiences rhymes, of print: sentences symbols introduce: (Self, in a story directions.
Q1, (family, pet, songs, - front and with (e.g. a. Oneself Family, listened to.
Week 3 favorite jingles, back cover appropriate drawings b. Family Friends)
(c) food) poems, and - beginning, speed and and c. Friends - Animals
Theme: chants. ending, title accuracy. invented d. Others - Objects
My page spelling) - Musical
Family - author and Instruments
and I: illustrator -
Likes and Environment
Dislikes MT1OL-Ib- MT1OL-Ib- MT1PWR- MT1VCD- MT1ATR-
Genre: c-3.1 i-2.1 Ib-i-2.1 Ib-i-2.1 Ib-i-3.1
Poem Use Tell whether Identify Give Request
common a given pair upper and meanings of more stories
expressions of word lower case words to be read
and polite rhyme. letters. through: to them.
greetings. a. realia
b. picture
clues
c. actions
or gestures

MT1OL-Ic- MT1OL-Ic- MT1PWR-

i-1.2 i-4.1 Ib-i-3.1
Talk about Say the Write the
pictures new spoken upper and
presented word when lower case
using two or more letters
appropriate sounds are legibly,
local put observing
terminologie together. proper
s with ease sequence of
and strokes.
confidence.
- Animals
- Common
Q1, objects
Week 3 - Musical
(c) instruments
Theme: -
My Family/Peop
Family le
and I: MT1O-lb-i- MT1PWR-
Likes and 4.1 Ib-i-1.2
Dislikes Recite and Give the
Genre: sing in beginning
Poem groups letter/sound
familiar of the name
rhymes and of each
songs. picture.
MT1OL-Ic- MT1PWR-
d-4.2 Ib-i-4.1
Recite and Match
sing words with
individually, pictures and
with ease objects.
and
confidence,
songs,
poems,
chants, and
riddles.

Q1, MT1PWR-
Week 3 Ic-i-5.1
(c) Blend
Theme: specific
My letters to
Family form
and I: syllables
Likes and and words.
Dislikes
Genre:
Poem
MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1FIc- MT1C-Ib- MT1GA-Ia- MT1VCD- MT1LC- MT1ATR MT1SS-
i-1.1 i-1.1 Id-f-2.1 Ib-i-1.1 IVa-i-1.1 f-1.1 e-1.1 Ia-i-1.1 Ic-d-2.1 -Ia-i-2.1 Ic-f-1.1
Talk about Identify Follow Give the Read Grade Express Use Use Give the Browse Follow
oneself and rhyming words from name and 1 level ideas appropriate vocabulary correct books read simple one
one’s words in left to right, sound of words, through a expressions referring to: sequence of to them. to three-
personal nursery top to each letter phrases and variety of orally to - People three events step oral
experiences rhymes, bottom and sentences symbols introduce: (Self, in a story directions.
Q1, (family, pet, songs, page by with (e.g. a. Oneself Family, listened to.
Week 4 favorite jingles, page. appropriate drawings b. Family Friends)
(d) food) poems, and speed and and c. Friends - Animals
Theme: chants. accuracy. invented d. Others - Objects
My spelling) - Musical
Family Instruments
and I: -
Likes and Environment
Dislikes MT1OL-Id- MT1OL-Ib- MT1PWR- MT1VCD- MT1ATR-
Genre: e-2.1 i-2.1 Ib-i-2.1 Ib-i-2.1 Ib-i-3.1
Poem Orally Tell whether Identify Give Request
communicat a given pair upper and meanings of more stories
e basic of word lower case words to be read
needs. rhyme. letters. through: to them.
a. realia
b. picture
clues
c. actions
or gestures

MT1OL-Ic- MT1O-Id- MT1PWR-

i-1.2 i-3.1 Ib-i-3.1
Talk about Orally Write the
pictures segment a upper and
presented two - three lower case
using syllable letters
appropriate word into its legibly,
local syllabic observing
terminologie parts. proper
and strokes.
confidence.
- Animals
- Common
Q1, objects
Week 4 - Musical
(d) instruments
Theme: -
My Family/Peop
Family le
and I: MT1O-Ib- MT1OL-Ic- MT1PWR-
Likes and i-4.1 i-4.1 Ib-i-1.2
Dislikes Recite and Say the new Give the
Genre: sing in spoken beginning
Poem groups word when letter/sound
familiar two or more of the name
rhymes and sounds are of each
songs. put picture.
together.
MT1OL-Ic- MT1OL-Id- MT1PWR-
d-4.2 i-4.2 Ib-i-4.1
Recite and Say the new Match
sing spoken words with
individually, word when pictures and
with ease two or more objects.
and syllables are
confidence, put
songs, together.
poems,
chants, and

riddles.
Q1, MT1PWR-
Week 4 Ic-i-5.1
(d) Blend
Theme: specific
My letters to
Family form
and I: syllables
Likes and and words.
Dislikes
Genre:
Poem
MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ib- MT1GA-Ia- MT1VCD- MT1LC- MT1ATR MT1SS-
i-1.1 i-1.1 Id-f-2.1 Ib-i-1.1 IVa-i-1.1 f-1.1 e-1.1 Ia-i-1.1 Ie-f-3.1 -Ia-i-2.1 Ic-f-1.1
Talk about Identify Follow Give the Read Grade Express Use Use Infer the Browse Follow
oneself and rhyming words from name and 1 level ideas appropriate vocabulary character books read simple one
one’s words in left to right, sound of words, through a expressions referring to: feelings and to them. to three-
personal nursery top to each letter phrases and variety of orally to - People traits in a step oral
experiences rhymes, bottom and sentences symbols introduce: (Self, story directions.
(family, pet, songs, page by with (e.g. a. Oneself Family, listened to.
Q1, favorite jingles, page. appropriate drawings b. Family Friends)
Week 5 food) poems, and speed and and c. Friends - Animals
(e) chants. accuracy. invented d. Others - Objects
Theme: spelling) - Musical
My Instruments
Family -
and I: Environment
Likes and MT1OL-Id- MT1OL-Ib- MT1PWR- MT1GA-Ie- MT1VCD- MT1ATR-
Dislikes e-2.1 i-2.1 Ib-i-2.1 f-2.1 Ib-i-2.1 Ib-i-3.1
Genre: Orally Tell whether Identify Identify Give Request
Poem communicat a given pair upper and naming meanings of more stories
e basic of word lower case words words to be read
needs. rhyme. letters. (persons, through: to them.
places, a. realia
things, b. picture
animals) clues
a. c. actions
common or gestures
and proper
b. noun
markers
MT1OL-Ic- MT1O-Id- MT1PWR-
i-1.2 i-3.1 Ib-i-3.1
Talk about Orally Write the
pictures segment a upper and
presented two - three lower case
using syllable letters
appropriate word into its legibly,
local syllabic observing
terminologie parts. proper
and strokes.
confidence.
- Animals
Q1,
- Common
Week 5
objects
(e)
- Musical
Theme:
instruments
My
- Family/
Family
People
and I:
MT1O-lb-i- MT1OL-Ic- MT1PWR-
Likes and
4.1 i-4.1 Ib-i-1.2
Dislikes
Recite and Say the new Give the
Genre:
sing in spoken beginning
Poem
groups word when letter/sound
familiar two or more of the name
rhymes and sounds are of each
songs. put picture.
together.
MT1OL-Ie- MT1OL-Id- MT1PWR-
i-5.1 i-4.2 Say Ib-i-4.1
Listen and the new Match
respond to spoken words with
others in word when pictures and
oral two or more objects.
conversatio syllables are
n. put
together.

MT1OL-Ie- MT1PA-Ie- MT1PWR-

i-5.1 i-5.1 Ic-i-5.1
Participate Isolate and Blend
actively pronounce specific
during story the letters to
Q1,
reading by beginning form
Week 5
making and ending syllables
(e)
comments sounds of and words.
Theme:
and asking given
My
questions. words.
Family
MT1PWR-
and I:
Ie-i-6.1
Likes and
Spell and
Dislikes
write
Genre:
correctly
Poem
grade one
level words
consisting of
letters
already
learned.
MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ib- MT1GA-Ie- MT1VCD- MT1LC- MT1ATR MT1SS-
i-1.1 i-1.1 Id-f-2.1 Ib-i-1.1 IVa-i-1.1 f-1.1 f-2.1 Ia-i-1.1 Ie-f-3.1 -Ia-i-2.1 Ic-f-1.1
Q1, Talk about Identify Follow Give the Read Grade Express Identify Use Infer the Browse Follow
Week 6 oneself and rhyming words from name and 1 level ideas naming vocabulary character books read simple one
(f) one’s words in left to right, sound of words, through a words referring to: feelings and to them. to three-
Theme: personal nursery top to each letter phrases and variety of (persons, - People traits in a step oral
My experiences rhymes, bottom and sentences symbols places, (Self, story directions.
Family (family, pet, songs, page by with (e.g. things, Family, listened to.
and I: favorite jingles, page. appropriate drawings animals) Friends)
Likes and food) poems, and speed and and a. - Animals
Dislikes chants. accuracy. invented common - Objects
Genre: spelling) and proper - Musical
Poem b. noun Instruments
markers -
Environment

MT1OL-Ic- MT1OL-Ib- MT1PWR- MT1VCD- MT1ATR-

i-1.2 i-2.1 Ib-i-2.1 Ib-i-2.1 Ib-i-3.1
Talk about Tell whether Identify Give Request
pictures a given pair upper and meanings of more stories
presented of word lower case words to be read
using rhyme. letters. through: to them.
appropriate a. realia
local b. picture
terminologie clues
s with ease c. actions
and or gestures
confidence.
- Animals
- Common
Q1, objects
Week 6 - Musical
(f) instruments
Theme: - Family/
My People
Family MT1O-Ib- MT1O-Id- MT1PWR-
and I: i-4.1 i-3.1 Ib-i-3.1
Likes and Recite and Orally Write the
Dislikes sing in segment a upper and
Genre: groups two - three lower case
Poem familiar syllable letters
rhymes and word into its legibly,
songs. syllabic observing
parts. proper
sequence of
strokes.
MT1OL-Ie- MT1OL-Ic- MT1PWR-
i-5.1 i-4.1 Ib-i-1.2
Listen and Say the Give the
respond to new spoken beginning
others in word when letter/sound
oral two or more of the name
conversatio sounds are of each
n. put picture.
together.


i-5.1 i-4.2 Ib-i-4.1
Participate Say the new Match
actively spoken words with
during story word when pictures and
reading by two or more objects.
making syllables are
comments put
and asking together.
questions.
Q1, MT1PA-Ie- MT1PWR-
Week 6 i-5.1 Ic-i-5.1
(f) Isolate and Blend
Theme: pronounce specific
My the letters to
Family beginning form
and I: and ending syllables
Likes and sounds of and words.
Dislikes given
Genre: words.
Poem MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.

MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ig-i- MT1GA-Ig- MT1VCD- MT1LC- MT1ATR MT1SS-Ig-
i-1.1 i-1.1 Ig-i-3.1 Ib-i-1.1 IVa-i-1.1 1.2 1-h.2 Ia-i-1.1 Ig-4.1 -Ia-i-2.1 i-2.1
Talk about Identify Recognize Give the Read Grade Express Use naming Use Identify the Browse Write basic
oneself and rhyming that spoken name and 1 level ideas words in vocabulary speaker in books read information
one’s words in words are sound of words, through sentences referring to: the story or to them. about self
personal nursery represented each letter phrases and words or a. common - People poem (name
experiences rhymes, in written sentences phrases, and proper (Self, listened to. grade level,
(family, pet, songs, language by with using both b. noun Family, section)
favorite jingles, specific appropriate invented markers Friends)
food) poems, and sequences speed and and - Animals
chants. of letters. accuracy. conventional - Objects
spelling - Musical
Q1,
Instruments
Week 7
-
(g)
Environment
Theme:
MT1OL-Ic- MT1OL-Ib- MT1PWR- MT1VCD- MT1ATR-
My
i-1.2 i-2.1 Ib-i-2.1 Ib-i-2.1 Ib-i-3.1
Family
Talk about Tell whether Identify Give Request
and I:
pictures a given pair upper and meanings of more stories
Likes and
presented of word lower case words to be read
Dislikes
using rhyme. letters. through: to them.
Genre:
Poem
local b. picture
terminologie clues
and or gestures
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People

MT1O-Ib- MT1O-Id- MT1PWR-

i-4.1 i-3.1 Ib-i-3.1
Recite and Orally Write the
sing in segment a upper and
groups two - three lower case
familiar syllable letters
parts. proper
sequence of
strokes.
j-5.1 j-4.1 Ib-j-1.2
Listen and Say the new Give the
respond to spoken beginning
Q1,
Week 7
(g)
Theme:
n. put picture.
My
together.
Family
and I: MT1OL-Ie- MT1OL-Id- MT1PWR-
Likes and i-5.1 i-4.2 Ib-i-4.1
Dislikes Participate Say the new Match
Genre: actively spoken words with
Poem during story word when pictures and
comments put
questions.
MT1PA-Ie- MT1PWR-
i-5.1 Ic-i-5.1
Isolate and Blend
pronounce specific
the letters to
beginning form
and ending syllables
sounds of and words.
given
words.

Q1, MT1PWR-
Week 7 Ie-i-6.1
(g) Spell and
Theme: write
My correctly
Family grade one
and I: level words
Likes and consisting of
Dislikes letters
Genre: already
Poem learned.
MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ig-i- MT1GA-Ig- MT1VCD- MT1LC- MT1ATR MT1SS-Ig-
i-1.1 i-1.1 Ig-i-3.1 Ib-i-1.1 IVa-i-1.1 1.2 1-h.2 Ia-i-1.1 Ih-i-5.1 -Ia-i-2.1 i-2.1
Q1, Talk about Identify Recognize Give the Read Grade Express Use naming Use Predict Browse Write basic
Week 8 oneself and rhyming that spoken name and 1 level ideas words in vocabulary possible books read information
(h) one’s words in words are sound of words, through sentences referring to: ending of a to them. about self
Theme: personal nursery represented each letter phrases and words or a. common - People story (name
My experiences rhymes, in written sentences phrases, and proper (Self, listened to. grade level,
Family (family, pet, songs, language by with using both b. noun Family, section)
and I: favorite jingles, specific appropriate invented markers Friends)
Likes and food) poems, and sequences speed and and - Animals
Dislikes chants. of letters. accuracy. conventional - Objects
Genre: spelling - Musical
Poem Instruments
-
Environment

MT1OL-Ic- MT1OL-Ib- MT1PWR- MT1VCD- MT1LC-Ih- MT1ATR-

i-1.2 i-2.1 Ib-i-2.1 Ib-i-2.1 i-6.1 Ib-i-3.1
Talk about Tell whether Identify Give Relate story Request
pictures a given pair upper and meanings of events to more stories
presented of word lower case words one’s to be read
using rhyme. letters. through: experience to them.
local b. picture
terminologie clues
and or gestures
confidence.
- Animals
- Common
objects
Q1, - Musical
Week 8 instruments
(h) -
Theme: Family/Peop
My le
Family
MT1O-Ib- MT1O-Id- MT1PWR-
and I:
i-4.1 i-3.1 Ib-i-3.1
Likes and
Dislikes
Genre:
Poem
parts. proper
sequence of
strokes.
i-5.1 i-4.1 Ib-i-1.2
respond to spoken beginning
n. put picture.
together.


i-5.1 i-4.2 Ib-i-4.1
Participate Say the new Match
actively spoken words with
during story word when pictures and
comments put
questions.
Q1, MT1PA-Ie- MT1PWR-
Week 8 j-5.1 Ic-j-5.1
(h) Isolate and Blend
Theme: pronounce specific
My the letters to
Family beginning form
and I: and ending syllables
Likes and sounds of and words.
Dislikes given
Genre: words.
Poem MT1PAh-i- MT1PWR-
6.1 Ie-i-6.1
Add or Spell and
substitute write
individual correctly
sounds in grade one
simple level words
words to consisting of
make new letters
words. already
learned.

MT1OL-Ia- MT1OL-Ib- MT1BPK- MT1PWR- MT1F-Ic- MT1C-Ig- MT1GA-Ii- MT1VCD- MT1LC-Ih- MT1ATR MT1SS-Ig-
j-1.1 j-1.1 Ig-j-3.1 Ib-j-1.1 IVa-j-1.1 j-1.2 j-3.1 Ia-j-1.1 i-5.1 -Ia-j-2.1 j-2.1
Talk about Identify Recognize Give the Read Grade Express Classify Use Predict Browse Write basic
oneself and rhyming that spoken name and 1 level ideas naming vocabulary possible books read information
one’s words in words are sound of words, through words into referring to: ending of a to them. about self
personal nursery represented each letter phrases and words or persons, - People story (name
experiences rhymes, in written sentences phrases, places, (Self, listened to. grade level,
(family, pet, songs, language by with using both animals, Family, section)
favorite jingles, specific appropriate invented and things, Friends)
food) poems, and sequences speed and and etc. - Animals
chants. of letters. accuracy. conventional - Objects
spelling - Musical
Q1, Instruments
Week 9 -
(i) Environment
Theme: MT1OL-Ic- MT1OL-Ib- MT1PWR- MT1VCD- MT1LC-Ih- MT1ATR-
My i-1.2 i-2.1 Ib-i-2.1 Ib-i-2.1 i-6.1 Ib-i-3.1
Family Talk about Tell whether Identify Give Relate story Request
and I: pictures a given pair upper and meanings of events to more stories
Likes and presented of word lower case words one’s to be read
Dislikes using rhyme. letters. through: experience to them.
Genre: appropriate a. realia
Poem local b. picture
terminologie clues
and or gestures
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People

MT1O-lb-i- MT1O-ld-i- MT1PWR- i

4.1 3.1 Ib-i-3.1
parts. proper
sequence of
strokes.
i-5.1 i-4.1 Ib-i-1.2
Q1, respond to spoken beginning
Week 9 others in word when letter/sound
(i) oral two or more of the name
Theme: conversatio sounds are of each
My n. put picture.
Family together.
and I: MT1OL-Ie- MT1OL-Id- MT1PWR-
Likes and i-5.1 i-4.2 Ib-j-4.1
Dislikes Participate Say the new Match
Genre: actively spoken words with
Poem during story word when pictures and
comments put
questions.
MT1PA-Ie- MT1PWR-
i-5.1 Ic-i-5.1
Isolate and Blend
pronounce specific
the letters to
beginning form
and ending syllables
sounds of and words.
given
words.

Q1, MT1PA-Ih- MT1PWR-

Week 9 i-6.1 Ie-i-6.1
(i) Add or Spell and
Theme: substitute write
My individual correctly
Family sounds in grade one
and I: simple level words
Likes and words to consisting of
Dislikes make new letters
Genre: words. already
Poem learned.
Summative Test

SECOND QUARTER

Knowledge Recognition (F) (C) Developmen hension hension Reading (SS)
(BPK) (PWR) t (VCD) (LC) (RC) (ATR)
Quarter 2 - Knowing Myself and My Family

MT1OL- MT1PWR- MT1F-IIa- MT1C-IIa- MT1GA- MT1VCD- MT1LC- MT1ATRII- MT1SS-
IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIa-d-2.2 IIa-e-1.1 IIa-1.1 a-i-1.1 IIa-e-3.1
Talk about Give the grade 1 Express Identify Use Note Listen Interpret a
oneself and name and level words, ideas pronouns: vocabulary important attentively map of the
one’s sound of phrases or through a. personal referring to: details in and react classroom/s
personal each letter. sentences words or b. - People grade level positively chool.
experiences with phrases, possessive (Self, narrative during story
(friends, appropriate using both Family, texts reading.
favorite speed, invented Friends) listened to:
Q2, toys) accuracy, and - Animals a. character
Week 1 and proper conventional - Objects b. setting
(a) expression. spelling.* - Musical c. events
Theme: Instruments
My -
Family Environment
and I: MT1OL- MT1PWR- MT1VCD- MT1LC- MT1ATR
Likes and IIa-i-5.1 IIa-i-2.1 IIa-i-2.1 IIa-b-2.1 -IIa-i-2.1
Dislikes Listen and Identify Give Give the Browse
Genre: respond to upper and meanings of correct books read
Poem others in lower case words sequence of to them.
oral letters. through: three events
conversatio a. realia in a story
n. b. picture listened to.
clues
c. actions or
gestures
d. context
clues*

MT1OL- MT1PWR- MT1ATR-

IIa-i-6.1 IIa-i-3.1 IIa-i-3.1
Participate Write the Request
actively upper and more stories
during story lower case to be read
reading by letters to them.
making legibly,
comments observing
and asking proper
questions. sequence of
strokes.
MT1OL- MT1PWR-
Q2,
IIa-i-7.1 IIa-i-1.2
Week 1
Supply Give the
(a)
rhyming beginning
Theme:
words to letter/sound
My
complete a of the name
Family
rhyme, of each
and I:
poem, and picture.
Likes and
song.
Dislikes
Genre: MT1PWR-
Poem IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.

MT1OL- MT1PWR- MT1F-IIa- MT1C-IIa- MT1GA- MT1VCD- MT1LC- MT1ATR MT1SS-

IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIa-d-2.2 IIa-e-1.1 IIa-b-2.1 -IIa-i-1.1 IIa-e-3.1
Talk about Give the grade 1 Express Identify Use Give the Listen Interpret a
oneself and name and level words, ideas pronouns: vocabulary correct attentively map of the
one’s sound of phrases or through a. personal referring to: sequence of and react classroom/s
personal each letter. sentences words or b. - People three events positively chool.
experiences with phrases, possessive (Self, in a story during story
(friends, appropriate using both Family, listened to. reading.
favorite speed, invented Friends)
toys) accuracy, and - Animals
and proper conventional - Objects
expression. spelling.* - Musical
Instruments
-
Q2, Environment
Week 2 MT1OL- MT1PWR- MT1VCD- MT1ATR
(b) IIa-i-5.1 IIa-i-2.1 IIa-i-2.1 -IIa-i-2.1
Theme: Listen and Identify Give Browse
My respond to upper and meanings of books read
Family others in lower case words to them.
and I: oral letters. through:
Likes and conversatio a. realia
Dislikes n. b. picture
Genre: clues
Poem c. actions
or gestures
d. context
clues*
IIb-c-3.1 IIa-i-3.1 IIa-i-3.1
Use Write the Request
common upper and more stories
expressions lower case to be read
and polite letters to them.
greetings. legibly,
observing
proper
sequence of
strokes.

MT1OL- MT1PWR-
IIa-i-6.1 IIa-i-1.2
Participate Give the
actively beginning
during story letter/sound
reading by of the name
making of each
comments picture.
Q2, and asking
Week 2 questions.
(b) MT1OL- MT1PWR-
Theme: IIa-i-7.1 IIa-i-4.1
My Supply Match
Family rhyming words with
and I: words to pictures and
Likes and complete a objects.
Dislikes rhyme,
Genre: poem, and
Poem song.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.


IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIa-d-2.2 IIa-e-1.1 IIc-d-4.2 -IIa-i-1.1 IIa-e-3.1
Talk about Give the grade 1 Express Identify Use Identify Listen Interpret a
oneself and name and level words, ideas pronouns: vocabulary cause attentively map of the
one’s sound of phrases or through a. personal referring to: and/or and react classroom/s
personal each letter. sentences words or b. - People effect of positively chool.
experiences with phrases, possessive (Self, events in a during story
(friends, appropriate using both Family, story reading.
favorite speed, invented Friends) listened to.
Instruments
-
Q2, Environment
(c) IIa-i-5.1 IIa-i-2.1 IIa-i-2.1 -IIa-i-2.1
Genre: clues
Poem c. actions
or gestures
d. context
clues*
IIb-c-3.1 IIa-i-3.1 IIa-i-3.1
Use Write the Request
common upper and more stories
expressions lower case to be read
and polite letters to them.
greetings. legibly,
observing
proper
sequence of
strokes.

MT1OL- MT1PWR-
IIa-i-6.1 IIa-i-1.2
Participate Give the
actively beginning
during story letter/sound
reading by of the name
making of each
comments picture.
and asking
questions.
Q2, MT1OL- MT1PWR-
Week 3 IIc-d-4.2 IIa-i-4.1
(c) Recite and Match
Theme: sing words with
My individually, pictures and
Family with ease objects.
and I: and
Likes and confidence,
Dislikes songs,
Genre: poems,
Poem chants, and
riddles
MT1OL- MT1PWR-
IIa-i7.1 IIa-i-5.1
Supply Blend
rhyming specific
words to letters to
complete a form
rhyme, syllables
poem, and and words.
song.


IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIa-d-2.2 IIa-e-1.1 IIc-d-4.2 -IIa-i-1.1 IIa-e-3.1
Talk about Give the grade 1 Express Identify Use Identify Listen Interpret a
oneself and name and level words, ideas pronouns: vocabulary cause attentively map of the
one’s sound of phrases or through a. personal referring to: and/or and react classroom/s
personal each letter. sentences words or b. - People effect of positively chool.
experiences with phrases, possessive (Self, events in a during story
(friends, appropriate using both Family, story reading.
favorite speed, invented Friends) listened to.
Instruments
-
Environment
Q2,
(d) IIa-i-5.1 IIa-i-2.1 IIa-i-2.1 -IIa-i-2.1
Genre: clues
Poem c. actions
or gestures
d. context
clues*
making legibly,
comments observing
and asking proper
strokes.

MT1OL- MT1PWR-
IIc-d-4.2 IIa-i-1.2
Recite and Give the
sing beginning
individually, letter/sound
with ease of the name
and of each
confidence, picture.
songs,
Q2, poems,
Week 4 chants, and
(d) riddles
Theme: MT1OL- MT1PWR-
My IIa-i-7.1 IIa-i-4.1
Family Supply Match
and I: rhyming words with
Likes and words to pictures and
Dislikes complete a objects.
Genre: rhyme,
Poem poem, and
song.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.


IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIe-f-1.3 IIa-e-1.1 IIe-5.1 -IIa-i-1.1 IIa-e-3.1
Talk about Give the grade 1 Express Use the Use Predict Listen Interpret a
oneself and name and level words, ideas correct vocabulary possible attentively map of the
one’s sound of phrases or through pronouns in referring to: ending of a and react classroom/s
personal each letter. sentences words or place of - People story positively chool.
experiences with phrases, naming (Self, listened to. during story
(friends, appropriate using both words in Family, reading.
favorite speed, invented sentences Friends)
toys) accuracy, and a. personal - Animals
and proper conventional b. - Objects
expression. spelling.* possessive - Musical
Instruments
Q2, -
Week 5 Environment
(e) MT1OL- MT1PWR- MT1VCD- MT1ATR
Theme: IIa-i-5.1 IIa-i-2.1 IIa-i-2.1 -IIa-i-2.1
My Listen and Identify Give Browse
Family respond to upper and meanings of books read
and I: others in lower case words to them.
Likes and oral letters. through:
Dislikes conversatio a. realia
Genre: n. b. picture
Poem clues
c. actions
or gestures
d. context
clues*
making legibly,
comments observing
and asking proper
strokes.

MT1OL- MT1PWR-
IIa-i-7.1 IIa-i-1.2
Supply Give the
rhyming beginning
Q2, complete a of the name
Week 5 rhyme, of each
(e) poem, and picture.
Theme: song.
My MT1PWR-
Family IIa-i-4.1
and I: Match
Likes and words with
Dislikes pictures and
Genre: objects.
Poem MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
MT1OL- MT1PWR- MT1F-IIa- MT1C-IIa- MT1GA- MT1VCD- MT1LC- MT1ATR- MT1SS-
Q2, IIa-i-1.3 IIa-i-1.1 i-1.2 i-1.2 IIe-f-1.3 IIa-i-2.1 IIf-g-4.3 IIa-i-1.1 IIf-i-4.1
Week 6 Talk about Give the Read grade Express Use the Give Identify the Listen Get
(f) oneself and name and 1 level ideas correct meanings of problem and attentively information
Theme: one’s sound of words, through pronouns in words solution in and react from simple
My personal each letter. phrases or words or place of through: the story positively environmen
Family experiences sentences phrases, naming a. realia read. during story tal prints.
and I: (friends, with using both words in b. picture reading.
Likes and favorite appropriate invented sentences a. clues
Dislikes toys) speed, and personal c. actions
Genre: accuracy, conventional b. or gestures
Poem and proper spelling.* possessive d. context
expression. clues*


Listen and Identify Browse
respond to upper and books read
others in lower case to them.
oral letters.
conversatio
n.
Q2, during story lower case to be read
Week 6 reading by letters to them.
(f) making legibly,
Theme: comments observing
My and asking proper
Family questions. sequence of
and I: strokes.
Likes and
Dislikes MT1OL- MT1PWR-
Genre: IIa-i-7.1 IIa-i-1.2
Poem Supply Give the
rhyming beginning
complete a of the name
rhyme, of each
poem, and picture.
song.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.

MT1PWR-
IIa-i-5.1
Blend
specific
Q2, letters to
Week 6 form
(f) syllables
Theme: and words.
My MT1PWR-
Family IIf-i-6.1
and I: Spell and
Likes and write
Dislikes correctly
Genre: grade one
Poem level words
consisting of
letters
already
learned.
IIa-i-1.3 IIa-i-1.1 i-1.2 Read i-1.2 IIg-h- IIa-i-2.1 IIf-g-4.3 IIa-i-1.1 IIf-i-4.1
Talk about Give the grade 1 Express 1.3.1 Use Give Identify the Listen Get
oneself and name and level words, ideas demonstrati meanings of problem and attentively information
one’s sound of phrases or through ve pronouns words solution in and react from simple
Q2,
personal each letter. sentences words or in through: the story positively environmen
Week 7 experiences with phrases, sentences. a. realia read. during story tal prints.
(g)
(friends, appropriate using both b. picture reading.
Theme: favorite speed, invented clues
My
toys) accuracy, and c. actions
Family and proper conventional or gestures
and I:
expression. spelling.* d. context
Likes and clues*
Dislikes
Genre: MT1OL- MT1PWR- MT1ATR-
Poem
Listen and Identify Browse
respond to upper and books read
oral letters.
conversatio
n.


making legibly,
comments observing
and asking proper
strokes.
Q2, MT1OL- MT1PWR-
Week 7 IIa-i-7.1 IIa-i-1.2
(g) Supply Give the
Theme: rhyming beginning
My words to letter/sound
Family complete a of the name
and I: rhyme, of each
Likes and poem, and picture.
Dislikes song.
Genre: MT1PWR-
Poem IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.

Q2, MT1PWR-
Week 7 IIf-i-6.1
(g) Spell and
Theme: write
My correctly
Family grade one
and I: level words
Dislikes letters
Genre: already
Poem learned.
IIa-i-1.3 IIa-i-1.1 i-1.2 i-1.2 IIg-h- IIa-i-2.1 IIh-i-7.1 IIa-i-1.1 IIf-i-4.1
Talk about Give the Read grade Express 1.3.1 Give Discuss, Listen Get
oneself and name and 1 level ideas Use meanings of illustrate, attentively information
one’s sound of words, through demonstrati words dramatize and react from simple
Q2,
personal each letter. phrases or words or ve pronouns through: specific positively environmen
Week 8
experiences sentences phrases, in a. realia events in a during story tal prints.
(h)
(friends, with using both sentences. b. picture story read. reading.
Theme:
favorite appropriate invented clues
My
toys) speed, and c. actions
Family
accuracy, conventional or gestures
and I:
and proper spelling.* d. context
Likes and
expression. clues*
Dislikes
Genre: MT1OL- MT1PWR- MT1LC- MT1ATR-
IIa-i-5.1 IIa-i-2.1 IIh-i-8.1 IIa-i-2.1
Poem
Listen and Identify Retell a Browse
respond to upper and story read. books read
oral letters.
conversatio
n.


making legibly,
comments observing
and asking proper
strokes.
Q2, MT1OL- MT1PWR-
Week 8 IIa-i-7.1 IIa-i-1.2
(h) Supply Give the
Theme: rhyming beginning
My words to letter/sound
Family complete a of the name
and I: rhyme, of each
Likes and poem, and picture.
Dislikes song.
Genre: MT1PWR-
Poem IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.

Q2, MT1PWR-
Week 8 IIf-i-6.1
(h) Spell and
Theme: write
My correctly
Family grade one
and I: level words
Dislikes letters
Genre: already
Poem learned.
IIa-i-1.3 IIa-i-1.1 i-1.2 i-1.2 IIi-i-2.2.1 IIa-i-2.1 IIh-i-7.1 IIa-i-1.1 IIf-i-4.1
Talk about Give the Read grade Express Identify Give Discuss, Listen Get
oneself and name and 1 level ideas pronouns meanings of illustrate, attentively information
one’s sound of words, through with words dramatize and react from simple
Q2,
personal each letter. phrases or words or contractions through: specific positively environmen
Week 9
experiences sentences phrases, .* (Siya’y, a. realia events in a during story tal prints.
(i) (friends, with using both Tayo’y . . .) b. picture story read. reading.
Theme:
favorite appropriate invented clues
My toys) speed, and c. actions
Family
accuracy, conventional or gestures
and I:
and proper spelling.* d. context
Likes and
expression. clues*
Dislikes
MT1OL- MT1PWR- MT1LC- MT1ATR-
Genre:
IIa-i-5.1 IIa-i-2.1 IIh-i-8.1 IIa-i-2.1
Poem
Listen and Identify Retell a Browse
respond to upper and story read. books read
oral letters.
conversatio
n.


making legibly,
comments observing
and asking proper
strokes.
MT1OL- MT1PWR-
IIa-i-7.1 IIa-i-1.2
Q2, Supply Give the
Week 9 rhyming beginning
(i) words to letter/sound
Theme: complete a of the name
My rhyme, of each
Family poem, and picture.
and I: song.
Likes and MT1OL-II- MT1PWR-
Dislikes j-8.1 IIa-i-4.1
Genre: Respond to Match
Poem text words with
(legends, pictures and
fables, objects.
poems.)
through
dramatizatio
n.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.

Q2, MT1PWR-
Week 9 IIf-i-6.1
(i) Spell and
Theme: write
My correctly
Family grade one
and I: level words
Dislikes letters
Genre: already
Poem learned.
Summative Test

THIRD QUARTER

Quarter 3 – Me, My Family, and My Community

MT1OL- MT1PWR- MT1F- MT1C- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IIIa-IVi- IIIa-e-1.3 IIIa-i- IIIa-b-1.2 IIIa-1.1 IIIa-j-4.1 IIIa-c-5.1
Participate Read sight 1.3 Express 2.1.1 Note Note Show Interpret a
actively in words listed Read grade ideas Give important important interest in pictograph.
class in Appendix 1 level through meanings of details in details in texts by
discussions ___. words, phrases, words grade level grade level browsing/re
Q3, on familiar phrases, sentences through: literary and narrative ading
Week 1 topics. sentences, or longer a. picture informationa texts read: available
(a) and short texts using clues l texts a. character print
Theme: paragraph/s both b. context listened to. b. setting materials.
My tory with invented clues* c. events
Family proper and
and I: expression. conventional
Likes and spelling.
Dislikes MT1OL- MT1PWR- MT1F-III- MT1VCD-
Genre: IIIa-i-1.3 IIIa-i-6.2 IVa-i-1.4 IIIa-i-1.2
Poem Talk about Spell and Read grade Use words
family, write grade 1 level texts to describe
friends, and one level with an concrete
school using words accuracy experiences.
descriptive consisting of rate of 95 – *
words. letters 100%
already
learned.

MT1OL- MT1PWR- MT1VCD-

Q3, IIIa-i-9.1 IIIe-i-3.3 IIIa-i-3.1
Week 1 Tell/retell Write Identify and
(a) legends, words, use
Theme: fables, and phrases, synonyms,
My jokes and simple antonyms,
Family sentences homonyms
and I: with proper (when
Likes and spacing, applicable)
Dislikes punctuation and words
Genre: and with
Poem capitalizatio multiple
n when meanings
applicable. correctly.
MT1OL- MT1PWR- MT1F-III- MT1C- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 IIIa-e-1.3 IIIa-i- IIIa-b-1.2 IIIb-c-2.1 IIIa-i-4.1 IIIa-c-5.1
Participate Read sight Read grade Express 2.1.1 Note Give the Show Interpret a
actively in words listed 1 level ideas Give important correct interest in pictograph.
class in Appendix words, through meanings of details in sequence of texts by
discussions ___. phrases, phrases, words grade level three events browsing/re
Q3, on familiar sentences, sentences through: literary and in a story ading
Week 2 topics. and short or longer a. picture informationa read. available
(b) paragraph/s texts using clues l texts print
Theme: tory with both b. context listened to. materials.
My proper invented clues*
Family expression. and
and I: conventional
Likes and spelling.
words. letters 100%
already
learned.


(a) legends, words, use
Genre: and with
n when meanings
MT1OL- MT1PWR- MT1F-III- MT1C- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 IIIa-e-1.3 IIIc-e- IIIa-i- IIIc-d-9.1 IIIb-c-2.1 IIIa-i-4.1 IIIa-c-5.1
Participate Read sight Read grade Express 2.3.1 2.1.1 Sequence Give the Show Interpret a
actively in words listed 1 level ideas Identify the Give events in an correct interest in pictograph.
class in Appendix words, through tense of the meanings of informationa sequence of texts by
discussions ___. phrases, phrases, action word words l text when three events browsing/re
Q3, on familiar sentences, sentences in the through: appropriate. in a story ading
Week 3 topics. and short or longer sentence a. picture read. available
(c) paragraph/s texts using clues print
Theme: tory with both b. context materials.
My proper invented clues*
Family expression. and
and I: conventional
Likes and spelling.
words. letters 100%
already
learned.


IIIc-d-4.2 IIIe-i-3.3 IIIa-i-3.1
Recite and Write Identify and
sing words, use
Q3, individually, phrases, synonyms,
Week 3 with ease and simple antonyms,
(c) and sentences homonyms
Theme: confidence, with proper (when
My songs, spacing, applicable)
Family poems, punctuation and words
and I: chants, and and with
Likes and riddles. capitalizatio multiple
Dislikes n when meanings
Genre: applicable. correctly.
Poem MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1OL- MT1PWR- MT1F-III- MT1C- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IVa-j-1.3 IIIa-e-1.3 IIIc-e- IIIa-i- IIIc-d-9.1 IIId-3.1 -IIIa-j4.1 IIId-f-6.1
Q3,
Participate Read sight Read grade Express 2.3.1 2.1.1 Give Sequence Infer the Show Follow 2 – 3
Week 4
actively in words listed 1 level ideas Identify the meanings of events in an character interest in step written
(d)
class in Appendix words, through tense of the words informationa feelings and texts by directions.
Theme:
discussions ___. phrases, phrases, action word through: l text when traits in a browsing/re
My
on familiar sentences, sentences in the a. picture appropriate. story read. ading
Family
topics. and short or longer sentence clues available
and I:
paragraph/s texts using b. context print
Likes and
tory with both clues* materials.
Dislikes
proper invented
Genre:
expression. and
Poem
conventional
spelling.

MT1OL- MT1PWR- MT1F-III- MT1VCD-

IIIa-i-1.3 IIIa-i-6.2 IVa-i-1.4 IIIa-i-1.2
Talk about Spell and Read grade Use words
words. letters 100%
already
learned.
Q3, MT1OL- MT1PWR- MT1VCD-
Week 4 IIIc-d-4.2 IIIe-i-3.3 IIIa-i-3.1
(d) Recite and Write Identify and
Theme: sing words, use
My individually, phrases, synonyms,
Family with ease and simple antonyms,
and I: and sentences homonyms
Likes and confidence, with proper (when
Dislikes songs, spacing, applicable)
Genre: poems, punctuation and words
Poem chants, and and with
riddles. capitalizatio multiple
n when meanings
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes

MT1OL- MT1PWR- MT1F-III- MT1C- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 IIIa-e-1.3 IIIc-e- IIIa-i- IIIe-3.2 IIIe-4.1 -IIIa-i-4.1 IIId-f-6.1
Participate Read sight Read grade Express 2.3.1 2.1.1 Give Infer Identify the Show Follow 2 – 3
actively in words listed 1 level ideas Identify the meanings of important speaker in interest in step written
class in Appendix words, through tense of the words details from the story or texts by directions.
discussions ___. phrases, phrases, action word through: an poem read. browsing/re
on familiar sentences, sentences in the a. picture informationa ading
topics. and short or longer sentence clues l text. available
tory with both clues* materials.
proper invented
expression. and
conventional
Q3,
spelling.
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
words. letters 100%
Genre:
already
Poem
learned.
IIIa-i-9.1 IIIe-i-3.3 IIIa-i-3.1
Tell/retell Write Identify and
legends, words, use
fables, and phrases, synonyms,
jokes and simple antonyms,
sentences homonyms
with proper (when
spacing, applicable)
punctuation and words
and with
capitalizatio multiple
n when meanings

Q3, MT1OL-
Week 5 IIIe-i-5.1
(e) Listen and
Theme: respond to
My others in
Family oral
and I: conversatio
Likes and n.
Dislikes
Genre:
Poem
MT1OL- MT1PWR- MT1F- MT1C-IIIf- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IIIa-i-6.2 IIIa-i-7.1 IIIa-IVi- i-2.1 Write IIIf-h-1.4 IIIa-i- IIIf-9.1 IIIf-5.1 -IIIa-i-4.1 IIId-f-6.1
Participate Read sight 1.3 Read sentences Use the 2.1.1 Give Give one’s Relate story Show Follow 2 – 3
actively in words listed grade 1 or longer correct meanings of reaction to events to interest in step written
class in Appendix level words, texts with tense and words an event or one’s texts by directions.
Q3, discussions ___. phrases, proper time signal through: issues experience. browsing/re
Week 6 on familiar sentences, punctuation, of an action a. picture listened to. ading
(f) topics. and short spacing, word in a clues available
Theme: paragraph/s and sentence. b. context print
My tory with capitalizatio clues* materials.
Family proper n.
and I: expression.
Likes and MT1OL- MT1PWR- MT1F- MT1VCD-
Dislikes IIIa-i-1.3 IIIa-i-6.2 IIIa-IVi- IIIa-i-1.2
Genre: Talk about Spell and 1.4 Use words
Poem family, write grade Read grade to describe
friends, and one level 1 level texts concrete
school using words with an experiences.
descriptive consisting of accuracy *
words. letters rate of 95 –
already 100%
learned.


IIIa-i-9.1 IIIe-i-3.3 IIIa-i-3.1
Tell/retell Write Identify and
legends, words, use
fables, and phrases, synonyms,
jokes and simple antonyms,
Q3,
sentences homonyms
Week 6
with proper (when
(f)
spacing, applicable)
Theme:
punctuation and words
My
and with
Family
capitalizatio multiple
and I:
n when meanings
Likes and
Dislikes
Genre:
MT1OL- MT1PWR-
Poem
IIIe-i-5.1 IIIf-i-7.2
Listen and Read words,
respond to phrases,
others in sentences,
oral and/or short
conversatio stories.
n.

MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
Q3,
(punctuatio
Week 6
n marks,
(f)
capitalizatio
Theme:
n, proper
My
spacing
Family
between
and I:
words,
Likes and
indentions,
Dislikes
and format)
Genre:
when
Poem
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
MT1OL- MT1PWR- MT1F-III- MT1C-IIIf- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
Q3, IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 i-2.1 Write IIIf-h-1.4 IIIa-i- IIIg4.3 IIIg-h-6.1 -IIIa-i-4.1 IIIg-i-7.1
Week 7 Participate Read sight Read grade sentences Use the 2.1.1 Give Identify the Predict Show Read labels
(g) actively in words listed 1 level or longer correct meanings of problem and possible interest in in an
Theme: class in Appendix words, texts with tense and words solution in ending of a texts by illustration.
My discussions ___. phrases, proper time signal through: the story story read. browsing/re
Family on familiar sentences, punctuation, of an action a. picture read. ading
and I: topics. and short spacing, word in a clues available
Likes and paragraph/s and sentence. b. context print
Dislikes tory with capitalizatio clues* materials.
Genre: proper n.
Poem expression.


words. letters 100%
already
learned.
(g) legends, words, use
Genre: and with
n when meanings
MT1OL- MT1PWR-
respond to phrases,
oral and/or short
n.

MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
Q3, (punctuatio
Week 7 n marks,
(g) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Likes and indentions,
Dislikes and format)
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Q3, IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 i-2.1 Write IIIf-h-1.4 IIIa-i- IIIh-i-10.1 IIIg-h-6.1 -IIIa-i-4.1 IIIg-i-7.1
Week 8 Participate Read sight Read grade sentences Use the 2.1.1 Give Respond to Predict Show Read labels
(h) actively in words listed 1 level or longer correct meanings of an possible interest in in an
Theme: class in Appendix words, texts with tense and words informationa ending of a texts by illustration.
My discussions ___. phrases, proper time signal through: l text story read. browsing/re
Family on familiar sentences, punctuation, of an action a. picture through ading
and I: topics. and short spacing, word in a clues discussions, available
Likes and paragraph/s and sentence. b. context illustrations, print
Dislikes tory with capitalizatio clues* songs, materials.
Genre: proper n. dramatizatio
Poem expression. n and art
listened to.

MT1OL- MT1PWR- MT1F- MT1VCD- MT1LC-

IIIa-i-1.3 IIIa-i-6.2 IIIa-IVi- IIIa-i-1.2 IIIh-i-8.2
Talk about Spell and 1.4 Use words Retell
family, write grade Read grade to describe literary and
friends, and one level 1 level texts concrete information
school using words with an experiences. texts
descriptive consisting of accuracy * appropriate
words. letters rate of 95 – to the grade
already 100% level
learned. listened to.

(h) legends, words, use
Genre: and with
n when meanings
MT1OL- MT1PWR-
III-e-i5.1 IIIf-i-7.2
respond to phrases,
oral and/or short
n.

MT1OL- MT1PWR-
IIIh-i-6.1 IIIf-i-8.1
Participate Observe
actively proper
during story mechanics
Q3, reading by (punctuatio
Week 8 making n marks,
(h) comments capitalizatio
Theme: and asking n, proper
My questions. spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Q3, IIIa-i-6.2 IIIa-i-7.1 IVa-i-1.3 i-2.1 Write III-i-2.2.1 IIIa-i- IIIh-i-10.1 IIIi-i-7.1 -IIIa-i-4.1 IIIg-i-7.1
Week 9 Participate Read sight Read grade sentences Identify 2.1.1 Give Respond to Give one’s Show Read labels
(i) actively in words listed 1 level or longer action meanings of an reaction to interest in in an
Theme: class in Appendix words, texts with words in words informationa an event or texts by illustration.
My discussions ___. phrases, proper oral and through: l text issues browsing/re
Family on familiar sentences, punctuation, written a. picture through listened to. ading
and I: topics. and short spacing, exercises clues discussions, available
Likes and paragraph/s and b. context illustrations, print
Dislikes tory with capitalizatio clues* songs, materials.
Genre: proper n. dramatizatio
Poem expression. n and art
listened to.

MT1OL- MT1PWR- MT1F-III- MT1GA- MT1VCD- MT1LC-

IIIa-i-1.3 IIIa-i-6.2 IVa-i-1.4 IIIi-i-1.4.1 IIIa-i-1.2 IIIh-i-8.2
Talk about Spell and Read grade Use action Use words Retell
family, write grade 1 level texts words to to describe literary and
friends, and one level with an give simple concrete information
school using words accuracy two to experiences. texts
descriptive consisting of rate of 95 – three-step * appropriate
words. letters 100% directions. to the grade
already level
learned. listened to.
(i) legends, words, use
Genre: and with
n when meanings
MT1OL- MT1PWR-
respond to phrases,
oral and/or short
n.

MT1OL- MT1PWR-
IIIh-i-6.1 IIIf-i-8.1
Participate Observe
actively proper
(i) comments capitalizatio
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Summative Test

FOURTH QUARTER

Quarter 4 - Exploring My Community

MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IVa-i-6.2 IVa-i-7.1 IVa-i-1.3 i-1.3 IVa-d-2.4 IVa-i-2.1.1 IVa-b-1.2 Iva-1.2 IVa-j-4.1 IVa-e-4.2
Participate Read sight Read grade Express Identify Give Note Note Show Get
actively in words listed 1 level ideas describing meanings of important important interest in information
class in Appendix words, through words that words details in details in texts by from a
discussions ___. phrases, phrases, refer to through: grade level grade level browsing/re simple bar
on familiar sentences, sentences color, size, a. picture literary and literary and ading graph.
Q4, topics. paragraph/s or longer shape, clues informationa informationa available
Week 1 tory with texts using texture, b. context l texts l texts read. print
(a) proper both temperature clues listened to. materials.
Theme: expression. invented and feelings
My and in
Family conventional sentences.
and I: spelling.
Likes and MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1VCD-
Dislikes IVa-i-1.3 IVa-i-7.2.1 IVa-i-1.4 i-2.1 IVa-i-3.1
Genre: Talk about Read Read grade Write Identify,
Poem family, phrases, 1 level texts sentences give the
friends, and sentences, with an or longer meaning of,
school using and/ or accuracy texts with and use
descriptive short rate of 95 – proper compound
words. stories. 100% punctuation, words in
spacing, sentences.
and
capitalizatio
n.


IVa-i-9.1 IVa-i-6.2 IVa-i-3.2
Tell/retell Spell Identify and
legends, correctly use
fables, and grade one synonyms,
Q4,
jokes. level words antonyms,
Week 1
consisting of homonyms
(a)
letters (when
Theme:
already applicable)
My
learned. and words
Family
with
and I:
multiple
Likes and
meanings
Dislikes
correctly
Genre:
MT1PWR-
Poem
IVa-i-3.2.1
Write
phrases,
and simple
sentences
correctly.

MT1PWR-
IVa-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 1 n marks,
(a) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
MT1OL- MT1PWR- MT1F- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IVa-i-6.2 IVa-i-7.2.1 IIIa-Ivi- i-1.3 IVa-d-2.4 IVa-i-2.1.1 IVa-b-1.2 IVb-c-8.1 IVa-i-4.1 IVa-e-4.2
Q4,
Participate Read 1.3 Express Identify Give Note Sequence Show Get
Week 2
actively in phrases, Read grade ideas describing meanings of important events in an interest in information
(b)
class sentences, 1 level through words that words details in informationa texts by from a
Theme:
discussions and/ or words, phrases, refer to through: grade level l texts read. browsing/re simple bar
My
on familiar short phrases, sentences color, size, a. picture literary and ading graph.
Family
topics. stories. sentences, or longer shape, clues informationa available
and I:
paragraph/s texts using texture, b. context l texts print
Likes and
tory with both temperature clues listened to. materials.
Dislikes
proper invented and feelings
Genre:
expression. and in
Poem
conventional sentences.
spelling.

MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1VCD-

IVa-i-1.3 IVa-i-7.2.1 IVa-i-1.4 i-2.1 IVa-i-3.1
Talk about Read Read grade Write Identify,
family, phrases, 1 level texts sentences give the
friends, and sentences, with an or longer meaning of,
school using and/ or accuracy texts with and use
descriptive short rate of 95 – proper compound
words. stories. 100% punctuation, words in
spacing, sentences.
and
capitalizatio
n.
Q4,
Week 2 MT1OL- MT1PWR- MT1VCD-
(b) IVa-i-9.1 IVa-i-6.2 IVa-i-3.2
Theme: Tell/retell Spell Identify and
My legends, correctly use
Family fables, and grade one synonyms,
and I: jokes. level words antonyms,
Likes and consisting of homonyms
Dislikes letters (when
Genre: already applicable)
Poem learned. and words
with
multiple
meanings
correctly
MT1PWR-
IVa-i-3.2.1
Write
phrases,
and simple
sentences
correctly.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 2 n marks,
(b) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
IVa-i-6.2 IVa-i-7.1 IIIa-IVi- i-1.3 IVa-d-2.4 IVa-i-2.1.1 IVc-d-9.1 IVb-c-8.1 IVa-i-4.1 IVa-e-4.2
Q4,
Participate Read sight 1.3 Express Identify Give Sequence Sequence Show Get
Week 3
actively in words listed Read grade ideas describing meanings of events in an events in an interest in information
(c)
class in Appendix 1 level through words that words informationa informationa texts by from a
Theme:
discussions ___. words, phrases, refer to through: l text when l texts read. browsing/re simple bar
My
on familiar phrases, sentences color, size, a. picture appropriate. ading graph.
Family
topics. sentences, or longer shape, clues available
and I:
paragraph/s texts using texture, b. context print
Likes and
tory with both temperature clues materials.
Dislikes
proper invented and feelings
Genre:
expression. and in
Poem
spelling.

MT1OL- MT1PWR- MT1F- MT1C-IVa- MT1VCD-

IVa-i-1.3 IVa-i-7.2.1 IIIa-IVi- i-2.1 Write IVa-i-3.1
Talk about Read 1.4 sentences Identify,
family, phrases, Read grade or longer give the
friends, and sentences, 1 level texts texts with meaning of,
school using and/ or with an proper and use
descriptive short accuracy punctuation, compound
words. stories. rate of 95 – spacing, words in
100% and sentences.
capitalizatio
n.
Week 3 IVc-d-4.2 IVa-i-6.2 IVa-i-3.2
(c) Recite and Spell Identify and
Theme: sing correctly use
My individually, grade one synonyms,
Family with ease level words antonyms,
and I: and consisting of homonyms
Likes and confidence, letters (when
Dislikes songs, already applicable)
Genre: poems, learned. and words
Poem chants, and with
riddles . multiple
meanings
correctly
MT1OL- MT1PWR-
IVa-i-9.1 IVa-i-3.2.1
Tell/retell Write
legends, phrases,
fables, and and simple
jokes. sentences
correctly.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 3 n marks,
(c) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IVa-i-6.2 IVa-i-7.1 IVa-i-1.3 i-1.3 IVa-d-2.4 IVa-i-2.1.1 IVc-d-9.1 IVd-3.2 -IVa-i-4.1 IVa-e-4.2
Q4,
Participate Read sight Read grade Express Identify Give Sequence Infer Show Get
Week 4
actively in words listed 1 level ideas describing meanings of events in an important interest in information
(d)
class in Appendix words, through words that words informationa details from texts by from a
Theme:
discussions ___. phrases, phrases, refer to through: l text when informationa browsing/re simple bar
My
on familiar sentences, sentences color, size, a. picture appropriate. l texts. ading graph.
Family
topics. paragraph/s or longer shape, clues available
and I:
tory with texts using texture, b. context print
Likes and
proper both temperature clues materials.
Dislikes
expression. invented and feelings
Genre:
and in
Poem
spelling.

MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1VCD- MT1RC-

IVa-i-1.3 IVa-i-7.2.1 IVa-i-1.4 i-2.1 Write IVa-i-3.1 IVd-5.2
Talk about Read Read grade sentences Identify, Relate
family, phrases, 1 level texts or longer give the events to
friends, and sentences, with an texts with meaning of, one’s
school using and/ or accuracy proper and use experience
descriptive short rate of 95 – punctuation, compound
words. stories. 100% spacing, words in
and sentences.
capitalizatio
n.
Week 4 IVc-d-4.2 IVa-i-6.2 IVa-i-3.2
(d) Recite and Spell Identify and
Theme: sing correctly use
My individually, grade one synonyms,
Family with ease level words antonyms,
and I: and consisting of homonyms
Likes and confidence, letters (when
Dislikes songs, already applicable)
Genre: poems, learned. and words
Poem chants, and with
riddles . multiple
meanings
correctly
MT1OL- MT1PWR-
IVa-i-9.1 IVa-i-3.2.1
Tell/retell Write
legends, phrases,
fables, and and simple
jokes. sentences
correctly.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 4 n marks,
(d) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
MT1OL- MT1PWR- MT1F- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IVa-i-6.2 IVa-i-7.1 IIIa-IVi- i-1.3 IVe-g-1.5 IVa-i-2.1.1 Ive-3.2 IIe-f-7.1 -IVa-i-4.1 IVa-e-4.2
Q4,
Participate Read sight 1.3 Express Use Give Infer Give one’s Show Get
Week 5
actively in words listed Read grade ideas describing meanings of important reaction to interest in information
(e)
class in Appendix 1 level through words in words details from an event or texts by from a
Theme:
discussions ___. words, phrases, sentences. through: an issues read. browsing/re simple bar
My
on familiar phrases, sentences a. picture informationa ading graph.
Family
topics. sentences, or longer clues l text. available
and I:
Likes and
tory with both clues materials.
Dislikes
proper invented
Genre:
expression. and
Poem
conventional
spelling.


IVa-i-1.3 IVa-i-7.2.1 IIIa-IVi- i-2.1 IVa-i-3.1
Talk about Read 1.4 Write Identify,
family, phrases, Read grade sentences give the
friends, and sentences, 1 level texts or longer meaning of,
school using and/ or with an texts with and use
descriptive short accuracy proper compound
words. stories. rate of 95 – punctuation, words in
100% spacing, sentences.
and
capitalizatio
n.
Q4,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
letters (when
Dislikes
already applicable)
Genre:
learned. and words
Poem
with
multiple
meanings
correctly
MT1OL- MT1PWR-
IVe-i-5.1 IVa-i-3.2.1
Listen and Write
respond to phrases,
others in and simple
oral sentences
conversatio correctly.
n.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 5 n marks,
(e) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR- MT1SS-
IVa-i-6.2 IVa-i-7.1 IVa-i-1.3 i-1.3 IVe-g-1.5 IVa-i-2.1.1 Ivf-9.1 IIe-f-7.1 IVa-i-4.1 IVf-i-4.3
Q4,
Participate Read sight Read grade Express Use Give Give one’s Give one’s Show Get
Week 6
actively in words listed 1 level ideas describing meanings of reaction to reaction to interest in information
(f)
class in Appendix words, through words in words an event or an event or texts by such as title
Theme:
discussions ___. phrases, phrases, sentences. through: issues issues read. browsing/re of a
My
on familiar sentences, sentences a. picture listened to. ading selection
Family
topics. paragraph/s or longer clues available and/or
and I:
tory with texts using b. context print pages from
Likes and
proper both clues materials. the table of
Dislikes
expression. invented contents.
Genre:
and
Poem
conventional
spelling.


and
capitalizatio
n.
Q4,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
letters (when
Dislikes
already applicable)
Genre:
learned. and words
Poem
with
multiple
meanings
correctly
MT1OL- MT1PWR-
IVe-i-5.1 IVa-i-3.2.1
Listen and Write
respond to phrases,
oral sentences
n.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 6 n marks,
(f) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
IVa-i-6.2 IVa-i-7.1 IIIa-IVi- i-1.3 IVe-g-1.5 IVa-i-2.1.1 IVg-4.3 IVg-h-4.2 IVa-i-4.1 IVf-i-4.3
Q4,
Participate Read sight 1.3 Express Use Give Identify the Identify Show Get
Week 7
actively in words listed Read grade ideas describing meanings of problem and cause interest in information
(g)
class in Appendix 1 level through words in words solution in and/or texts by such as title
Theme:
discussions ___. words, phrases, sentences. through: the story effect of browsing/re of a
My
on familiar phrases, sentences a. picture read. events in a ading selection
Family
topics. sentences, or longer clues texts read. available and/or
and I:
paragraph/s texts using b. context print pages from
Likes and
tory with both clues materials. the table of
Dislikes
proper invented contents.
Genre:
expression. and
Poem
conventional
spelling.


and
capitalizatio
n.
Q4,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
letters (when
Dislikes
already applicable)
Genre:
learned. and words
Poem
with
multiple
meanings
correctly
MT1OL- MT1PWR-
IVe-i-5.1 IVa-i-3.2.1
Listen and Write
respond to phrases,
oral sentences
n.

MT1PWR-
IVa-i-8.1
Observe
proper
mechanics
Q4, (punctuatio
Week 7 n marks,
(g) capitalizatio
Theme: n, proper
My spacing
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
MT1OL- MT1PWR- MT1F- MT1C-IVa- MT1GA- MT1VCD- MT1LC- MT1RC- MT1ATR MT1SS-
IVa-i-6.2 IVa-i-7.1 IIIa-IVi- i-1.3 IVh-i-4.1 IVa-i-2.1.1 IVh-i-10.1 IVg-h-4.2 -IVa-i-4.1 IVf-i-4.3
Q4,
Participate Read sight 1.3 Express Give the Give Respond to Identify Show Get
Week 8
actively in words listed Read grade ideas synonyms meanings of an cause interest in information
(h)
class in Appendix 1 level through and words informationa and/or texts by such as title
Theme:
discussions ___. words, phrases, antonyms of through: l text effect of browsing/re of a
My
on familiar phrases, sentences describing a. picture through events in a ading selection
Family
topics. sentences, or longer words. clues discussions, texts read. available and/or
and I:
paragraph/s texts using b. context illustrations, print pages from
Likes and
tory with both clues songs, materials. the table of
Dislikes
proper invented dramatizatio contents.
Genre:
expression. and n and art
Poem
conventional listened to.
spelling.

MT1OL- MT1PWR- MT1F- MT1C-IVa- MT1VCD- MT1LC-

IVa-i-1.3 IVa-i-7.2.1 IIIa-IVi- i-2.1 Write IVa-i-3.1 IIIh-i-8.2
Talk about Read 1.4 sentences Identify, Retell
family, phrases, Read grade or longer give the literary and
friends, and sentences, 1 level texts texts with meaning of, information
school using and/ or with an proper and use texts
descriptive short accuracy punctuation, compound appropriate
words. stories. rate of 95 – spacing, words in to the grade
100% and sentences. level
capitalizatio listened to.
n.
Week 8 IVa-i-9.1 IVa-i-6.2 IVa-i-3.2
(h) Tell/retell Spell Identify and
Theme: legends, correctly use
My fables, and grade one synonyms,
Family jokes. level words antonyms,
and I: consisting of homonyms
Likes and letters (when
Dislikes already applicable)
Genre: learned. and words
Poem with
multiple
meanings
correctly
MT1OL- MT1PWR-
IVe-i-5.1 IVa-i-3.2.1
Listen and Write
respond to phrases,
oral sentences
n.

MT1OL- MT1PWR-
IVh-i-6.1 IVa-i-8.1
Participate Observe
actively proper
(h) comments capitalizatio
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
IVa-i-6.2 IVa-i-7.1 IIIa-IVi- i-1.3 IVh-i-4.1 IVa-i-2.1.1 IVh-i-10.1 IVi-i-4.3 IVa-i-4.1 IVf-i-4.3
Q4,
Participate Read sight 1.3 Express Give the Give Respond to Identify the Show Get
Week 9
actively in words listed Read grade ideas synonyms meanings of an problem and interest in information
(i)
class in Appendix 1 level through and words informationa solution in texts by such as title
Theme:
discussions ___. words, phrases, antonyms of through: l text the texts browsing/re of a
My
on familiar phrases, sentences describing a. picture through read. ading selection
Family
topics. sentences, or longer words. clues discussions, available and/or
and I:
paragraph/s texts using b. context illustrations, print pages from
Likes and
tory with both clues songs, materials. the table of
Dislikes
proper invented dramatizatio contents.
Genre:
expression. and n and art
Poem
conventional listened to.
spelling.

MT1OL- MT1PWR- MT1F-III- MT1C-IVa- MT1VCD- MT1LC-

IVa-i-1.3 IVa-i-7.2.1 IVa-i-1.4 i-2.1 IVa-i-3.1 IIIh-i-8.2
Talk about Read Read grade Write Identify, Retell
family, phrases, 1 level texts sentences give the literary and
friends, and sentences, with an or longer meaning of, information
school using and/ or accuracy texts with and use texts
descriptive short rate of 95 – proper compound appropriate
words. stories. 100% punctuation, words in to the grade
spacing, sentences. level
and listened to.
capitalizatio
n.
Q4,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
letters (when
Dislikes
already applicable)
Genre:
learned. and words
Poem
with
multiple
meanings
correctly
MT1OL- MT1PWR-
IVe-i-5.1 IVa-i-3.2.1
Listen and Write
respond to phrases,
oral sentences
n.

MT1OL- MT1PWR-
IVh-i-6.1 IVa-i-8.1
Participate Observe
actively proper
(i) comments capitalizatio
Family between
and I: words,
Genre: when
Poem copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
Summative Test

GRADE 2
The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary, shows understanding of
GRADE LEVEL STANDARD spoken language in different context using both verbal and non-verbal cues, understands and uses correctly vocabulary and languange
strutures, appreciates the cultural aspects of the language, and reads and writes literary and informational texts.

Domain
uses developing oral language to name and describe people, places, and
possesses developing language skills and cultural awareness necessary to
Oral Language concrete objects and communicate personal experiences, ideas, thoughts,
participate successfully in oral communication in different contexts.
actions, and feelings in different contexts.
Phonics and
demonstrates knowledge of and skills in word analysis to read, write in applies word analysis skills in reading, writing in cursive and spelling words
Word
cursive and spell grade level words. independently.
Recognition
demonstrates the ability to read grade level words with sufficient accuracy reads with sufficient speed, accuracy, and proper expression in reading
Fluency
speed, and expression to support comprehension. grade level text.
uses developing knowledge and skills to write clear and coherent
demonstrates the ability to formulate ideas into sentences or longer texts
Composing sentences, simple paragraphs, and friendly letters from a variety of
using conventional spelling.
stimulus materials.
Grammar demonstrates understanding and knowledge of language grammar and speaks and writes correctly and effectively for different purposes using the
Awareness usage when speaking and/or writing. basic grammar of the language.
Vocabulary and
demonstrates expanding knowledge and use of appropriate grade level uses expanding vocabulary knowledge and skills in both oral and written
Concept
vocabulary and concepts. forms.
Development
Listening comprehends and appreciates grade level narrative and informational
demonstrates understanding of grade level literary and informational texts.
Comprehension texts.
Reading demonstrates understanding of grade level narrative and informational uses literary and narrative texts to develop comprehension and
Comprehension texts. appreciation of grade level appropriate reading materials.
Attitude
Towards demonstrates positive attitude towards language, literacy, and literature. values reading and writing as communicative activities.
Reading
demonstrates developing knowledge and skills and strategies to listen, uses his developing knowledge and skills to listen, read and write for
Study Skills
read and write for specific purposes. specific purposes.

FIRST QUARTER
Phonics and Vocabulary and

Quarter/ Grammar Listening Reading Attitude
Oral Language Word Fluency Composing Concept Study Skills
Week/ Awareness Compre Compre Towards
(OL) Recognition (F) (C) Development (SS)
Theme (GA) hension (LC) hension (RC) Reading (ATR)
(PWR) (VCD)

MT2OL-Ia- MT2PWR-Ia- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ia- MT2VCD-Ia-i- MT2LC-Ia-b- MT2RC-Ia-b- MT2ATR-Ia- MT2SS-Ia-d-
6.2.1 b-7.3 1.4 1.4 2.1.1 1.2 1.1.1 1.1.1 c-5.1 8.1
Participate Read a large Read aloud Express ideas Identify and Use words Note important Note important Express Fill out forms
actively during number of grade level text through poster use naming unlocked details in grade details in grade individual (e.g. school
story reading regularly with an making (e.g. words in during story level narrative level choices and forms)
by making spelled multi- accuracy of 95 ads, character sentences. reading in texts: narrative texts: taste for texts.
comments and syllabic words. - 100%. profiles, news meaningful a. character a. character
asking report, lost and contexts.* b. setting b. setting
questions using found) using c. plot c. plot
Q1, complete stories as (problem and (problem and
Week 1 sentences. springboard.(T resolution) resolution)
(a) hese writing
Theme: activities are
My scaffold by the
Family teacher.)
and I:
Likes and MT2PWR-Ia- MT2F-Ia-i-
Dislikes d-7.5 1.5
Genre: Read with Read grade
Poem understanding level texts with
grade level appropriate
text*. speed.* (Note:
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
MT2PWR-Ia- MT2F-Ia-i-
i-6.3 1.6
Correctly spell Read grade
Q1, grade level level texts with
Week 1 words.* appropriate
(a) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Likes and applicable.*
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ib- MT2PWR-Ia- MT2F-Ia-i- MT2C-Ia-i- MT2GA-Ib- MT2VCD-Ia-i- MT2LC-Ia-b- MT2RC-Ia-b- MT2ATR-Ia- MT2SS-Ia-d-
4.1.1 b-7.3 1.4 1.4 3.1.1 1.2 1.1.1 1.1.1 c-5.1 8.1
Q1, Recite and sing Read a large Read aloud Express ideas Classify Use words Note important Note Express Fill out forms
Week 2 in group longer number of grade level text through poster naming words unlocked details in grade important individual (e.g. school
(b) poems, jingles, regularly with an making (e.g. into different during story level narrative details in grade choices and forms)
Theme: riddles, chants, spelled multi- accuracy of 95 ads, character categories. reading in texts: level taste for texts.
My and songs syllabic words. - 100%. profiles, news meaningful a. character narrative texts:
Family (folk, rap, etc.) report, lost and contexts.* b. setting a. character
and I: with ease and found) using c. plot b. setting
Likes and confidence. stories as (problem and c. plot
Dislikes springboard.(T resolution) (problem and
Genre: hese writing resolution)
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
d-7.5 1.5
Read with Read grade
understanding level texts with
grade level appropriate
text*. speed.* (Note:
should include
benchmarks on
number of
words per
minute once
Q1,
research and
Week 2
data have been
(b)
gathered)*
Theme:
My MT2PWR-Ia- MT2F-Ia-i-
Family i-6.3 1.6
and I: Correctly spell Read grade
Likes and grade level level texts with
Dislikes words.* appropriate
Genre: intonation,
Poem expression,
and
punctuation
cues when
applicable.*
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.

(PWR) (VCD)
MT2OL-Ic-d- MT2PWR-Ic- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ic- MT2VCD-Ia-i- MT2LC-Ic-d- MT2RC-Ic-d- MT2ATR-Ia- MT2SS-Ia-d-
10.1 d-7.4 1.4 1.4 2.1.2 1.2 2.1.1 2.1.1 c-5.1 8.1
Relate one’s Read with Read aloud Express ideas Identify the Use words Give the Give the Express Fill out forms
own understanding grade level text through poster gender of unlocked correct correct individual (e.g. school
experiences words with with an making (e.g. naming words, during story sequence of 3- sequence of 3- choices and forms)
and ideas consonant accuracy of 95 ads, character when reading in 5 events in a 5 events in a taste for texts.
related to the blends, clusters - 100%. profiles, news applicable. meaningful story. story.
topics using a and digraphs report, lost and contexts.*
variety of when found) using
words with applicable stories as
proper springboard.(T
phrasing and hese writing
intonation. activities are
scaffold by the
Q1, teacher.)
Week 3 MT2PWR-Ia- MT2F-Ia-i- MT2VCD-Ic-
(c)
d-7.5 1.5 e-1.3
Theme: Read with Read grade Use the
My
understanding level texts with combination of
Family grade level appropriate affixes and root
and I:
text*. speed.* (Note: words as clues
Likes and should include to get the
Dislikes
benchmarks on meaning of
Genre: number of words.*
Poem
words per
minute once
research and
data have been
gathered)*
i-6.3 1.6
grade level level texts with
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable.*

(PWR) (VCD)
Q1, MT2PWR-Ia-
Week 3 i-3.3
(c) Write upper
Theme: and lower case
My letters using
Family cursive strokes.
and I:
Likes and
Dislikes
Genre:
Poem
MT2OL-Ic-d- MT2PWR-Ic- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Id- MT2VCD-Ia-i- MT2LC-Ic-d- MT2RC-Ic-d- MT2ATR-Id- MT2SS-Ia-d-
10.1 d-7.4 1.4 1.4 2.1.3 1.2 2.1.1 2.1.1 f-2.1.1 8.1
Relate one’s Read with Read aloud Express ideas Identify and Use words Give the Give the Browse/read Fill out forms
own understanding grade level text through poster use collective unlocked correct correct books for (e.g. school
experiences words with with an making (e.g. nouns, when during story sequence of 3- sequence of 3- various forms)
and ideas consonant accuracy of 95 ads, character applicable. reading in 5 events in a 5 events in a purposes such
related to the blends, clusters - 100%. profiles, news meaningful story. story. as for learning
topics using a and digraphs report, lost and contexts.* or for pleasure.
variety of when found) using
Q1, words with applicable stories as
Week 4 proper springboard.(T
(d) phrasing and hese writing
Theme: intonation. activities are
My scaffold by the
Family teacher.)
and I: MT2PWR-Ia- MT2FI-a-i- MT2VCD-Ic-
Likes and d-7.5 1.5 e-1.3
Dislikes Read with Read grade Use the
Genre: understanding level texts with combination of
Poem grade level appropriate affixes and root
text*. speed.* (Note: words as clues
should include to get the
number of words.*
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
i-6.3 1.6
(d) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ie-f- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ie-f- MT2VCD-Ia-i- MT2LC-Ie- MT2RC-Ie- MT2ATRId-f- MT2SS-Ie-g-
3.2 i-7.6 1.4 1.4 2.5 1.2 6.1 6.1 2.1.1 1.2
Q1, Use Read content Read aloud Express ideas Identify the Use words Relate story Relate story Browse/read Follow
Week 5 expressions area-related grade level text through poster parts of a unlocked events to one’s events to one’s books for instructions in
(e) appropriate to words.* (Math with an making (e.g. sentence during story experiences. experiences. various a test carefully.
Theme: the grade level and Science accuracy of 95 ads, character (subject and reading in purposes such
My to give opinion terms) - 100%. profiles, news predicate). meaningful as for learning
Family in a text report, lost and contexts.* or for pleasure.
and I: listened to, found) using
Likes and heard or read. stories as
Dislikes springboard.(T
Genre: hese writing
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
MT2PWR-Ie- MT2F-Ia-i- MT2VCD-Ic-

i-7.7 1.5 e-1.3
Read content Read grade Use the
area-related level texts with combination of
sight words.* appropriate affixes and root
(Math and speed.* (Note: words as clues
Science terms) should include to get the
number of words.*
words per
Q1, minute once
Week 5 research and
(e) data have been
Theme: gathered)*
My MT2PWR-Ia- MT2F-Ia-i-
Family i-6.3 1.6
and I: Correctly spell Read grade
Likes and grade level level texts with
Dislikes words.* appropriate
Genre: intonation,
Poem expression,
and
punctuation
cues when
applicable.*
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.

(PWR) (VCD)
MT2OL-Ie-f- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ie-f- MT2VCD-Ia-i- MT2LC-If-4.4 MT2RC-If-4.4 MT2ATR-Id- MT2SS-Ie-g-
3.2 i-7.6 1.4 1.4 2.5 1.2 Identify the Identify the f-2.1.1 1.2
Use Read content Read aloud Express ideas Identify the Use words difference difference Browse/read Follow
expressions area-related grade level text through poster parts of a unlocked between a between a books for instructions in
appropriate to words.* (Math with an making (e.g. sentence during story story and a story and a various a test carefully.
the grade level and Science accuracy of 95 ads, character (subject and reading in poem. poem. purposes such
to give opinion terms) - 100%. profiles, news predicate). meaningful as for learning
in a text report, lost and contexts.* or for pleasure.
listened to, found) using
heard or read. stories as
springboard.(T
hese writing
activities are
scaffold by the
teacher.)
Q1,
MT2PWR-Ie- MT2F-Ia-i- MT2VCD-If-
Week 6
i-7.7 1.5 h-3.3
(f)
Read content Read grade Identify and
Theme:
area-related level texts with use compound
My
sight words.* appropriate words
Family
(Math and speed.* (Note: appropriate to
and I:
Science terms) should include the grade level
Likes and
benchmarks on in sentences.*
Dislikes
number of
Genre:
words per
Poem
minute once
research and
data have been
gathered)*
MT2PWR-Ia- MT2F-Ia-j-
j-3.3 1.6
Write upper Read grade
and lower case level texts with
letters using appropriate
cursive strokes. intonation,
expression,
and
punctuation
cues when
applicable.*

(PWR) (VCD)
MT2OL-Ig-h- MT2PWR-Ie- MT2F-Ia-i- MT2C-Ia-i- MT2GA-Ig- MT2VCD-Ia-i- MT2LC-Ig- MT2RC-Ig- MT2ATR-Ig-i- MT2SS-Ie-g-
1.4 i-7.6 1.4 1.4 4.1 1.2 2.3 2.3 4.2 1.2
Talk about Read content Read aloud Express ideas Differentiate Use words Give the Give the Show love for Follow
famous people, area-related grade level text through poster sentences from unlocked meaning of a meaning of a reading by instructions in
places, events, words.* (Math with an making (e.g. non - during story poem. poem. listening a test carefully.
etc. using and Science accuracy of 95 ads, character sentences. reading in attentively
descriptive and terms) - 100%. profiles, news meaningful during story
action words in report, lost and contexts.* reading and by
complete found) using making
sentences. stories as comments/reac
springboard.(T tions.
hese writing
activities are
scaffold by the
Q1, teacher.)
Week 7 MT2PWR-Ie- MT2F-Ia-i- MT2VCD-If- MT2LC-Ig-h- MT2RC-Ig-h-
(g)
i-7.7 1.5 h-3.3 3.3 3.3
Theme: Read content Read grade Identify and Give the main Give the main
My
area-related level texts with use compound idea of a idea of a
Family sight words.* appropriate words story/poem. story/poem.
and I:
(Math and speed.* (Note: appropriate to
Likes and Science terms) should include the grade level
Dislikes
benchmarks on in sentences.*
Genre: number of
Poem
words per
minute once
research and
data have been
gathered)*
i-6.3 1.6
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable.*

(PWR) (VCD)
Q1, MT2PWR-Ia-
Week 7 i-3.3
(g) Write upper
Theme: and lower case
My letters using
Family cursive strokes.
and I:
Likes and
Dislikes
Genre:
Poem
MT2OL-Ig-h- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ih-i- MT2VCD-Ia-i- MT2LC-Ig-h- MT2RC-Ig-h- MT2ATR-Ig-i- MT2SS-Ih-i-
1.4 i-7.6 1.4 1.4 2.6 1.2 3.3 3.3 4.2 1.3
Talk about Read content Read aloud Express ideas Identify and Use words Give the main Give the main Show love for Follow 3 -5
famous people, area-related grade level text through poster use a variety of unlocked idea of a idea of a reading by step written
places, events, words.* (Math with an making (e.g. sentences: during story story/poem. story/poem. listening directions.
etc. using and Science accuracy of 95 ads, character a. declarative reading in attentively
descriptive and terms) - 100%. profiles, news b. interrogative meaningful during story
action words in report, lost and c. exclamatory contexts.* reading and by
complete found) using d. imperative making
Q1, sentences. stories as comments/
Week 8 springboard.(T reactions.
(h) hese writing
Theme: activities are
My scaffold by the
Family teacher.)
and I: MT2PWR-Ie- MT2F-Ia-i- MT2GA-Ih-i- MT2VCD-If- MT2LC-Ih-i- MT2RC-Ih-i-
Likes and i-7.7 1.5 5.1 h-3.3 5.1 5.1
Dislikes Read content Read grade Construct Identify and Predict possible Predict possible
Genre: area-related level texts with sentences use compound ending of a ending of a
Poem sight words.* appropriate observing words story. story.
(Math and speed.* (Note: appropriate appropriate to
Science terms) should include punctuation the grade level
benchmarks on marks. in sentences.*
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
i-6.3 1.6
(h) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ii-i- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ih-i- MT2VCD-Ia-i- MT2LC-Ih-i- MT2RC-Ih-i- MT2ATR-Ig- MT2SS-Ih-i-
9.1.1 i-7.6 1.4 1.4 2.6 1.2 5.1 5.1 j-4.2 1.3
Q1, Tell/retell Read content Read aloud Express ideas Identify and Use words Predict possible Predict possible Show love for Follow 3 -5
Week 9 familiar stories area-related grade level text through poster use a variety of unlocked ending of a ending of a reading by step written
(i) and short words.* (Math with an making (e.g. sentences: during story story. story. listening directions.
Theme: conversations and Science accuracy of 95 ads, character a. declarative reading in attentively
My by using terms) - 100%. profiles, news b. interrogative meaningful during story
Family appropriate report, lost and c. exclamatory contexts.* reading and by
and I: gestures and found) using d. imperative making
Likes and expressions in stories as comments/reac
Dislikes complete springboard.(T tions.
Genre: sentences. hese writing
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
MT2PWR-Ie- MT2F-Ia-i- MT2GA-Ih-i- MT2VCD-Ii-i- MT2L-Ii-i-2.5 MT2RC-Ii-i-

i-7.7 1.5 5.1 4.1 Give the 2.5
Read content Read grade Construct Recognize summary of a Give the
area-related level texts with sentences common story summary of a
sight words.* appropriate observing abbreviations story
(Math and speed.* (Note: appropriate (e.g. Jan.,
Science terms) should include punctuation Sun., St., Mr.,
benchmarks on marks. Mrs.).
number of
words per
minute once
Q1,
research and
Week 9
data have been
(i)
gathered)*
Theme:
My
i-6.3 1.6
Family
and I:
Likes and
words.* appropriate
Dislikes
intonation,
Genre:
expression,
Poem
and
punctuation
cues when
applicable.*
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.
Summative Test

SECOND QUARTER

(PWR) (VCD)
Quarter 2 – Knowing Myself and My Family

MT2OL-IIa-c- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IIa-b- MT2RC-Ia-b- MT2ATR-IIa-
10.1 IIa-b-7.3 1.4 2.2 e-2.2.2 i-1.2 4.5 4.5 c-5.1
Relate one’s Read a large Read aloud Write Identify and Use words Identify the Identify the Express
own number of grade level text paragraphs use the unlocked important story important story individual
experiences regularly with an using subject, following during story elements. elements. choices and
and ideas spelled multi- accuracy of 95 object and pronouns when reading in taste for texts.
related to the syllabic words - 100%. possessive applicable meaningful
topics using a pronouns, a. contexts.*
variety of observing the demonstrative
words with conventions of pronouns (e.g.
proper writing. ito, iyan, yan,
Q2, phrasing and dito, diyan,
Week 1 intonation. doon)
(a) b. subject and
Theme: object
My pronouns
Family c. possessive
and I: pronouns
Likes and
MT2PWR- MT2F-IIa-i- MT2VCD-IIa-
Dislikes
IIa-d-7.5 1.5 i-3.4
Genre:
Read with Read grade Identify and
Poem
understanding level texts with use simile and
grade level appropriate metaphor in
text*. speed.* (Note: sentences.*
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
Q2, Read content Read grade
Week 1 area-related level texts with
(a) words.* (Math appropriate
Theme: and Science intonation,
My terms) expression,
Family and
and I: punctuation
Likes and cues when
Dislikes applicable
Genre: MT2PWR-
Poem IIa-i-6.3
Correctly spell
grade level
words.*
MT2OL-IIa-c- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IIa-b- MT2RC-Ia-b- MT2ATR-IIa-
10.1 IIa-b-7.3 1.4 2.2 e-2.2.2 -i1.2 4.5 4.5 c-5.1
Relate one’s Read a large Read aloud Write Identify and Use words Identify the Identify the Express
own number of grade level text paragraphs use the unlocked important story important story individual
Q2,
experiences regularly with an using subject, following during story elements. elements. choices and
Week 2
and ideas spelled multi- accuracy of 95 object and pronouns when reading in taste for texts.
(b)
related to the syllabic words - 100%. possessive applicable meaningful
Theme:
topics using a pronouns, a. contexts.*
My
variety of observing the demonstrative
Family
words with conventions of pronouns (e.g.
and I:
Likes and
phrasing and dito, diyan,
Dislikes
intonation. doon)
Genre:
b. subject and
Poem
object
pronouns
c. possessive
pronouns

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2VCD-IIa-

IIa-d-7.5 1.5 i-3.4
Read with Read grade Identify and
understanding level texts with use simile and
should include
benchmarks on
number of
words per
minute once
Q2, research and
Week 2 data have been
(b) gathered)*
Theme:
My
Family MT2PWR- MT2F-IIa-i-
and I: IIe-i-7.6 1.6
Likes and Read content Read grade
Dislikes area-related level texts with
Genre: words.* (Math appropriate
Poem and Science intonation,
terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
IIa-i-6.3
Correctly spell
grade level
words.*

(PWR) (VCD)
MT2OL-IIa-c- MT2PWR-IIc- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-Iic- MT2RC-Ic- MT2ATR-IIa-

10.1 d-7.4 1.4 2.2 e-2.2.2 i-1.2 3.1 3.1 c-5.1
Relate one’s Read with Read aloud Write Identify and Use words Infer character Infer character Express
own understanding grade level text paragraphs use the unlocked feelings and feelings and individual
experiences words with with an using subject, following during story traits in a story traits in a story choices and
and ideas consonant accuracy of 95 object and pronouns when reading in taste for texts.
related to the blends, clusters - 100%. possessive applicable meaningful
topics using a and digraphs pronouns, a. contexts.*
variety of when observing the demonstrative
words with applicable conventions of pronouns (e.g.
Q2, phrasing and dito, diyan,
Week 3 intonation. doon)
(c) b. subject and
Theme: object
My pronouns
Family c. possessive
and I: pronouns
Likes and MT2PWR- MT2F-IIa-i- MT2VCD-IIa-
Dislikes IIa-d-7.5 1.5 i-3.4
Genre: Read with Read grade Identify and
Poem understanding level texts with use simile and
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
Read content Read grade
Q2,
area-related level texts with
Week 3
words.* (Math appropriate
(c)
and Science intonation,
Theme:
terms) expression,
My
and
Family
punctuation
and I:
cues when
Likes and
applicable
Dislikes
MT2PWR-
Genre:
IIa-i-6.3
Poem
Correctly spell
grade level
words.*
MT2OL-IId- MT2PWR-IIc- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId- MT2ATR-IId- MT2SS-IId-e-
e-6.3 d-7.4 1.4 2.2 e-2.2.2 i-1.2 2.5 e-2.5 f-2.1.1 4.4
Participate in Read with Read aloud Write Identify and Use words Give the Give the Browse/read Get information
and initiate understanding grade level text paragraphs use the unlocked summary of a summary of a books for from published
Q2,
more extended words with with an using subject, following during story story story various announcement
Week 4
social consonant accuracy of 95 object and pronouns when reading in purposes such s.
(d)
conversation or blends, clusters - 100%. possessive applicable meaningful as for learning
Theme:
dialogue with and digraphs pronouns, a. contexts.* or for pleasure.
My
peers, adults when observing the demonstrative
Family
on unfamiliar applicable conventions of pronouns (e.g.
and I:
topics by writing. ito, iyan, yan,
Likes and
asking and dito, diyan,
Dislikes
answering doon)
Genre:
questions, b. subject and
Poem
restating and object
soliciting pronouns
information c. possessive
pronouns

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId-

IIe-i-7.6 1.5 i-3.4 8.1 e-8.1
Read content Read grade Identify and Retell a story. Retell a story.
area-related level texts with use simile and
words.* (Math appropriate metaphor in
and Science speed.* (Note: sentences.*
terms) should include
benchmarks on
Q2, number of
Week 4 words per
(d) minute once
Theme: research and
My data have been
Family gathered)*
and I:
Likes and MT2PWR- MT2F-IIa-i-
Dislikes IIa-i-6.3 1.6
Genre: Correctly spell Read grade
Poem grade level level texts with
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable

(PWR) (VCD)
MT2OL-IId- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId- MT2ATR-IId- MT2SS-IId-e-
e-6.3 IIe-i-7.6 1.4 2.2 e-2.2.2 i-1.2 2.5 e-2.5 f-2.1.1 4.4
Participate in Read content Read aloud Write Identify and Use words Give the Give the Browse/read Get information
and initiate area-related grade level text paragraphs use the unlocked summary of a summary of a books for from published
more extended words.* (Math with an using subject, following during story story story various announcement
social and Science accuracy of 95 object and pronouns when reading in purposes such s.
conversation or terms) - 100%. possessive applicable meaningful as for learning
dialogue with pronouns, a. contexts.* or for pleasure.
peers, adults observing the demonstrative
on unfamiliar conventions of pronouns (e.g.
topics by writing. ito, iyan, yan,
Q2, asking and dito, diyan,
Week 5 answering doon)
(e) questions, b. subject and
Theme: restating and object
My soliciting pronouns
Family information c. possessive
and I: pronouns
Likes and
MT2PWR- MT2F-IIa-i- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId-
Dislikes
IIe-i-7.7 1.5 i-3.4 8.1 e-8.1
Genre:
Read content Read grade Identify and Retell a story. Retell a story.
Poem
area-related level texts with use simile and
sight words.* appropriate metaphor in
(Math and speed.* (Note: sentences.*
Science terms) should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
Q2, IIe-i-7.7
Week 5 Read content
(e) area-related
Theme: sight words.*
My (Math and
Family Science terms)
and I: MT2PWR-
Likes and IIa-i-6.3
Dislikes Correctly spell
Genre: grade level
Poem words.*
MT2PWR-
IIe-i-3.4
Write/copy
words,
phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCDII-a- MT2LC-IIf-g- MT2RC-IIf-g- MT2ATR-IId- MT2SS-IIf-h-

IIe-i-7.6 1.4 2.2 2.6 i-1.2 2.11 2.11 f-2.1.1 4.5
Read content Read aloud Write Identify and Use words Note important Note important Browse/read Get information
area-related grade level text paragraphs use a variety of unlocked details in grade details in grade books for from a table
words.* (Math with an using subject, sentences: during story level level various
and Science accuracy of 95 object and a. declarative reading in informational informational purposes such
terms) - 100%. possessive b. interrogative meaningful texts. texts. as for learning
pronouns, c. exclamatory contexts.* or for pleasure.
observing the d. imperative
conventions of
writing.
MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g-
Q2, IIe-i-7.7 1.5 5.1 i-3.4 3.4 3.4
Week 6 Read content Read grade Construct Identify and Infer important Infer important
(f) area-related level texts with sentences use simile and details from an details from an
Theme: sight words.* appropriate observing metaphor in informational informational
My (Math and speed.* (Note: appropriate sentences.* text. text.
Family Science terms) should include punctuation
and I: benchmarks on marks.
Likes and number of
Dislikes words per
Genre: minute once
Poem research and
data have been
gathered)*
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable

(PWR) (VCD)
MT2PWR-
IIe-i-7.7
Read content
area-related
sight words.*
(Math and
Science terms)
Q2, MT2PWR-
Week 6 IIa-i-6.3
(f) Correctly spell
Theme: grade level
My words.*
Family
and I: MT2PWR-
Likes and IIe-i-3.4
Dislikes Write/copy
Genre: words,
Poem phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.
Q2, MT2OL-IIg- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g- MT2ATR-IIg- MT2SS-IIf-h-
Week 7 h-1.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 2.11 2.11 j-4.2 4.5
(g) Talk about Read content Read aloud Write Identify and Use words Note important Note important Show love for Get information
Theme: famous people, area-related grade level text paragraphs use a variety of unlocked details in grade details in grade reading by from a table
My places, events, words.* (Math with an using subject, sentences: during story level level listening
Family etc. using and Science accuracy of 95 object and a. declarative reading in informational informational attentively
and I: descriptive and terms) - 100%. possessive b. interrogative meaningful texts. texts. during story
Likes and action words in pronouns, c. exclamatory contexts.* reading and by
Dislikes complete observing the d. imperative making
Genre: sentences. conventions of comments/reac
Poem writing. tions.

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g-

IIe-i-7.7 1.5 5.1 i-3.4 3.4 3.4
Read content Read grade Construct Identify and Infer important Infer important
area-related level texts with sentences use simile and details from an details from an
sight words.* appropriate observing metaphor in informational informational
(Math and speed.* (Note: appropriate sentences.* text. text.
Science terms) should include punctuation
benchmarks on marks.
number of
words per
minute once
research and
data have been
gathered)*
Q2,
Week 7 MT2PWR- MT2F-IIa-i-
(g) IIe-i-7.6 1.6
Theme: Read content Read grade
My area-related level texts with
Family words.* (Math appropriate
and I: and Science intonation,
Likes and terms) expression,
Dislikes and
Genre: punctuation
Poem cues when
applicable
MT2PWR-
IIe-i.7
Read content
area-related
sight words.*
(Math and
Science terms)
MT2PWR-
IIa-i-6.3
Correctly spell
grade level
words.*

(PWR) (VCD)
MT2PWR-
Q2, IIe-i-3.4
Week 7 Write/copy
(g) words,
Theme: phrases, and
My sentences with
Family proper strokes,
and I: spacing,
Likes and punctuation
Dislikes and
Genre: capitalization
Poem using cursive
writing.
MT2OL-IIg- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIh-i- MT2RC-Ih-i- MT2ATR-IIg- MT2SS-Ih-i-
h-1.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 9.2 9.2 i-4.2 1.3
Talk about Read content Read aloud Write Identify and Use words Sequence Sequence Show love for Read a map of
famous people, area-related grade level text paragraphs use a variety of unlocked events in an events in an reading by the community.
places, events, words.* (Math with an using subject, sentences: during story informational informational listening
etc. using and Science accuracy of 95 object and a. declarative reading in text through text through attentively
descriptive and terms) - 100%. possessive b. interrogative meaningful discussion, discussion, during story
action words in pronouns, c. exclamatory contexts.* illustration, illustration, reading and by
Q2, complete observing the d. imperative song, song, making
Week 8 sentences. conventions of dramatization dramatization comments/reac
(h) writing. and art. and art. tions.
Theme:
My MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2SS-IIf-h-
Family IIe-i-7.7 1.5 5.1 i-3.4 4.5
and I: Read content Read grade Construct Identify and Get information
Likes and area-related level texts with sentences use simile and from a table
Dislikes sight words.* appropriate observing metaphor in
Genre: (Math and speed.* (Note: appropriate sentences.*
Poem Science terms) should include punctuation
benchmarks on marks.
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
Q2, IIe-i-7.7
Week 8 Read content
(h) area-related
Theme: sight words.*
My (Math and
Family Science terms)
and I: MT2PWR-
Likes and IIa-i-6.3
Dislikes Correctly spell
Genre: grade level
Poem words.*
MT2PWR-
IIe-i-3.4
Write/copy
words,
phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
Q2, MT2PWR-
Week 8 IIh-i-8.1
(h) Observe proper
Theme: mechanics and
My format when
Family writing for
and I: different
Likes and purposes (i.e.
Dislikes paragraph
Genre: writing, letter
Poem writing)
MT2OL-IIi- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIh-i- MT2RC-Ih-i- MT2ATR-IIg- MT2SS-Ih-i-
3.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 9.2 9.2 i-4.2 1.3
Use Read content Read aloud Write Identify and Use words Sequence Sequence Show love for Read a map of
expressions to area-related grade level text paragraphs use a variety of unlocked events in an events in an reading by the community.
the grade level words.* (Math with an using subject, sentences: during story informational informational listening
to give opinion and Science accuracy of 95 object and a. declarative reading in text through text through attentively
in a text terms) - 100%. possessive b. interrogative meaningful discussion, discussion, during story
listened to, pronouns, c. exclamatory contexts.* illustration, illustration, reading and by
heard or read. observing the d. imperative song, song, making
Q2, conventions of dramatization dramatization comments/reac
Week 9 writing. and art. and art. tions.
(i) MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2SS-IIi-i-
Theme: IIe-i-7.7 1.5 5.1 i-3.4 9.1
My Read content Read grade Construct Identify and Arrange 7
Family area-related level texts with sentences use simile and words with
and I: sight words.* appropriate observing metaphor in different
Likes and (Math and speed.* (Note: appropriate sentences.* beginning
Dislikes Science terms) should include punctuation letters in
Genre: benchmarks on marks. alphabetical
Poem number of order.
words per
minute once
research and
data have been
gathered)*
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
(PWR) (VCD)

terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
IIe-i-7.7
Read content
area-related
sight words.*
(Math and
Q2, Science terms)
Week 9 MT2PWR-
(i) IIa-i-6.3
Theme: Correctly spell
My grade level
Family words.*
and I:
MT2PWR-
Likes and IIe-i-3.4
Dislikes
Write/copy
Genre: words,
Poem phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
Q2, MT2PWR-
Week 9 IIh-i-8.1
(i) Observe proper
Theme: mechanics and
My format when
Family writing for
and I: different
Likes and purposes (i.e.
Dislikes paragraph
Genre: writing, letter
Poem writing)
Summative Test

THIRD QUARTER

(PWR) (VCD)

MT2OL-IIIa- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LC-IIIa- MT2RC-IIIa- MT2ATR- MT2SS-IIIa-
10.1 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 2.11 2.11 IIIa-c-5.1 b-5.1
Relate one’s Read content Read aloud Write short Identify and Use words Note important Note important Express Interpret a
own area-related grade level text narrative use action unlocked details in a details in a individual pictograph.
experiences words.* (Math with an paragraphs words in simple during story grade level grade level choices and
and ideas and Science accuracy of 95 that include tenses reading in narrative or narrative or taste for texts.
related to the terms) - 100%. elements of (present, past, meaningful informational informational
topics using a setting, future) with contexts.* text. text.
variety of characters, and the help of
Q3,
words with plot (problem time signals.
Week 1
proper and
(a)
phrasing and resolution),
Theme:
intonation. observing the
My
conventions of
Family
writing.
and I:
MT2PWR- MT2F-IIIa-i- MT2VCD-
Likes and
IIIa-c7.7 1.5 IIIa-i-3.5
Dislikes
Read content Read grade Identify and
Genre:
area-related level texts with use words with
Poem
sight appropriate multiple
words.*(Math speed.* (Note: meanings in
and Science should include sentences.*
terms) benchmarks on
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
Q3, MT2PW-IIIa- MT2F-IIIa-i-
Week 1 i-6.3 1.6
(a) Correctly spell Read grade
Theme: grade level level texts with
My words.* appropriate
Family intonation,
and I: expression,
Likes and and
Dislikes punctuation
Genre: cues when
Poem applicable.*
MT2OL-IIIb- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LCIIIb-c- MT2R-CIIIb- MT2ATR- MT2SS-IIIa-
c-6.3 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 4.5 c-4.5 IIIa-c-5.1 b-5.1
Participate in Read content Read aloud Write short Identify and Use words Identify the Identify the Express Interpret a
Q3, and initiate area-related grade level text narrative use action unlocked important story important story individual pictograph.
Week 2 more extended words.* (Math with an paragraphs words in simple during story elements. elements. choices and
(b) social and Science accuracy of 95 that include tenses reading in taste for texts.
Theme: conversation or terms) - 100%. elements of (present, past, meaningful
My dialogue with setting, future) with contexts.*
Family peers, adults characters, and the help of
and I: on unfamiliar plot (problem time signals.
Likes and topics by and
Dislikes asking and resolution),
Genre: answering observing the
Poem questions, conventions of
restating and writing.
soliciting
information.*
MT2PWR- MT2F-IIIa-j- MT2VCD- MT2LC-IIIb- MT2RC-IIIb-
Q3, IIIa-c-7.7 1.5 IIIa-j-3.5 c-2.2.1 c-2.2.1
Week 2 Read content Read grade Identify and Give one’s Give one’s
(b) area-related level texts with use words with reaction to an reaction to an
Theme: sight appropriate multiple event or issue. event or issue.
My words.*(Math speed.* (Note: meanings in
Family and Science should include sentences.*
and I: terms) benchmarks on
Likes and number of
Dislikes words per
Genre: minute once
Poem research and
data have been

(PWR) (VCD)
gathered)*
MT2PW-IIIa- MT2F-IIIa-i-
i-6.3 1.6
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable.*
MT2OL-IIIb- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LC-IIIb- MT2RC-IIIb- MT2ATR- MT2SS-IIIc-
c-6.3 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 c-4.5 c-4.5 IIIa-c-5.1 e-1.3
Participate in Read content Read aloud Write short Identify and Use words Identify the Identify the Express Follow 3 – 5
Q3, and initiate area-related grade level text narrative use action unlocked important story important story individual step written
Week 3 more extended words.* (Math with an paragraphs words in simple during story elements. elements. choices and directions.
(c) social and Science accuracy of 95 that include tenses reading in taste for texts.
Theme: conversation or terms) - 100%. elements of (present, past, meaningful
My dialogue with setting, future) with contexts.*
Family peers, adults characters, and the help of
and I: on unfamiliar plot (problem time signals.
Likes and topics by and
Dislikes asking and resolution),
Genre: answering observing the
Poem questions, conventions of
restating and writing.
soliciting
information.*

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2VCD- MT2LC-IIIb- MT2RC-IIIb-
IIIa-c-7.7 1.5 IIIa-i-3.5 c-2.2.1 c-2.2.1
Read content Read grade Identify and Give one’s Give one’s
area-related level texts with use words with reaction to an reaction to an
sight appropriate multiple event or issue. event or issue.
words.*(Math speed.* (Note: meanings in
and Science should include sentences.*
Q3, terms) benchmarks on
Week 3 number of
(c) words per
Theme: minute once
My research and
Family data have been
and I: gathered)*
Likes and MT2PW-IIIa- MT2F-IIIa-i-
Dislikes i-6.3 1.6
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable.*
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIId- MT2RC-IIId- MT2ATR- MT2SS-IIIc-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 e-3.4 e-3.4 IIId-f-2.1.1 e-1.3
Week 4 Talk about Correctly spell Read aloud Write short Use action Use words Infer important Infer important Browse/read Follow 3 – 5
(d) famous people, grade level grade level text narrative words when unlocked details from an details from an books for step written
Theme: places, events, words.* with an paragraphs narrating during story informational informational various directions.
My etc. using accuracy of 95 that include simple reading in text. text. purposes such
Family descriptive and - 100%. elements of experiences meaningful as for learning
and I: action words in setting, and when contexts.* or for pleasure.
Likes and complete characters, and giving simple
Dislikes sentences/para plot (problem 3-5 steps
Genre: graph and directions using
Poem resolution), signal words
observing the (e.g. first,
conventions of second, next,
writing. etc.).

(PWR) (VCD)
MT2F-IIIa-i- MT2GA-IIId- MT2VCD-
1.5 i-5.1.1 IIIa-i-3.5
Read grade Construct Identify and
level texts with sentences use words with
appropriate and/or multiple
speed.* (Note: paragraphs meanings in
should include observing sentences.*
benchmarks on appropriate
number of punctuation
words per marks.
minute once
research and
data have been
gathered)*
MT2F-IIIa-i-
1.6
Read grade
level texts with
appropriate
intonation,
expression,
and
punctuation
cues when
applicable.*
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIId- MT2RC-IIId- MT2ATR- MT2SS-IIIc-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 e-3.4 e-3.4 IIId-f-2.1.1 e-1.3
Week 5 Talk about Correctly spell Read aloud Write short Use action Use words Infer important Infer important Browse/read Follow 3 – 5
(e) famous people, grade level grade level text narrative words when unlocked details from an details from an books for step written
Theme: places, events, words.* with an paragraphs narrating during story informational informational various directions.
My etc. using accuracy of 95 that include simple reading in text. text. purposes such
Family descriptive and - 100%. elements of experiences meaningful as for learning
and I: action words in setting, and when contexts.* or for pleasure.
Likes and complete characters, and giving simple
writing. etc.).

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2GA-IIId- MT2VCD-
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
Write/copy Read grade Construct Identify and
sentences, level texts with sentences use words with
paragraphs and appropriate and/or multiple
short texts with speed.* (Note: paragraphs meanings in
proper strokes, should include observing sentences.*
spacing, benchmarks on appropriate
punctuation number of punctuation
and words per marks.
capitalization minute once
using cursive research and
writing. data have been
gathered)*
MT2PWR- MT2F-IIIa-i-
IIIe-i-8.1 1.6
Observe proper Read grade
mechanics and level texts with
format when appropriate
writing for intonation,
different expression,
purposes (i.e. and
paragraph punctuation
writing, letter cues when
writing) applicable.*
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIf- MT2RC-IIIf- MT2ATR- MT2SS-IIIf-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 g-9.2 g-9.2 IIId-f-2.1.1 h-10.1
Week 6 Talk about Correctly spell Read aloud Write short Use action Use words Sequence Sequence Browse/read Enumerate the
(f) famous people, grade level grade level text narrative words when unlocked events in an events in an books for labels in an
Theme: places, events, words.* with an paragraphs narrating during story informational informational various illustration.
My etc. using accuracy of 95 that include simple reading in text through text through purposes such
Family descriptive and - 100%. elements of experiences meaningful discussion, discussion, as for learning
and I: action words in setting, and when contexts.* illustration, illustration, or for pleasure.
Likes and complete characters, and giving simple song, song,
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)*
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIg- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIf- MT2RC-IIIf- MT2ATR- MT2SS-IIIf-
Q3, h-3.3 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 g-9.2 g9.2 IIIg-j-4.2 h-10.1
Week 7 Use Correctly spell Read aloud Write short Use action Use words Sequence Sequence Show love for Enumerate the
(g) expressions grade level grade level text narrative words when unlocked events in an events in an reading by labels in an
Theme: appropriate to words.* with an paragraphs narrating during story informational informational listening illustration.
My the grade level accuracy of 95 that include simple reading in text through text through attentively
Family to relate/show - 100%. elements of experiences meaningful discussion, discussion, during story
and I: one’s setting, and when contexts.* illustration, illustration, reading and by
Likes and obligation, characters, and giving simple song, song, making
Dislikes hope, and wish plot (problem 3-5 steps comments/reac
Genre: and directions using tions.
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)*
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIg- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIh- MT2RC-IIIh- MT2ATR- MT2SS-IIIf-
Q3, h-3.3 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 2.6 2.6 IIIg-i-4.2 h-10.1
Week 8 Use Correctly spell Read aloud Write short Use action Use words Give another Give another Show love for Enumerate the
(h) expressions grade level grade level text narrative words when unlocked title for literary title for literary reading by labels in an
Theme: appropriate to words.* with an paragraphs narrating during story or or listening illustration.
My the grade level accuracy of 95 that include simple reading in informational informational attentively
Family to relate/show - 100%. elements of experiences meaningful text. text. during story
and I: one’s setting, and when contexts.* reading and by
Likes and obligation, characters, and giving simple making
Dislikes hope, and wish plot (problem 3-5 steps comments/reac
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)*
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIi-i- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIi-i- MT2RC-IIIi-i- MT2ATR- MT2SS-IIIi-i-
Q3, 11.1 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 4.6 4.6 IIIg-i-4.2 11.1
Week 9 Recognize Correctly spell Read aloud Write short Use action Use words Identify the Identify the Show love for Alphabetize 7
(i) appropriate grade level grade level text narrative words when unlocked author’s author’s reading by words with the
Theme: ways of words.* with an paragraphs narrating during story purpose for purpose for listening same
My speaking that accuracy of 95 that include simple reading in writing a writing a attentively beginning
Family vary according - 100%. elements of experiences meaningful selection selection during story letters and
and I: to purposes, setting, and when contexts.* reading and by different
Likes and audience, and characters, and giving simple making second letters.
Dislikes subject matter plot (problem 3-5 steps comments/reac
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)*
IIIe-i-8.1 1.6
purposes (i.e. and
Summative Test

FOURTH QUARTER

(PWR) (VCD)

MT2OL-IVa- MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-Iva- MT2VCD-IVa- MT2LC-Iva- MT2RC-IVa- MT2ATR-IVa- MT2SS-IVa-
b-10.1 IVa-c-7.6 1.4 3.1 2.4.1 i1.2 2.11 2.11 c-5.1 e-4.6
Relate one’s Read content Read aloud Observe the Identify and Use words Note important Note important Express Get information
own area-related grade level text conventions of use adjectives unlocked details in a details in a individual such as the
experiences words.* (Math with an writing in in sentences. during story grade level grade level choices and title of a
and ideas and Science accuracy of 95 composing reading in narrative or narrative or taste for texts. selection
related to the terms) - 100%. journal entries meaningful informational informational and/or pages
topics using a and letters contexts.* text. text. from a table of
variety of (friendly letter, contents.
words with thank you
proper letter, letter of
phrasing and invitation,
Q4, intonation. birthday
Week 1 greetings).
(a) MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa-
Theme: IVa-c-7.7 1.5 2.4 i-3.5
My Read content Read grade Write Identify and
Family area-related level texts with descriptive use words with
and I: sight appropriate paragraphs, multiple
Likes and words.*(Math speed.* (Note: observing the meanings in
Dislikes and Science should include conventions of sentences.*
Genre: terms) benchmarks on writing.
Poem number of
words per
minute once
research and
data have been
gathered)*
MT2PW-IVa- MT2F-IIIa-i-
i-6.3 1.6
words.* appropriate
intonation,
expression,
and
punctuation
(PWR) (VCD)
cues when
applicable
MT2OL-IVa- MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVb- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb- MT2ATR-IVa- MT2SS-IVa-
b-10.1 IVa-c-7.6 1.4 3.1 c-2.4.2 i-1.2 c-4.5 c-4.5 c-5.1 e-4.6
Relate one’s Read content Read aloud Observe the Identify Use words Identify the Identify the Express Get information
own area-related grade level text conventions of synonyms and unlocked important story important story individual such as the
experiences words.* (Math with an writing in antonyms of during story elements. elements. choices and title of a
and ideas and Science accuracy of 95 composing adjectives. reading in taste for texts. selection
related to the terms) - 100%. journal entries meaningful and/or pages
topics using a and letters contexts.* from a table of
variety of (friendly letter, contents.
Q4,
words with thank you
Week 2
proper letter, letter of
(b)
phrasing and invitation,
Theme:
intonation. birthday
My
greetings).
Family
and I: MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb-
Likes and IVa-c-7.7 1.5 2.4 i-3.5 c-2.2.1 c-2.2.1
Dislikes Read content Read grade Write Identify and Give one’s Give one’s
Genre: area-related level texts with descriptive use words with reaction to an reaction to an
Poem sight appropriate paragraphs, multiple event or issue. event or issue.
words.*(Math speed.* (Note: observing the meanings in
and Science should include conventions of sentences.*
terms) benchmarks on writing.
number of
words per
minute once
research and
data have been
gathered)*

(PWR) (VCD)
Q4, MT2PW-IVa- MT2F-IIIa-i-
Week 2 i-6.3 1.6
(b) Correctly spell Read grade
Theme: grade level level texts with
My words.* appropriate
Family intonation,
and I: expression,
Likes and and
Dislikes punctuation
Genre: cues when
Poem applicable
MT2OL-IVc- MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVb- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb- MT2ATR-IVa- MT2SS-IVa-
d-6.3 IVa-c-7.6 1.4 3.1 c-2.4.2 i-1.2 c-4.5 c-4.5 c-5.1 e-4.6
Participate in Read content Read aloud Observe the Identify Use words Identify the Identify the Express Get information
Q4, and initiate area-related grade level text conventions of synonyms and unlocked important story important story individual such as the
Week 3 more extended words.* (Math with an writing in antonyms of during story elements. elements. choices and title of a
(c) social and Science accuracy of 95 composing adjectives. reading in taste for texts. selection
Theme: conversation or terms) - 100%. journal entries meaningful and/or pages
My dialogue with and letters contexts.* from a table of
Family peers, adults (friendly letter, contents.
and I: on unfamiliar thank you
Likes and topics by letter, letter of
Dislikes asking and invitation,
Genre: answering birthday
Poem questions, greetings).
restating and
soliciting
information

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb-
IVa-c-7.7 1.5 2.4 i-3.5 c-2.2.1 c-2.2.1
Read content Read grade Write Identify and Give one’s Give one’s
area-related level texts with descriptive use words with reaction to an reaction to an
sight appropriate paragraphs, multiple event or issue. event or issue.
words.*(Math speed.* (Note: observing the meanings in
and Science should include conventions of sentences.*
Q4, terms) benchmarks on writing.
Week 3 number of
(c) words per
Theme: minute once
My research and
and I: gathered)*
Likes and MT2PW-IVa- MT2F-IIIa-i-
Dislikes i-6.3 1.6
words.* appropriate
intonation,
expression,
and
punctuation
cues when
applicable
MT2OL-IVc- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVd- MT2VCD-IVa- MT2LC-IVd- MT2RC-IVd- MT2ATR-IVd- MT2SS-IVa-
d-6.3 i-6.3 1.4 3.1 e-1.6.1 i-1.2 e-3.4 e-3.4 f-2.1.1 e-4.6
Participate in Correctly spell Read aloud Observe the Use correctly Use words Infer important Infer important Browse/read Get information
Q4,
and initiate grade level grade level text conventions of different unlocked details from an details from an books for such as the
Week 4
more extended words.* with an writing in degrees of during story informational informational various title of a
(d)
social accuracy of 95 composing comparison of reading in text. text. purposes such selection
Theme:
conversation or - 100%. journal entries adjectives meaningful as for learning and/or pages
My
dialogue with and letters (same degree, contexts.* or for pleasure. from a table of
Family
peers, adults (friendly letter, comparative, contents.
and I:
on unfamiliar thank you superlative).
Likes and
topics by letter, letter of
Dislikes
asking and invitation,
Genre:
answering birthday
Poem
questions, greetings).
restating and
soliciting
(PWR) (VCD)
information
MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa-

1.5 2.4 i-3.5
Read grade Write Identify and
level texts with descriptive use words with
appropriate paragraphs, multiple
speed.* (Note: observing the meanings in
should include conventions of sentences.*
Q4, benchmarks on writing.
Week 4 number of
(d) words per
Theme: minute once
My research and
and I: gathered)*
Likes and MT2F-IIIa-i-
Dislikes 1.6
Genre: Read grade
Poem level texts with
appropriate
intonation,
expression,
and
punctuation
cues when
applicable
MT2OL-IVe- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVd- MT2VCD-IVa- MT2LC-IVd- MT2RC-IVd- MT2ATR-IVd- MT2SS-IVa-
f-1.2 i-6.3 1.4 3.1 e-1.6.1 i-1.2 e-3.4 e-3.4 f-2.1.1 e-4.6
Q4,
Talk about Correctly spell Read aloud Observe the Use correctly Use words Infer important Infer important Browse/read Get information
Week 5
famous people, grade level grade level text conventions of different unlocked details from an details from an books for such as the
(e)
places, events, words.* with an writing in degrees of during story informational informational various title of a
Theme:
etc. using accuracy of 95 composing comparison of reading in text. text. purposes such selection
My
descriptive and - 100%. journal entries adjectives meaningful as for learning and/or pages
Family
action words in and letters (same degree, contexts.* or for pleasure. from a table of
and I:
complete (friendly letter, comparative, contents.
Likes and
sentences/para thank you superlative).
Dislikes
graph letter, letter of
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa-
IVe-i-3.4.1 1.5 2.4 i-3.5
Write/copy Read grade Write Identify and
sentences, level texts with descriptive use words with
paragraphs and appropriate paragraphs, multiple
short texts with speed.* (Note: observing the meanings in
proper strokes, should include conventions of sentences.*
Q4, spacing, benchmarks on writing.
Week 5 punctuation number of
(e) and words per
Theme: capitalization minute once
My using cursive research and
Family writing. data have been
and I: gathered)*
Likes and MT2PWR- MT2F-IIIa-i-
Dislikes IIIe-i-8.1 1.6
Genre: Observe proper Read grade
Poem mechanics and level texts with
purposes (i.e. and
writing) applicable
MT2OL-IVe- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVf- MT2VCD-IVa- MT2LCIVf-g- MT2RC-IVf- MT2ATR-IVd- MT2SS-IVf-i-
f-1.2 i-6.3 1.4 3.1 g-1.6.2 i-1.2 9.2 g-9.2 f-2.1.1 4.7
Q4,
Talk about Correctly spell Read aloud Observe the Use adjectives Use words Sequence Sequence Browse/read Get information
Week 6
famous people, grade level grade level text conventions of in writing unlocked events in an events in an books for from simple
(f)
places, events, words.* with an writing in descriptive during story informational informational various bar and line
Theme:
etc. using accuracy of 95 composing paragraphs. reading in text through text through purposes such graphs.
My
descriptive and - 100%. journal entries meaningful discussion, discussion, as for learning
Family
action words in and letters contexts.* illustration, illustration, or for pleasure.
and I:
complete (friendly letter, song, song,
Likes and
sentences/para thank you
Dislikes
graph letter, letter of
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
spacing, benchmarks on writing.
Q4,
punctuation number of
Week 6
and words per
(f)
Theme:
My
Family
gathered)*
and I:
Likes and
Dislikes
IIIe-i-8.1 1.6
Genre:
Poem
purposes (i.e. and
writing) applicable
MT2OL-IVg- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVf- MT2VCD-IVa- MT2LC-IVf-g- MT2RC-IVf- MT2ATR-IVg- MT2SS-IVf-i-
h-3.4 i-6.3 1.4 3.1 g-1.6.2 i-1.2 9.2 g-9.2 i-4.2 4.7
Q4,
Use Correctly spell Read aloud Observe the Use adjectives Use words Sequence Sequence Show love for Get information
Week 7
expressions grade level grade level text conventions of in writing unlocked events in an events in an reading by from simple
(g)
appropriate to words.* with an writing in descriptive during story informational informational listening bar and line
Theme:
the grade level accuracy of 95 composing paragraphs. reading in text through text through attentively graphs.
My
to explain or - 100%. journal entries meaningful discussion, discussion, during story
Family
give reasons to and letters contexts.* illustration, illustration, reading and by
and I:
issues, events, (friendly letter, song, song, making
Likes and
news articles, thank you comments/reac
Dislikes
etc. letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
MT2PWR- MT2F-IIIa- MT2C-IVa-i- MT2VCD-IVa-
IVe-i-3.4.1 i-1.5 Read 2.4 Write i-3.5 Identify
Write/copy grade level descriptive and use words
sentences, texts with paragraphs, with multiple
paragraphs and appropriate observing the meanings in
short texts with speed.* (Note: conventions of sentences.*
proper strokes, should include writing.
Q4, spacing, benchmarks on
(g) and words per
and I: gathered)*
Dislikes IIIe-i-8.1 1.6 Read
Genre: Observe proper grade level
Poem mechanics and texts with
purposes (i.e. and
writing) applicable
MT2OL-IVg- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVh- MT2VCD-IVa- MT2LC-Ivh- MT2RC-Ivh- MT2ATR-IVg- MT2SS-IVf-i-
h-3.4 i-6.3 1.4 3.1 i-2.5 i-1.2 2.6 2.6 i-4.2 4.7
Q4,
Use Correctly spell Read aloud Observe the Identify and Use words Give another Give another Show love for Get information
Week 8
expressions grade level grade level text conventions of use correctly unlocked title for literary title for literary reading by from simple
(h)
appropriate to words.* with an writing in adverbs of: during story or or listening bar and line
Theme:
the grade level accuracy of 95 composing a. time reading in informational informational attentively graphs.
My
to explain or - 100%. journal entries b. place meaningful text. text. during story
Family
give reasons to and letters c. manner contexts.* reading and by
and I:
issues, events, (friendly letter, d. frequency making
Likes and
news articles, thank you comments/reac
Dislikes
etc. letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
(h) and words per
and I: gathered)*
purposes (i.e. and
writing) applicable
MT2OL-IVi-i- MT2PW-IVa- MT2F-IIIa-i- MT2C-IVa-i- MT2GA-IVh- MT2VCD-IVa- MT2LC-IVi-i- MT2RC-IVi-i- MT2ATR-IVg- MT2SS-IVf-i-
11.1 i-6.3 1.4 3.1 i-2.5 i-1.2 4.6 4.6 i-4.2 4.7
Q4,
Recognize Correctly spell Read aloud Observe the Identify and Use words Identify the Identify the Show love for Get information
Week 9
appropriate grade level grade level text conventions of use correctly unlocked author’s author’s reading by from simple
(i)
ways of words.* with an writing in adverbs of: during story purpose for purpose for listening bar and line
Theme:
speaking that accuracy of 95 composing a. time reading in writing a writing a attentively graphs.
My
vary according - 100%. journal entries b. place meaningful selection selection during story
Family
to purposes, and letters c. manner contexts.* reading and by
and I:
audience, and (friendly letter, d. frequency making
Likes and
subject matter thank you comments/reac
Dislikes
letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
(i) and words per
and I: gathered)*
purposes (i.e. and
writing) applicable
Summative Test

GRADE 3
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of
GRADE LEVEL STANDARD spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the
language, and reads and writes literary and informational texts.

Domain
has expanding oral language to name and describe people, places, and
possesses expanding language skills and cultural awareness necessary to
Oral Language concrete objects and communicate personal
participate successfully in oral communication in different contexts.
experiences, ideas, thoughts, actions, and feelings in different contexts.
demonstrates the ability to read grade level words with sufficient accuracy reads with sufficient speed, accuracy, and proper expression in reading
Fluency
speed, and expression to support comprehension. grade level text.
Spelling demonstrates accurate spelling of grade level words. spells grade level words with accuracy.
uses expanding knowledge and skills to write clear coherent sentences,
demonstrates the ability to formulate ideas following the conventional
Composing paragraphs, short stories, letters, and poems from a variety of stimulus
format/patterns of written language.
materials.
Grammar demonstrates expanding knowledge and understanding of language speaks and writes correctly and effectively for different purposes using the
Awareness grammar and usage when speaking and/or writing. grammar of the language.
Vocabulary and
demonstrates extending knowledge and use of appropriate grade level uses extending vocabulary knowledge and skills in both oral and written
Concept
vocabulary concepts form.
Development
Listening comprehends and appreciates grade level narrative and informational
Reading comprehends and appreciates grade level narrative and informational
Attitude
Towards manifests positive attitude towards language, literacy, and literature. sustains love and appreciation for language, literacy and literature
Reading
demonstrates expanding knowledge and skills to listen, read, and write for has expanding knowledge and skills to listen, read, and write for specific
Study Skills
specific purposes. purposes.

FIRST QUARTER
Vocabulary Attitude
Quarter Oral Grammar Listening Reading
Fluency Spelling Composing and Concept Towards Study Skills
Week/ Language Awareness Compre Compre
(F) (S) (C) Development Reading (SS)
Theme (OL) (GA) hension (LC) hension (RC)
(VCD) (ATR)

MT3OL-Ia-b- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ia- MT3RC-Ia-b- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
6.2.2 1.4 1.6 2.5 4.2 b-1.4 1.1.1 1.1.1 5.2 8.2
Participates Reads aloud Correctly spells Writes poems, Differentiates Uses words Notes Notes Expresses love Fills out forms,
actively during grade level text the words in riddles, chants, count from unlocked important important for stories and giving the
class sharing with an the list of and raps. mass nouns. during story details in grade details in grade other texts by appropriate
on familiar accuracy of 95 vocabulary reading in level narrative level narrative browsing the information.
Week 1
topics by - 100%. * words and the meaningful texts: texts: books read to
(a)
making words in the texts. a. Character a. Character them and
Theme:
comments and selections read. b. Setting b. Setting asking to be
My
asking c. Plot c. Plot read more
Family
questions using (problem & (problem & stories and
and I:
complete solution) solution) texts.
Likes and
sentences/
Dislikes
paragraphs.
Genre:
MT3G-Ia-c-
Poem
1.2.1
Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ia-b- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
6.2.2 1.4 1.6 2.5 4.2 1.1.1 5.2 8.2
Week 2
Participates Reads aloud Correctly spells Writes poems, Differentiates Notes Expresses love Fills out forms,
(b)
actively during grade level text the words in riddles, chants, count from important for stories and giving the
Theme:
class sharing with an the list of and raps. mass nouns. details in grade other texts by appropriate
My
on familiar accuracy of 95 vocabulary level narrative browsing the information.
Family
topics by - 100%. * words and the texts: books read to
and I:
making words in the a. Character them and
Healthy
comments and selections read. b. Setting asking to be
Habits
asking c. Plot read more
Genre:
questions using (problem & stories and
Song
complete solution) texts.
sentences/
paragraphs.
Vocabulary Attitude
(VCD) (ATR)
MT3G-Ia-c-
1.2.1 Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ic- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ic- MT3LC-Ic-d- MT3RC-Ic-d- MT3A-Ia-i- MT3SS-Ic-d-
10.1 1.4 1.6 2.5 4.2 e-1.5 2.1.1 2.1.1 5.2 1.2
Relates one’s Reads aloud Correctly spells Writes poems, Differentiates Uses the Gives the Gives the Expresses love Follows
own grade level text the words in riddles, chants, count from combination of correct correct for stories and instructions
Week 3 experiences with an the list of and raps. mass nouns. affixes and root sequence of 3- sequence of 3- other texts by carefully in a
(c) and ideas accuracy of 95 vocabulary words as clues 5 events in a 5 events in a browsing the test.
Theme: related to the - 100%. * words and the to get meaning story. story. books read to
Things I topics using a words in the of words. them and
Enjoy and variety of selections read. (Note: Align asking to be
People I words with with specific read more
like – proper competencies stories and
Friends phrasing and in Grammar texts.
Genre: intonation. Awareness)
Experienc MT3G-Ia-c-
e 1.2.1
Story Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Id-e- MT3F-Id-g- MT3F-IVa-i- MT3C-Ia-e- MT3G-Id-e- MT3VCD-Ic- MT3LC-Ie-4.4 MT3RC-Ie- MT3A-Ia-i- MT3SS-Ie-f-
Week 4 3.4 1.5 1.6 2.5 2.1.4 e-1.5 Identifies the 4.4 5.2 1.4
(d) Uses Reads grade Correctly spells Writes poems, Identifies and Uses the difference Identifies the Expresses love Follows
Theme: expressions level texts with the words in riddles, chants, uses abstract combination of between a difference for stories and sequentially
Things I appropriate to appropriate the list of and raps. nouns. affixes and root story and a between a other texts by more than 5-
Enjoy and the grade level speed.* (Note: vocabulary words as clues poem. story and a browsing the step written
People I to relate/show should include words and the to get meaning poem. books read to directions (in
Like one’s benchmarks on words in the of words. them and manuals, in
Genre: obligation, number of selections read. (Note: Align asking to be recipes etc.)
Experienc hope, and wish words per with specific read more
e Story minute once competencies stories and
research and in Grammar texts.
Vocabulary Attitude
(VCD) (ATR)
data have been Awareness)

gathered)*
MT3OL-If-g- MT3F-Id-- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-If-g- MT3VCD-If- MT3LC-If-2.3 MT3RC-If-2.3 MT3-AIa-i- MT3SS-Ie-f-
1.3 g1.5 1.6 Observes the 4.2.1 h-3.6 Gives the Gives the 5.2 1.4
Week 5 Talks about Reads grade Correctly spells conventions of Differentiates Identifies and meaning of a meaning of a Expresses love Follows
(e) famous people, level texts with the words in writing in concrete nouns uses poem. poem. for stories and sequentially
Theme: places, events, appropriate the list of composing a (person, place, personification, other texts by more than 5-
My etc. using speed.* (Note: vocabulary paragraph, and animal, thing) hyperbole, and browsing the step written
Favorite expanding should include words and the journal entries* from abstract idiomatic books read to directions (in
Animals vocabulary in benchmarks on words in the nouns. expressions in them and manuals, in
and complete number of selections read. sentences. asking to be recipes etc.)
Plants sentences/para words per read more
Genre: graphs. * minute once stories and
Fables research and texts.
data have been
gathered)*
Week 6 MT3OL-If-g- MT3F-Id-g- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-If-g- MT3VCD-If- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
(f) 1.3 1.5 1.6 Observes the 4.2.1 h-3.6 2.4 2.4 5.2 12.1
Theme: Talks about Reads grade Correctly spells conventions of Differentiates Identifies and Gives the main Gives the main Expresses love Identifies the
Things I famous people, level texts with the words in writing in concrete nouns uses idea of a idea of a for stories and parts of a book
Love to places, events, appropriate the list of composing a (person, place, personification, story/poem. story/poem. other texts by
Do etc. using speed.* (Note: vocabulary paragraph, and animal, thing) hyperbole, and browsing the
(Favorite expanding should include words and the journal entries* from abstract idiomatic books read to
activities, vocabulary in benchmarks on words in the nouns. expressions in them and
Hobbies, complete number of selections read. sentences. asking to be
Sports) sentences/para words per read more
Genre: graphs. * minute once stories and
Friendly research and texts.
Letter data have been
gathered)*
Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ig-i-
12.1
Speaks clearly
and
comprehensivel
y by using
standard
language and
appropriate
grammatical
forms, pitch,
and modulation
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-If- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
12.1 1.6 1.6 Observes the 6.1 h-3.6 2.4 2.4 5.2 12.1
Speaks clearly Reads grade Correctly spells conventions of Writes correctly Identifies and Gives the main Gives the main Expresses love Identifies the
Week 7 and level texts with the words in writing in different types uses idea of a idea of a for stories and parts of a book
(g) comprehensivel appropriate the list of composing a of sentences personification, story/poem. story/poem. other texts by
Theme: y by using intonation, vocabulary paragraph, and (simple, hyperbole, and browsing the
My standard expression, words and the journal entries* compound, idiomatic books read to
Family language and and words in the complex). expressions in them and
and Our appropriate punctuation selections read. sentences. asking to be
Roles grammatical cues when read more
(Helping forms, pitch, applicable.* stories and
the and texts.
Family, modulation.
Family MT3G-Ih-j-
Rules) 5.1
Genre: Constructs
Broadcast sentences
observing
appropriate
punctuation
marks.

Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii-i- MT3RC-Ii-i- MT3A-Ia-i- MT3SS-Ii-i-
12.1 1.6 1.6 Observes the 6.1 3.6 3.3 3.3 5.2 4.8
Speaks clearly Reads grade Correctly spells conventions of Writes correctly Identifies and Infers Infers Expresses love Gets
Week 8 and level texts with the words in writing in different types uses words character character for stories and information
(h) comprehensivel appropriate the list of composing a of sentences with multiple feelings and feelings and other texts by from the table
Theme: y by using intonation, vocabulary paragraph, and (simple, meanings in traits in a traits in a story browsing the of contents.
My standard expression, words and the journal entries* compound, sentences. story. books read to
Family: language and and words in the complex). them and
Members appropriate punctuation selections read. asking to be
of the grammatical cues when read more
Family, forms, pitch, applicable.* stories and
Pride of and texts.
My modulation.
Family MT3G-Ih-j-
Genre: 5.1
Rap/ Constructs
Chant sentences
observing
appropriate
punctuation
marks.
MT3OL-Ii- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii-i- MT3RC-Ii-i- MT3A-Ia-i- MT3SS-Ii-i-
9.1.1 1.6 1.6 Observes the 6.1 3.6 3.3 3.3 5.2 4.8
Week 9
Tells/retells Reads grade Correctly spells conventions of Writes correctly Identifies and Infers Infers Expresses love Gets
(i)
familiar stories level texts with the words in writing in different types uses words character character for stories and information
Theme:
and short appropriate the list of composing a of sentences with multiple feelings and feelings and other texts by from the table
My
conversations intonation, vocabulary paragraph, and (simple, meanings in traits in a traits in a story browsing the of contents.
Family
by using expression, words and the journal entries* compound, sentences story. books read to
and Our
appropriate and words in the complex). them and
Roles -
gestures and punctuation selections read. MT3GIh-j5.1 asking to be
Activities
expressions in cues when Construct read more
our
complete applicable.* sentences stories and
Family
sentences. * observing texts.
Does
appropriate
Genre:
punctuation
Invitation
marks.
Letter
Week - 10 Summative Test

SECOND QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 2 - Exploring My Community
MT3OL-Iia- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa-b- MT3VCD-IIa- MT3LC-IIa-b- MT3RC-IIa- MT3A-IIa-i- MT3SS-IIa-c-
6.2.2 1.4 1.6 3.3 2.2.3 b-1.4 4.5 b-4.5 4.2 4.4
Week 1 Participates Reads aloud Correctly spells Observes the Identifies Uses words Identifies the Identifies the Shows love for Gets
(a) actively during grade level text the words in conventions of interrogative unlocked important story important story reading by information
Theme: story reading with an the list of writing in pronouns. during story elements. elements. listening from published
Communi by making accuracy of 95 vocabulary composing a 2 reading in attentively announcement
ty: comments and - 100%. * words and the – paragraph meaningful during story s.
Taking asking words in the narrative that texts. reading and
Care of questions using selections read. includes the making
Each complete elements of comments or
Own sentences/ setting, reactions.
Home, paragraphs. characters, and
Surroundi plot.
ngs, and
Family
Safety
Genre:
Chant/Ra
p
MT3OL-IIb- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa-b- MT3VCD-IIa- MT3LC-IIa-b- MT3RC-IIa- MT3AIIa-i- MT3SS-IIa-c-
c-10.1 1.4 1.6 3.3 2.2.3 b-1.4 4.5 b-4.5 4.2 4.4
Week 2 Relates one’s Reads aloud Correctly spells Observes the Identifies Uses words Identifies the Identifies the Shows love for Gets
(b) own grade level text the words in conventions of interrogative unlocked important story important story reading by information
Theme: experiences with an the list of writing in pronouns. during story elements. elements. listening from published
Personal and ideas accuracy of 95 vocabulary composing a 2 reading in attentively announcement
Hygiene related to the - 100%. * words and the – paragraph meaningful during story s.
and topics using a words in the narrative that texts. reading and
Sanitation variety of selections read. includes the making
Genre: words with elements of comments or
Song proper setting, reactions.
phrasing and characters, and
intonation. plot.

Vocabulary Attitude
(VCD) (ATR)
Week 3 MT3OL-IIb- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc-d- MT3RC-IIc- MT3A-IIa-i- MT3SS-IIa-c-
(c) c-10.1 1.4 1.6 3.3 1.3.2 e-1.5 5.1 d-5.1 4.2 4.4
Theme: Relates one’s Reads aloud Correctly spells Observes the Uses singular Uses the Predicts Predicts Shows love for Gets
Our own grade level text the words in conventions of and plural combination of possible ending possible ending reading by information
Communi experiences with an the list of writing in interrogative affixes and root of a story. of a story. listening from published
ty/Our and ideas accuracy of 95 vocabulary composing a 2 pronouns in words as clues attentively announcement
NeighboR related to the - 100%. * words and the – paragraph sentences to get meaning during story s.
hood topics using a words in the narrative that (when of words. reading and
(care for variety of selections read. includes the applicable). (Note: Align making
the words with elements of with specific comments or
Environ proper setting, competencies reactions.
ment) phrasing and characters, and in Grammar
Genre: intonation. plot. Awareness)
How to..
Procedur
al e.g.
Washing,
cleaning
the house
and
surroundi
ngs
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc-d- MT3RC-IIc- MT3A-IIa-i- MT3SS-IId-f-
Week 4
e-3.6 1.5 1.6 3.3 1.3.2 e-1.5 5.1 d-5.1 4.2 9.2
(d)
Use Read grade Correctly spell Observe the Use singular Use the Predict possible Predict possible Show love for Arranges 8-10
Theme:
expressions level texts with the words in conventions of and plural combination of ending of a ending of a reading by words with
History of
appropriate to appropriate the list of writing in interrogative affixes and root story. story. listening different
the
the grade level speed.* (Note: vocabulary composing a 2 pronouns in words as clues attentively beginning
Communi
to react to local should include words and the – paragraph sentences to get meaning during story letters in
ty, How
news, benchmarks on words in the narrative that (when of words. reading and alphabetical
the
information, number of selections read. includes the applicable). (Note: Align making order.
Communi
and words per elements of with specific comments or
ty Got its
propaganda minute once setting, competencies reactions.
Name
about school, research and characters, and in Grammar
Genre:
community and data have been plot. Awareness)
Legend/F
other local gathered)*
olktale
activities.

Vocabulary Attitude
(VCD) (ATR)
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3-CIIa-i- MT3G-IIe-f- MT3VCD-IIc- MT3LC-IIe- MT3RC-IIe- MT3A-IIa-i- MT3SS-IId-f-
e-3.6 1.5 1.6 3.3 2.2.4 e-1.5 6.1 6.1 4.2 9.2
Week 5 Use Read grade Correctly spell Observe the Identify Use the Relate story Relate story Show love for Arrange 8-10
(e) expressions level texts with the words in conventions of indefinite combination of events to one’s events to one’s reading by words with
Theme: appropriate to appropriate the list of writing in pronouns affixes and root experiences. experiences. listening different
Our the grade level speed.* (Note: vocabulary composing a 2 (when words as clues attentively beginning
Communi to react to local should include words and the – paragraph applicable). to get meaning during story letters in
ty Today news, benchmarks on words in the narrative that of words. reading and alphabetical
(before information, number of selections read. includes the (Note: Align making order.
and now) and words per elements of with specific comments or
Genre: propaganda minute once setting, competencies reactions.
News about school, research and characters, and in Grammar
Article community and data have been plot. Awareness)
other local gathered)*
activities.
MT3OL-IIf-g- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIe-f- MT3VCD-IIf- MT3LC-IIf-g- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IId-f-
1.3 1.5 1.6 3.3 2.2.4 h-3.6 11.1 11.1 4.2 9.2
Week 6
Talks about Reads grade Correctly spells Observes the Identifies Identifies and Responds to a Responds to a Shows love for Arrange 8-10
(f)
famous people, level texts with the words in conventions of indefinite uses story through, story through, reading by words with
Theme:
places, events, appropriate the list of writing in pronouns personification, dramatization, dramatization, listening different
People in
etc. using speed.* (Note: vocabulary composing a 2 (when hyperbole, and songs or art songs or art attentively beginning
our
expanding should include words and the – paragraph applicable idiomatic activities. activities. during story letters in
Communi
vocabulary in benchmarks on words in the narrative that expressions in reading and alphabetical
ty
complete number of selections read. includes the sentences. making order.
Genre:
sentences/para words per elements of comments or
News/Fea
graphs. * minute once setting, reactions.
ture
research and characters, and
Article
data have been plot.
gathered)*
Week 7 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIg-h- MT3VCD-IIf- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(g) 12.1 1.6 1.6 3.3 1.3.3 h-3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly spells Observes the Uses singular Identifies and Gives the Responds to a Shows love for Identifies and
Importan and level texts with the words in conventions of and plural uses summary of a story through, reading by discusses
t Places comprehensivel appropriate the list of writing in indefinite personification, story dramatization, listening information
in the y by using intonation, vocabulary composing a 2 pronouns in hyperbole, and songs or art attentively from a table
Communi standard expression, words and the – paragraph sentences. idiomatic activities. during story
ty (Map language and and words in the narrative that expressions in reading and
of the appropriate punctuation selections read. includes the sentences. making
School) grammatical cues when elements of comments or
Genre: forms, pitch, applicable.* setting, reactions.
Vocabulary Attitude
(VCD) (ATR)
Factual and characters, and

Story modulation. plot.
Week 8 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIi-h- MT3VCD-IIi- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(h) 12.1 1.6 1.6 3.3 1.3.4 i-3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly spells Observes the Uses pronouns Identifies and Gives the Responds to a Shows love for Identifies and
Importan and level texts with the words in conventions of correctly in uses words summary of a story through, reading by discusses
t Places comprehensivel appropriate the list of writing in writing with multiple story dramatization, listening information
in our y by using intonation, vocabulary composing a 2 paragraphs. meanings in songs or art attentively from a table.
Communi standard expression, words and the – paragraph sentences. activities. during story
ty language and and words in the narrative that reading and
(Commun appropriate punctuation selections read. includes the making
ity Map) grammatical cues when elements of comments or
Genre: forms, pitch, applicable.* setting, reactions.
Notices/A and characters, and
nnounce modulation. plot
ments
MT3OL-IIj- MT3F-Ih-i- MT3F-Ih-i- MT3C-IIa-i- MT3C-IIa-i- MT3VCD-IIi- MT3LC-Iii- MT3RC-IIi- MT3A-IIa-i- MT3SS-IIg-i-
9.1.1 1.6 1.6 3.3 3.3 i-3.6 8.1 8.1 4.2 12.2
Week 9
Tells/retells Reads grade Reads grade Observes the Observes the Identifies and Retells a story. Retells a story. Shows love for Identifies and
(i)
familiar stories level texts with level texts with conventions of conventions of uses words reading by discusses
Theme:
and short appropriate appropriate writing in writing in with multiple listening information
Importan
conversations intonation, intonation, composing a 2 composing a 2 meanings in attentively from a table.
t Places
by using expression, expression, – paragraph – paragraph sentences. during story
in Our
appropriate and and narrative that narrative that reading and
Communi
gestures and punctuation punctuation includes the includes the making
ty
expressions in cues when cues when elements of elements of comments or
Genre:
complete applicable.* applicable.* setting, setting, reactions.
Travelog
sentences. * characters, and characters, and
plot. plot.
Week 10 - Summative Test

Vocabulary Attitude
(VCD) (ATR)
Quarter 3 - Going Beyond My Community

MT3OL-IIIa- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIa-b- MT3VCD- MT3LC-IIIa- MT3RC-IIIa- MT3A-IIIa-i- MT3SS-IIIa-
10.1 1.4 1.6 2.6 2.3.3 IIIa-b-1.4 1.2.1 1.2.1 4.2 c-5.2
Relates one’s Reads aloud Correctly spells Writes Identifies and Uses words Notes Notes Shows love for Interprets a
Week 1 own grade level text the words in reactions and uses verbs unlocked important important reading by pictograph
(a) experiences with an the list of personal appropriate for during story details in grade details in grade listening based on a
Theme: and ideas accuracy of 95 vocabulary opinions to the grade level. reading in level level attentively given legend.
Cultural related to the - 100%. * words and the news reports meaningful informational informational during story
Music topics using a words in the and issues. texts. texts. texts. reading and
Genre: variety of selections read. making
Lullaby words with comments or
proper reactions.
phrasing and
intonation.
MT3OL-IIIb- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIa-b- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIa-
c-6.3 1.4 1.6 2.6 2.3.3 IIIa-b-1.4 c-2.2.1 c-2.2.1 4.2 c-5.2
Participates in Reads aloud Correctly spells Writes Identifies and Uses words Gives one’s Gives one’s Shows love for Interprets a
Week 2
and initiate grade level text the words in reactions and uses verbs unlocked reaction to an reaction to an reading by pictograph
(b)
more extended with an the list of personal appropriate for during story event or issue. event or issue. listening based on a
Theme:
social accuracy of 95 vocabulary opinions to the grade level. reading in attentively given legend.
Our
conversation or - 100%. * words and the news reports meaningful during story
Cultural
dialogue with words in the and issues. texts. reading and
Dances
peers, adults selections read. making
Genre:
on unfamiliar comments or
Video of
topics by reactions.
Diff.
asking and
Dances
answering
with
questions,
Narration
restating and
soliciting
information.*
Week 3 MT3OL-IIIb- MT3F-IIIa-c- MT3F-IIIa-c- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIa-
(c) c-6.3 1.4 1.4 2.6 1.5.3 IIIc-e-1.5 c-2.2.1 c-2.2.1 4.2 c-5.2
Theme: Participates in Reads aloud Reads aloud Writes Uses the Uses the Gives one’s Gives one’s Shows love for Interprets a
Local Arts and initiate grade level text grade level text reactions and correct form of combination of reaction to an reaction to an reading by pictograph
and Craft more extended with an with an personal the verb given affixes and root event or issue. event or issue. listening based on a
Genre: social accuracy of 95 accuracy of 95 opinions to the time signal. words as clues attentively given legend.
How to conversation or - 100%. * - 100%. * news reports to get meaning during story
Vocabulary Attitude
(VCD) (ATR)
Activity/P dialogue with and issues. of words. reading and

rocedural peers, adults (Note: Align making
/Preparin on unfamiliar with specific comments or
g Projects topics by competencies reactions.
from asking and in Grammar
Recyclabl answering Awareness)
e questions,
Materials restating and
soliciting
information.*
MT3OL-IIId- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIId- MT3RC-IIId- MT3A-IIIa-i- MT3SS-IIId-
e-1.3 1.5 1.6 2.6 1.5.3 IIIc-e-1.5 3.4 3.4 4.2 f-10.2
Week 4
Talks about Reads grade Correctly spells Writes Uses the Uses the Infers Infers Shows love for Enumerates
(d)
famous people, level texts with the words in reactions and correct form of combination of important important reading by and interprets
Theme:
places, events, appropriate the list of personal the verb given affixes and root details from an details from an listening the labels in an
Our
etc. using speed.* (Note: vocabulary opinions to the time signal. words as clues informational informational attentively illustration.
Favorite
expanding should include words and the news reports to get meaning text. text. during story
Food/Loc
vocabulary in benchmarks on words in the and issues. of words. reading and
al Cuisine
complete number of selections read. (Note: Align making
Genre:
sentences/para words per with specific comments or
Procedur
graph* minute once competencies reactions.
al/Cookin
research and in Grammar
g
gathered)*
Week 5 MT3OL-IIId- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIId-
(e) e-1.3 1.5 1.6 2.6 1.5.3 IIIc-e-1.5 f-9.2 f-9.2 4.2 f-10.2
Theme: Talks about Reads grade Correctly spells Writes Uses the Uses the Sequences Sequences Shows love for Enumerates
Good famous people, level texts with the words in reactions and correct form of combination of events in an events in an reading by and interprets
Citizenshi places, events, appropriate the list of personal the verb given affixes and root informational informational listening the labels in an
p etc. using speed.* (Note: vocabulary opinions to the time signal. words as clues text through text through attentively illustration.
(Obeying expanding should include words and the news reports to get meaning discussion, discussion, during story
Traffic; vocabulary in benchmarks on words in the and issues. of words. illustration, illustration, reading and
Waste complete number of selections read. (Note: Align song, song, making
Segregati sentences/para words per with specific dramatization dramatization comments or
on) graph* minute once competencies and art. and art. reactions.
Genre: research and in Grammar
Feature data have been Awareness)
Story gathered)*

Vocabulary Attitude
(VCD) (ATR)
Week 6 MT3OL-IIIf- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIId-
(f) g-3.7 1.5 1.6 2.6 1.5.4 IIIf-h-3.6 f-9.2 f-9.2 4.2 f-10.2
Theme: Uses Reads grade Correctly spells Writes Uses the Identifies and Sequences Sequences Shows love for Enumerates
Our expressions level texts with the words in reactions and correct form of uses events in an events in an reading by and interprets
Communi appropriate to appropriate the list of personal the verb that personification, informational informational listening the labels in an
ty the grade level speed.* (Note: vocabulary opinions to agrees with the hyperbole, and text through text through attentively illustration.
Celebrati to explain or should include words and the news reports subject. idiomatic discussion, discussion, during story
on give reasons to benchmarks on words in the and issues. expressions in illustration, illustration, reading and
(Fiesta, issues, events, number of selections read. sentences. song, song, making
Tribal news articles, words per dramatization dramatization comments or
gathering etc. minute once and art. and art. reactions.
) research and
Genre: data have been
Letter of gathered)*
Invitation
Week 7 MT3OL-IIIf- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIg- MT3RC-IIIg- MT3A-IIIa-i- MT3SS-IIIg-
(g) g-3.7 1.5 1.6 2.6 1.5.4 IIIf-h-3.6 2.6 2.6 4.2 h-9.3
Theme: Uses Reads grade Correctly spells Writes Uses the Identifies and Gives another Gives another Shows love for Arranges 7-10
Our expressions level texts with the words in reactions and correct form of uses title for literary title for literary reading by words with the
Communi appropriate to appropriate the list of personal the verb that personification, or or listening same
ty the grade level speed.* (Note: vocabulary opinions to agrees with the hyperbole, and informational informational attentively beginning
Celebrati to explain or should include words and the news reports subject. idiomatic text. text. during story letter in
on give reasons to benchmarks on words in the and issues. expressions in reading and alphabetical
(Custom, issues, events, number of selections read. sentences. making order
Beliefs news articles, words per comments or
and etc. minute once reactions.
Tradition) research and
Genre: data have been
Factual gathered)*
Story
MT3OL-IIIh- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIh- MT3RC-IIIh- MT3A-IIIa-i- MT3SS-IIIg-
Week 8
i-13.1 1.6 1.6 2.6 1.5.4 IIIf-h-3.6 4.6 4.6 4.2 h-9.3
(h)
Recognizes Reads grade Correctly spells Writes Uses the Identifies and Identifies the Identifies the Shows love for Arranges 7-10
Theme:
appropriate level texts with the words in reactions and correct form of uses author’s author’s reading by words with the
Our
ways of appropriate the list of personal the verb that personification, purpose for purpose for listening same
Transport
speaking that intonation, vocabulary opinions to agrees with the hyperbole, and writing a writing a attentively beginning
ations
vary according expression, words and the news reports subject. idiomatic selection. selection. during story letter in
Genre:
to purposes, and words in the and issues. expressions in reading and alphabetical
News
audience, and punctuation selections read. sentences. making order
Article
subject matter. cues when comments or
Vocabulary Attitude
(VCD) (ATR)
applicable.* reactions.
MT3OL-IIIh- MT3G-IIIh-i-
i-12.1 1.5.5
Week 8 Speaks clearly Uses the
(h) and correct form of
Theme: comprehensivel the verb when
Our y by using writing about
Transport standard an event, an
ations language and interesting
Genre: appropriate experience, a
News grammatical diary, . . .
Article forms, pitch,
and
modulation.
Week 9 MT3OL-IIIh- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIh-i- MT3VCD-IIIi- MT3LC-IIIi-i- MT3R-CIIIi-i- MT3A-IIIa-i- MT3SS-IIIi-i-
(i) i-13.1 1.6 1.6 2.6 1.5.5 i-3.6 12.1 12.1 4.2 12.3
Theme: Recognizes Reads grade Correctly spells Writes Uses the Identifies and Describes and Describes and Shows love for Identifies the
Communi appropriate level texts with the words in reactions and correct form of uses words reacts to the reacts to the reading by parts of a
cations ways of appropriate the list of personal the verb when with multiple author’s writing author’s writing listening newspaper.
(News speaking that intonation, vocabulary opinions to writing about meanings in style. style. attentively
Paper, vary according expression, words and the news reports an event, an sentences. during story
Cell to purposes, and words in the and issues. interesting reading and
Phone, audience, and punctuation selections read. experience, a making
Telephon subject matter. cues when diary, . . . comments or
e, Radio, applicable.* reactions.
Billboard,
Posters,
eyc.)
Genre:
Newa
Articles/
Dialogue

Vocabulary Attitude
(VCD) (ATR)
Week 9 MT3OL-IIIh-
(i) i-12.1
Theme: Speaks clearly
Communi and
cations comprehensivel
(News y by using
Paper, standard
Cell language and
Phone, appropriate
Telephon grammatical
e, Radio, forms, pitch,
Billboard, and modulation
Posters,
eyc.)
Genre:
Newa
Articles/
Dialogue
Summative Test

FOURTH QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 4 - Caring for My Environment

MT3OL-Iva- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-Iva- MT3VCD-IVa- MT3LC-Iva- MT3RC-Iva- MT3A-IVa-i- MT3SS-IVa-
10.1 1.4 1.6 2.7 2.4.2 b-1.4 1.2.1 1.2.1 5.3 c-13.1
Week 1 Relates one’s Reads aloud Correctly spells Writes a 3 -5 Identifies and Uses words Notes Notes Expresses Makes a two-
(a) own grade level text the words in step procedural uses adjectives unlocked important important interest in texts level outline for
Theme: experiences with an the list of paragraph appropriate for during story details in grade details in grade by reading a report.
Our and ideas accuracy of 95 vocabulary using signal the grade level. reading in level level available print
Communi related to the - 100%. * words and the words such as meaningful informational informational materials.
ty topics using a words in the first, last, then, texts. texts. texts.
Resource variety of selections read. and next.
s Genre: words with
Folktale proper
phrasing and
intonation.
MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-Ivb- MT3VCD-IVa- MT3LC-IVb- MT3A-IVa-i- MT3A-IVa-i- MT3SS-IVa-
Week 2 c-6.3 1.4 1.6 2.7 2.5 b-1.4 c-2.2.1 5.3 5.3 c-13.1
(b) Participates in Reads aloud Correctly spells Writes a 3 -5 Identifies Uses words Gives one’s Expresses Expresses Makes a two-
Theme: and initiate grade level text the words in step procedural synonyms and unlocked reaction to an interest in texts interest in texts level outline for
Communi more extended with an the list of paragraph antonyms of during story event or issue. by reading by reading a report.
ty social accuracy of 95 vocabulary using signal grade-level reading in available print available print
Livelihoo conversation or - 100%. * words and the words such as adjectives. meaningful materials. materials.
d/Occupa dialogue with words in the first, last, then, texts.
tion/Trad peers, adults selections read. and next.
e and on unfamiliar
Industry topics by
Genre: asking and
Flyers/Ad answering
vertiseme questions,
nts of restating and
Products soliciting
information.*

Vocabulary Attitude
(VCD) (ATR)
Week 3 MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVb- MT3RC-IVb- MT3A-IVa-i- MT3SS-IVa-
(c) c-6.3 1.4 1.6 2.7 1.6.1 e-1.5 c-2.2.1 c-2.2.1 5.3 c-13.1
Theme: Participates in Reads aloud Correctly spells Writes a 3 -5 Uses correctly Uses the Gives one’s Gives one’s Expresses Makes a two-
Energy and initiate grade level text the words in step procedural different combination of reaction to an reaction to an interest in texts level outline for
Resource more extended with an the list of paragraph degrees of affixes and root event or issue. event or issue. by reading a report.
s social accuracy of 95 vocabulary using signal comparison of words as clues available print
Electricity conversation or - 100%. * words and the words such as adjectives to get meaning materials.
, dialogue with words in the first, last, then, (same degree, of words.
gas/wood peers, adults selections read. and next. comparative, (Note: Align
for on unfamiliar superlative). with specific
cooking, topics by competencies
wind, asking and in Grammar
solar answering Awareness)
Genre: questions,
Story in restating and
the soliciting
Communi information.*
ty
MT3OL-IVd- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVd- MT3RC-IV- MT3A-IVa-i- MT3SS-IVd-f-
Week 4
e-1.3 1.5 1.6 i2.7 1.6.1 e-1.5 3.4 d3.4 5.3 12.4
(d)
Talks about Reads grade Correctly spells Writes a 3 -5 Uses correctly Uses the Infers Infers Expresses Identifies and
Theme:
famous people, level texts with the words in step procedural different combination of important important interest in texts discusses
Conservin
places, events, appropriate the list of paragraph degrees of affixes and root details from an details from an by reading information
g Energy
etc. using speed.* (Note: vocabulary using signal comparison of words as clues informational informational available print from simple
and
expanding should include words and the words such as adjectives to get meaning text. text. materials. line and bar
Other
vocabulary in benchmarks on words in the first, last, then, (same degree, of words. graphs.
Resource
complete number of selections read. and next. comparative, (Note: Align
s Genre:
sentences/para words per superlative). with specific
Graph
graph* minute once competencies
(Energy
research and in Grammar
Consump
tion
gathered)*

Vocabulary Attitude
(VCD) (ATR)
Week 5 MT3OL-IVd- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVc- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(e) e-1.3 1.5 1.6 2.7 2.5.2 e-1.5 9.2 f-9.2 5.3 12.4
Theme: Talks about Reads grade Correctly spells Writes a 3 -5 Identifies and Uses the Sequences Sequences Expresses Identifies and
Helping famous people, level texts with the words in step procedural uses adverbs combination of events in an events in an interest in texts discusses
My places, events, appropriate the list of paragraph of time, place affixes and root informational informational by reading information
Communi etc. using speed.* (Note: vocabulary using signal and manner words as clues text through text through available print from simple
ty: expanding should include words and the words such as correctly. to get meaning discussion, discussion, materials. line and bar
Beautifyin vocabulary in benchmarks on words in the first, last, then, of words. illustration, illustration, graphs.
g My complete number of selections read. and next. (Note: Align song, song,
Communi sentences/para words per with specific dramatization dramatization
ty graph* minute once competencies and art. and art.
Genre: research and in Grammar
Feature data have been Awareness)
Story gathered)*
Week 6 MT3OL-IVf- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVf- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(f) h-3.7 1.5 1.6 2.7 2.5.2 h-3.6 9.2 f-9.2 5.3 12.4
Theme: Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Sequences Sequences Expresses Identifies and
Helping expressions level texts with the words in step procedural uses adverbs uses events in an events in an interest in texts discusses
My appropriate to appropriate the list of paragraph of manner in personification, informational informational by reading information
Communi the grade level speed.* (Note: vocabulary using signal different hyperbole, and text through text through available print from simple
ty: to explain or should include words and the words such as degrees of idiomatic discussion, discussion, materials. line and bar
Keeping give reasons to benchmarks on words in the first, last, then, comparison. expressions in illustration, illustration, graphs.
Our issues, events, number of selections read. and next. sentences. song, song,
Communi news articles, words per dramatization dramatization
ty Clean etc. minute once and art. and art.
Genre: research and
Autobiogr data have been
aphy gathered)*

Vocabulary Attitude
(VCD) (ATR)
MT3OL-IVf- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-Ive- MT3VCD-IVf- MT3LC-IVg- MT3LC-IVg- MT3A-IVa-i- MT3SS-IVg-i-
h-3.7 1.5 1.6 2.7 2.5.1 h-3.6 2.6 2.6 5.3 13.1
Week 7 Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Gives another Gives another Expresses Uses
(g) expressions level texts with the words in step procedural uses adverbs uses title for literary title for literary interest in texts appropriate
Theme: appropriate to appropriate the list of paragraph of time, place personification, or or by reading graphic
Helping the grade level speed.* (Note: vocabulary using signal and degrees of hyperbole, and informational informational available print organizers.
Our to explain or should include words and the words such as comparison. idiomatic text text materials.
Communi give reasons to benchmarks on words in the first, last, then, expressions in
ty – Tree issues, events, number of selections read. and next. sentences.
Planting news articles, words per
Genre: etc. minute once
Poem research and
data have been
gathered)*
Week 8 MT3OL-IVf- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-Ivh- MT3VCD-IVf- MT3LC-IVh- MT3RC-Ivh- MT3A-IVa-i- MT3SS-IVg-i-
(h) h-3.7 1.6 1.6 2.7 2.6 h-3.6 4.6 4.6 5.3 13.1
Theme: Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Identifies the Identifies the Expresses Uses
Helping expressions level texts with the words in step procedural uses correctly uses author’s author’s interest in texts appropriate
My appropriate to appropriate the list of paragraph prepositions personification, purpose for purpose for by reading graphic
Communi the grade level intonation, vocabulary using signal and hyperbole, and writing a writing a available print organizers.
ty: to explain or expression, words and the words such as prepositional idiomatic selection. selection. materials.
Growing give reasons to and words in the first, last, then, phrases. expressions in
Vegetable issues, events, punctuation selections read. and next. sentences.
s news articles, cues when
Genre: etc. applicable.*
Experienc
e Story
Week 39 MT3OL-IVi-i- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVi-i- MT3VCD-IVi- MT3LC-IVi-i- MT3LC-IIIi-i- MT3A-IVa-i- MT3SS-IVg-i-
(i) 13.1 1.6 1.6 2.7 1.7 i-3.6 12.1 12.1 5.3 13.1
Theme: Recognizes Reads grade Correctly spells Writes a 3 -5 Uses the Identifies and Describes and Describes and Expresses Uses
Disaster appropriate level texts with the words in step procedural different parts uses words reacts to the reacts to the interest in texts appropriate
Prepared ways of appropriate the list of paragraph of speech with multiple author’s writing author’s writing by reading graphic
ness: speaking that intonation, vocabulary using signal correctly in meanings in style. style. available print organizers.
Weather vary according expression, words and the words such as writing for a sentences. materials.
and to purposes, and words in the first, last, then, variety of
Natural audience, and punctuation selections read. and next. purposes.
Phenome subject matter. cues when
na, applicable.*

Vocabulary Attitude
(VCD) (ATR)
Emergenc MT3OL-IVi-i-
y 12.1
Drill/Kit/e Speaks clearly
tc) and
Genre: comprehensivel
News/Ess y by using
ay standard
language and
appropriate
grammatical
forms, pitch,
and
modulation.
Summative Test

GLOSSARY
Alphabet Principle/
Refers to the understanding that each speech sound (i.e., phoneme) of a language has its alphabetic/ letter representation.
Knowledge
This pertains to the process of reflecting on the ethical considerations of the use of ideas and information; the use of language in
Attitude
appreciating contexts and situations considering the culture of the audience.
 The fluidity of utterances (oral fluency) or the reading of text smoothly (reading fluency), not hindered with word-by-word
reading and other word recognition problems that might hinder comprehension.
Fluency
 It is also writing without thinking about how to form a letter before writing (writing fluency).
 Smooth, rapid, effortless use of language.
Grammar Awareness and Refers to both the language we use and the description of language as a system. In describing language, attention is paid to both
Structure structure (syntax) and meaning (semantics at the level of the word, the sentence and the text).
Also known as factual text. Uses levels of information such as topic, main idea, and supporting details;it presents information and
Information Text ideas that aim show, tell, or persuade the audience in advertisements, announcements, internet web sites, current affairs shows,
debates, recipes, reports and instructions.
Listening Comprehension The ability and capacity for understanding constructing and negotiating meaning from text via listening.
Mother Tongue A child’s first language, the language s/he knows best;a child’s language at home.
The understanding of a story (written language for reading and spoken language for listening) which is usually told by a storyteller,
Narrative Text
a person who gives his/her point of view to the audience and determines the order in which events of the story will be told.
The ability and capacity of learners to listen for information and give information (speaking). Through speaking, learners are able to
Oral Language
orally communicate and interact with others (audience) for a variety of purposes.
focuses on acoustics and is a method of teaching sounds based on the alphabetic principle and emphasizes the correspondence
Phonics
between sounds and letters.
Helping pupils figure out the pronunciation of new words through teaching them that letters represent certain sounds. When pupils
learn to connect sounds with letters or groups of letters, they will be able to approximate pronunciations of unknown words.
Phonics Instruction
Phonics instruction should also include teaching the skills of segmenting (analytic phonics) and blending sounds (synthetic phonics)
within words and making analogies across words.
Refers to the metacognitive understanding that spoken words are composed of a series of sounds and those sounds occur within a
Phonological Awareness
particular order.
Print Awareness and Print Pertains to the way print works, including directionality, recognition of words and letters, the connection between spoken and
Concept Development written language, and the function of punctuation.
Reading Comprehension The process of constructing and negotiating meaning from print.
Reading Strategy Include preparing, organizing, elaborating, rehearsing, and monitoring. (.
Schema The organized knowledge that an individual has about people, places, things, and events
The forming of words from letters according to accepted usage ;the art of writing words with the proper letters according to
Spelling
standard usage; the representation of the sounds of a language by written or printed symbols.

GLOSSARY
Study Strategy Deliberate and planned procedures designed to help a reader reach a goal; it includes the use of advance organizers, marginal
notes, research, etc.
The process of acquiring and learning words used in a language, book, content area, or by an author.; it consists of the individual
Vocabulary words that an individual understands or knows the meanings of; words that an individual does not understand are not part of
his/her vocabulary.
Word Recognition A process of determining the meaning and pronunciation of a word.
 The process of using the writing system or orthography in the conduct of people’s daily lives and in the transmission of their
culture to other generations.
Writing and Composition  It is the process or result of recording language graphically by hand or by others means, as by letters, logograms, and other
symbols.
 A meaningful set of ideas so expressed. A person’s distinct style of graphically recording language; handwriting.

CODE BOOK LEGEND
Sample: MT1SS-IIIa-c-5.1
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Oral Language OL

Strand/ Subject or Mother Tongue
Specialization Phonological Awareness PA
First Entry MT1
Book and Print Knowledge BPK
Grade Level Grade 1
Phonics and Word Recognition PWR
Domain/Content/ Fluency F
Uppercase Letter/s
Component/ Topic
Study Skilss SS
Spelling S
-
Composing C
Roman Numeral
Quarter Third Quarter III
Grammar Awareness GA
Lowercase Letter/s
Vocabulary and Concept Development VCD
*Put a hyphen (-) in between
letters to indicate more than a
Week Week one to three a-c
specific week
- Reading Comprehension RC
Attitude Towards Reading ATR

Arabic Number Competency Interpret a pictograph 5.1
Study Skills SS

Pasig City
K to 12 Gabay Pangkurikulum
FILIPINO
(Baitang 1 - 10)
Disyembre 2013
K to 12 Curriculum: Tunguhin, Inaasahang Bunga/Resulta, Pamantayang Pangnilalaman, Pamantayan sa Pagganap
Buo at Ganap na
Filipino na May
Kapaki-pakinabang
na Literasi
K to 12 Filipino Gabay Pangkurikulum Disyembre 2013 Pahina 2 ng 141

Deskripsyon ng Batayang Konseptuwal na Balangkas sa Pagtuturo ng Filipino K-12
Pangkalahatang layunin ng Kurikulum ng K to 12 ang makalinang ng isang buo at ganap na Filipinong may kapaki - pakinabang na literasi.
Kaugnay nito, layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang komunikatibo, (2) replektibo / mapanuring pag-iisip at, (3) pagpapahalagang
pampanitikan ng mga mag-aaral sa pamamagitan ng mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na
pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig.
Sa ikatatamo ng mithiing ito, kailangan ng mga kagamitang panturo ng mga guro bilang suporta sa kurikulum na magmumula sa administrasyon, ahensiyang
panlipunan, pribado at publiko, pamahalaang lokal, midya, tahanan at iba pang sektor ng lipunan.
Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang panlipunan, lokal at global na pamayanan, maging ang kalikasan at pangangailangan ng mga mag-
aaral. Pinagbatayan din ang mga legal na batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at wika nina Jean Piaget (Developmental Stages of Learning),
Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning), Robert Gagne (Heirarchical Learning ), David Ausubel (Interactive/Integrated Learning),Cummins
(Basic Interpersonal Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-CALPS) at ng ating pambansang bayaning si Dr. Jose P. Rizal na nagsabing
“nasa kabataan ang pag-asa ng bayan”. Dahil ang Filipino ay nasa disiplina ng wika, pinagbatayan ang mga teorya sa kalikasan at pagkatuto ng wika, mga teorya / simulain
sa pagsusuring panliterasi at mga pagdulog sa pagtuturo ng wika (W1, W2, W3) at pagtuturo ng mga akdang pampanitikan at tekstong palahad.

Mga Pamantayan sa Filipino K-12
A. Pamantayan sa Programa (Core Learning Area Standard):
Pamantayan ng Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling
Programa ng pangnilalaman, magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan
Baitang 1-6 nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Pamantayan ng Naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang
Programa ng pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at mga akdang pampanitikang rehiyunal, pambansa,
Baitang 7-10 saling-akdang Asyano at pandaigdig tungo sa pagtatamo ng kultural na literasi.
B. Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):
K–3 4–6 7 – 10 11 – 12
Sa dulo ng Baitang 3, nakakaya ng mga Sa dulo ng Baitang 6, naipapakita ng Sa dulo ng Baitang 10, naipamamalas Sa dulo ng Baitang 12 naipamamalas
mag-aaral na ipakita ang kasanayan sa mga mag-aaral ang sigla sa pagtuklas ng mag-aaral ang kakayahang ng mag-aaral ang kakayahang
pag-unawa at pag-iisip sa mga narinig at pagdama sa pabigkas at pasulat na komunikatibo, replektibo/ mapanuring komunikatibo, replektibo/ mapanuring
at nabasang teksto at ipahayag nang mga teksto at ipahayag nang mabisa pag-iisip at pagpapahalagang pag-iisip at pagpapahalagang
mabisa ang mga ibig sabihin at ang mga ibig sabihin at nadarama. pampanitikan sa tulong ng mga akdang pampanitikan sa tulong ng iba’t ibang
nadarama. rehiyonal, pambansa at salintekstong disiplina at teknolohiya upang
Asyano at pandaigdig upang matamo magkaroon ng akademikong pag-
ang kultural na literasi. unawa

Pamantayan sa Bawat Baitang (Grade Level Standards):
Baitang Pamantayan sa Bawat Baitang

Naipamamalas ng mag-aaral ang kakayahan sa pagpapahayag ng iniiisip at damdamin sa wikang katutubo at ang kahandaan sa pagbasa at pagsulat upang
K
makilala ang sarili at matutong makisalamuha sa kapwa.
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang
1 naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga
2 kaalaman sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya,
damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng
kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang
3
iba’t ibang bahagi ng pananalita upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa
kanilang antas o lebel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto upang
4
maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa panitikan
5
at kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa.
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika,
6
panitikan at kultura upang makaambag sa pag-unlad ng bansa.
Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang
7 pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang rehiyunal upang maipagmalaki ang sariling kultura, gayundin ang
iba’t ibang kulturang panrehiyon.
Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip,at pag-unawa at pagpapahalagang
8
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang pambansa upang maipagmalaki ang kulturang Pilipino.
Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang kakayahang komunikatibo,mapanuring pag-iisip,at pag-unawa at pagpapahalagang
9
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang Asyanoupang mapatibay ang pagkakakilanlang Asyano.
Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang
10
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng kamalayang global.

BAITANG 1
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit
PAMANTAYAN NG PROGRAMA ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura
ng nagbibigay at tumatanggap ng mensahe.
PAMANTAYAN NG BAWAT Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang
YUGTO teksto at ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng
PAMANTAYAN NG BAWAT pagpapahayag at nakatutugon nang naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag
BILANG at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at
kaugnay ng kanilang kultura.
IKALAWANG MARKAHAN
Pagsasalita Pagbasa Pagsulat

Pagpapa
Pakikinig Estratehiya
Gramatika Pag-unlad Palabigkasan Kaalaman Pag- halaga sa
LINGGO (Pag-unawa sa (Wikang Kamalayang Pagsulat at Komposi sa Pag-
(Kayarian ng ng at Pagkilala sa Aklat at unawa sa Wika, at
Napakinggan) Binibigkas) Ponolohiya Pagbaybay syon aaral
Wika) Talasalitaan sa Salita Limbag Binasa Panitikan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naisasagawa Naipamamalas Naipamama Nagkakaroon Nauunawaa Naipamamala
ang kakayahan tatas sa pagsasalita at ang ugnayan ang ang iba’t ibang las ang ng n na may s ang iba’t
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at mapanuring kasanayan kamalayan papaunlad iba’t ibang ibang
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog pagbasa upang makilala sa mga na dahilan ng kasanayan
unawa sa upang at mabasa ang bahagi ng kasanayan sa pagsulat upang
napakinggan mapalawak mga pamilyar aklat at sa wasto at mauunawaan
ang at di-pamilyar ugnayan ng maayos na ang iba’t
talasalitaan na salita simbolo at pagsulat ibang teksto
wika
F1F-0a-j-1 F1F-0-j-2 F1F-0a-j-3 F1F-0a-j-4

Nakikinig at Naipapahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, Nakasusulat nang may
nakatutugon ideya/kaisipan/damdamin/reaksy antala at ekspresyon wastong baybay, bantas at
TATAS
nang angkop at on nang may wastong tono, diin, mekaniks ng pagsulat
wasto bilis, antala at intonasyon

Pagpapa
F1PN-IIa- 3 F1PS-IIa-2 F1WG-IIa-1 F1PP-IIa-1 F1PU-II F1EP-IIa- F1PL-0a-j-

Nasasagot ang Nakapagtatano Nagagamit Nasasabi ang a-1.11: c 1.1 2
mga tanong ng tungkol sa ang magalang mensaheng 1.2; 1.2a Napagsusuno Nagagamit
tungkol sa isang larawan na pananalita nais ipabatid ng Nakasusulat d-sunod ang ang wika
napakinggang sa angkop na nabasang nang may mga bilang tugon
pabula sitwasyon pananda tamang laki alpabeto sa sariling
pagpapakilala patalastas at layo sa (unang letra pangangaila
1 ng sarili babala o isa't isa ang ng salita) ngan at
paalala mga letra sitwasyon
Nakasusulat
ng malalaki
at maliliit na
letra
F1PN-IIb-5 F1KP-IIb-1 F1PT-IIb-f-6 F1AL – F1KM-IIb- F1PL-0a-j-
Naisasakilos ang Nabibigkas Natutukoy IIb-1 1 3
napakinggang nang wasto ang ang Nasasabi Nasisipi Naipamamal
awit tunog ng bawat kahulugan ng ang nang wasto as ang
letra ng salita batay sa nilalaman at malinaw paggalang
alpabetong kumpas, ng aklat ang salita sa ideya,
2 Filipino galaw, batay sa mula sa damdamin
ekspresyon ng pabalat huwaran at kultura
mukha; ng may
ugnayang akda ng
salita-larawan tekstong
napakingga
n o nabasa
F1PN-IIc-6 F1PS-IIc-3 F1WG-IIc-f- F1KP-IIc-2 F1AL –IIc- F1PU-II F1PL-0a-j-
Naiguguhit ang Naiuulat nang 2 Nabibilang ang 2 a-1.1-c- 4
naibigang bahagi pasalita ang Nagagamit salita sa isang Natutukoy 1.2.; 1.2a Napahahala
ng napakinggang mga nang wasto pangungusap ang Nakasusulat gahan ang
kuwento (batay naobserbahang ang pamagat, nang may mga
sa tunay na pangyayari sa pangngalan sa may- akda, tamang laki tekstong
buhay) paaralan pagbibigay ng tagaguhit at layo sa pampanitika
pangalan ng ng aklat o isa't isa ang n sa
3
tao, lugar, kuwento mga letra pamamagita
hayop, bagay n ng
at pangyayari Nakasusulat aktibong
ng malalaki pakikilahok
at maliliit na sa usapan
letra at gawaing
pampaniti
kan
F1PN-IId- 1.1 F1PS-IId-8.1 F1WG-IIc-f- F1KP-IId-3 F1PT-IIb-f-6 F1PP-IId-3 F1PL -0a-
4 Nakasusunod sa Nakapagbibigay 2 Napapantig ang Natutukoy Napagyayaman j-3
napakinggang ng maikling Nagagamit mga salita ang ang talasalitaan Naipamamal
Pagpapa
panuto na may 1 panuto na may nang wasto kahulugan ng sa as ang

hakbang. 1 – 2 hakbang ang salita batay sa pamamagitan paggalang
pangngalan sa kumpas o ng pagbubuo sa ideya,
pagbibigay ng galaw ng mga salita damdamin
pangalan ng ekspresyon ng gamit ang mga at kultura
tao, lugar, mukha; pantig ng may
hayop, bagay ugnayang akda ng
at pangyayari salita-larawan tekstong
Pambalana/ napakingga
pantangi n o nabasa
F1PN-IIe- 2 F1WG-IIc-f - F1KP-Iie-4 F1PP-IIe-2 F1PY-IIe-i- F1EP-IIe-2 F1PL-0a-j-
Nagagamit ang 2 Nabibilang ang Nababasa ang 2.1: f 2.2 Nabibigyang- 5
naunang Nagagamit pantig sa isang mga salitang Nababaybay kahulugan Nauunawaa
kaalaman o nang wasto salita batayan nang wasto ang mga n ang
karanasan sa ang ang mga simpleng kahalagaha
5 pag-unawa ng pangngalan sa salitang may mapa n ng
napakinggang pagbibigay ng tatlo o apat nilalaman
alamat pangalan ng na pantig ng
tao, lugar, natutuhan sa napakingga
hayop, bagay aralin ng teksto
at pangyayari
F1PN-IIf-8 F1PS-IIf-6.1 F1WG-IIc-f- F1KP-IIf-5 F1PT-IIb-f-6 F1PY-IIf- F1PL-0a-j-
Napagsusunod- Naisasalaysay 2 Nakikilala ang Natutukoy 2.2 6
sunod ang mga muli ang Nagagamit mga tunog na ang Nababaybay Naipakikita
pangyayari sa napakinggang nang wasto bumubuo sa kahulugan ng nang wasto ang hilig sa
napakinggang teksto sa tulong ang pantig ng mga salita batay sa ang mga pagbasa
kuwento sa ng pangngalan sa salita kumpas o salitang
tulong ng mga larawan pagbibigay ng galaw natutuhan sa
larawan pangalan ng ekspresyon ng aralin
6 tao, lugar, mukha;
hayop, bagay ugnayang
at pangyayari salita-larawan
F1WG-IIc-f-
2.1
Natutukoy ang
kailanan ng
pangngalan
F1PN-IIg-9 F1PS-IIg-7 F1WG-IIg-h- F1PP-IIg-4.1 F1AL-IIg- F1KMIIg- F1PL-0a-j-
Nahuhulaan ang Nakapagsasalay 3 Nababasa ang 4 2 7
susunod na say ng orihinal Nagagamit mga salita Nasusundan Naisusulat Naibabahagi
mangyayari sa na kuwento na ang mga gamit ang ang nang may ang
7
napakinggang kaugnay ng salitang palatandaang pagkakasul wastong karanasan
kuwento napakinggang pamalit sa konpigurasyon at ng teksto baybay at sa pagbasa
kuwento ngalan ng tao larawan ayon sa bantas ang upang
(ako, ikaw, estilo mga makahikaya
Pagpapa
siya) salitang t ng pagma

ididikta ng mahal sa
guro pagbasa
F1PN-IIh-10 F1 PS-IIh-9 F1WG-IIg-i- F1AL-IIh- F1KM-IIb- F1EP-IIe-2 F1PL-0a-j-
Naibibigay ang Nasasabi ang 3 3 1 Nabibigyang- 7
paksa ng mensahe ng Nagagamit Natutukoy Nasisipi ang kahulugan Naibabahagi
talatang isang babala ang mga ang mga salita ang mga ang
napakinggan salitang salita/pang mula sa simpleng karanasan
8 pamalit sa ungusap sa huwaran mapa sa pagbasa
ngalan ng tao isang talata upang
(ako, ikaw, makahikaya
siya) t ng pagma
mahal sa
pagbasa
F1PN-IIi-11 F1 PS-IIi-1 FIWG-IIg-i- F1KP-IIi-6 F1PP-IIi-5 F1PY-IIf-2 F1PL-0a-j-
Nailalarawan ang Naipapahayag 3 Nagagamit Napapalitan at Nakapag-uuri- Nababaybay 7
damdamin ng ang sariling ang mga nadadagdagan uri ng mga nang wasto Naibabahagi
isang tauhan sa ideya/damdami salitang ang mga tunog salita ayon sa ang mga ang
kuwentong n o reaksyon pamalit sa upang makabuo ipinahihiwatig salitang may karanasan
napakinggan tungkol sa ngalan ng tao ng bagong ng kaisipang tatlo o apat sa pagbasa
napakinggang (tayo, kayo, salita konseptwal na pantig upang
9
sa kuwento sila) natutunan sa makahikaya
aralin t ng pagma
F1WG-II-i mahal sa
2.2 pagbasa
Natutukoy ang
kasarian ng
pangngalan
F1PN-Iij-4 F1PS-IIj-5j- F1WG-IIg-i- F1KP-IIi-6 F1AL-IIj-5 F1KM-Ij-3 F1PL-0a-j
Naiuugnay ang 6.11 3 Napapalitan at Natutukoy Nakasusulat Nagagamit
sariling Nagagamit ang Nagagamit nadadagdagan ang nang may ang wika
karanasan sa magagalang na ang mga ang mga tunog ugnayan ng wastong bilang tugon
napakinggang pananalita sa salitang upang makabuo teksto at baybay, sa sariling
kuwento pagpapahayag pamalit sa ng bagong larawan bantas, pangangaila
ng sariling ngalan ng tao salita gamit ng ngan at
karanasan (tayo, kayo, malaki at sitwasyon
sila) maliit na
10
letra upang
maipaha
yag ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
Pagpapa
pangu
ngusap
IKATLONG MARKAHAN

Pagpapaha
LINGGO Gramatika Pag-unlad Kaalaman laga sa
(Pag-unawa sa (Wikang Kamalayang Palabigkasan Pag-unawa Pagsulat at Komposi sa Pag-
(Kayarian ng ng sa Aklat at Wika, at
Napakinggan) Binibigkas) Ponolohiya at Pagkilala sa Binasa Pagbaybay syon aaral
Wika) Talasalitaan Limbag Panitikan
sa Salita
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naisasagawa Naipamamalas Naipamama Nagkakaroon Nauunawa Naipamamal
ang kakayahan tatas sa pagsasalita ang ugnayan ang ang iba’t las ang ng an na may as ang iba’t
PANGNILALAMAN
PAMANTAYANG
sa mapanuring atpagpapahayag ng sariling ng simbolo at mapanuring ibang kamalayan papaunlad iba’t ibang ibang
pakikinig at pag- ideya, kaisipan, karanasan at tunog pagbasa upang kasanayan sa mga na dahilan ng kasanayan
unawa sa damdamin mapalawak ang upang bahagi ng kasanayan sa pagsulat upang
napakinggan talasalitaan makilala at aklat at sa wasto at maunawaan
mabasa ang ugnayan ng maayos na ang iba’t
mga pamilyar simbolo at pagsulat ibang teksto
at di-pamilyar wika
na salita
F1TA-0a-j-1 F1TA-0a-J-2 F1TA-0a-j-3 F1TA-0a-j-4
Nakikinig at Naipapahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, Nakasusulat nang may
TATAS nakatutugon ideya/kaisipan/damdamin/reaksy antala at ekspresyon wastong baybay, bantas at
F1PN-IIIa-1.3 F1PS-IIIa-4 F1KP-IIIa-5- F1AL-IIb- F1TA-0a-j-
Nakabubuo ng Naiuulat nang 1 2
mga tanong pasalita ang Nakikilala ang Nasasabi Nagagamit
matapos mga mga tunog na ang ang wika
mapakinggan naobserbahan bumubuo sa nilalaman bilang tugon
1
ang kuwento g pangyayari pantig ng mga ng aklat sa sariling
sa loob ng salita batay sa pangangailan
silid-aralan pamagat gan at
sitwasyon

Pagpapaha
sa Salita
F1PN-IIIb-1.2 F1WG-IIIb-1 F1PT-IIIb-2.1 F1PU-IIIb- F1EP-IIIb- F1-0a-j-3-
Nakasusunod sa Nagagamit ang Nababasa ang 1.2 1.2 Napagsu Naipamamal
napakinggang magalang na mga salita at Nakasusulat sunod-sunod as ang
panuto na may pananalita sa babala na nang may ang mga paggalang sa
1- 2 hakbang angkop na madalas tamang laki salita batay ideya,
2 sitwasyon makita sa at layo sa sa alpabeto damdamin at
pagbati paligid isa't isa ang (unang letra kultura ng
mga salita ng salita) may akda ng
tekstong
napakinggan
o nabasa
F1PN-IIIc-14 F1PS-IIIc- F1WG-IIIc-d- F1KP-IIIc-8 F1KM- F1PL-0a-j-
Nasasabi ang 10.1 4 Nakapagla Natutukoy ang IIIb-1 4
sariling ideya Nakapagtatan larawan ng mga salitang Nasisipi Napapahalag
tungkol sa ong tungkol sa mga bagay, magkakatugma nang ahan ang
tekstong napakinggang tao, hayop, wasto at mga
napakinggan kuwento pangyayari, at malinaw tekstong
lugar ang mga pampanitikan
3
salita sa sa
huwaran pamamagita
n ng
aktibong
pagsali sa
mga gawaing
pampanitikan
F1PN-IIId-8.2 F1PS-IIId- F1WG-IIIc-d- F1PT-IIId-1.1 F1AL- F1EP-IIId- F1PL-0a-j-
Napagsusunod- 6.2 4 Nasasabi ang IIId-1 3.2;3.3;3.4 3
sunod ang mga Naisasalaysay Nakapaglalaraw mensahe ng Natutukoy Natutukoy Naipamamal
pangyayari ng muli ang an ng mga nais ipabatid ng ang gawain ang mga as ang
kuwentong napakinggang bagay, tao, mga babala o ng may- bahagi ng paggalang sa
napakinggan teksto gamit pangyayari, at paalala akda/tagag aklat at ang ideya,
4 batay sa ang mga lugar uhit ng kahalagahan damdamin at
pangungusap pangungusap aklat o ng bawat isa kultura ng
kuwento Talaan ng may akda ng
Nilalaman tekstong
Index napakinggan
May-akda o nabasa
Tagaguhit
F1PN-IIIc-15 F1PS-IIIe-9 F1WG-IIIe-g- F1KP-IIIe-7 F1AL-IIIe- F1KM- F1PL-0a-j-
Nasasabi ang 5 Nasasabi ang 2 IIIe-2 5
Nakapagtatanon mensahe ng Nagagamit ang pagkakatulad o Natutukoy Naisusulat Naiipakikita
g ng kaugnay na isang babala mga salitang pagkakaiba ng ang simula nang may ang
5
impormasyon kilos sa pag- mga ng wastong pagtanggap
para lalong uusap tungkol pantig/salita pangungusa baybay at sa mga ideya
mauunawaan sa iba’t ibang p/talata/ku bantas ang ng
ang napakinggan gawain sa wento salita/pang napakinggan
Pagpapaha
sa Salita
tahanan, ungusap g
paaralan, at na teksto/akda
pamayanan ididikta ng
guro
F1PN-IIIf-9 P1PS-IIIf- F1WG-IIIe-g- F1PT-IIIf- F1KM- F1PL-0a-j-
Nahuhulaan ang 5.2 5 4.1;4.2 IIIe-2 6 Naipakikita
susunod na Nakasasali sa Nagagamit ang Nababasa ang Nakasusul ang hilig sa
mangyayari sa isang usapan mga salitang mga salita at nang pagbasa
napakinggang tungkol sa kilos sa paggamit ang may
6 kuwento isang uusap tungkol palatandaang tamang
napakinggang sa iba’t ibang konpigurasyon laki at layo
kuwento gawain sa tunay na bagay sa isa't isa
tahanan, ang mga
paaralan, at salita
pamayanan
F1PN-IIIg-3 F1PS-IIIg-1 F1WG-IIIe-g- F1KP-IIIg-9 F1AL- F1EP-IIIg- F1PL-0a-j-
Nasasagot sa Naipapahayag 5 Nakapagbibigay IIIg-6 2.1 7
mga tanong ang sariling Nagagamit ang ng mga salitang Nasusundan Nabibigyang- Naibabahagi
tungkol sa ideya/damda mga salitang magkakatugma ang kahulugan ang
napakinggang min o kilos sa pag- pagkakasul ang mga karanasan sa
7 tugma/tula reaksyon uusap tungkol at ng teksto simpleng pagbasa
tungkol sa sa sa iba’t ibang ayon sa talaan upang
napakinggang gawain sa anyo makahikayat
tugma/tula tahanan, ng
paaralan, at pagmamahal
pamayanan sa pagbasa
F1PN-IIIh-5 F1WG-IIIh-j- F1KP-IIIh-j-6 F1PP-IIIh- F1EP-IIIh- F1PL-0a-j-
Naisasakilos ang 6 Napapalitan at 1.4 4.1 7
napakinggang Nasasabi ang nadadagdagan Natutukoy ang Nagagamit Naibabahagi
tula o awit paraan, ang mga tunog kahulugan ng nang wasto ang
panahon at upang salita batay sa at ayos ang karanasan sa
lugar ng makabuo ng kasingkahulug silid-aklatan pagbasa
8
pagsasagawa bagong salita an mga dapat upang
ng kilos o ikilos o iasal makahikayat
gawain sa sa silid- ng
tahanan, aklatan pagmamahal
paaralan at sa pagbasa
pamayanan
F1PN-IIIi-7- F1PS-IIIi- F1WG-IIIh-j- F1PT-IIIi-5 F1PU-IIIi- F1PL-0a-j-
Naibibigay ang 8.2 6 Nasasabi ang Nakapag-uuri- 2.1;2.3 7
paksa ng Nakapagbibiga paraan, uri ng mga Nababaybay Naibabahagi
napakinggang y ng maikling panahon at salita ayon sa nang wasto ang
9
tula panuto gamit lugar ng ipinahihiwatig ang mga karanasan sa
ang lokasyon pagsasagawa na kaisipang salitang may pagbasa
ng kilos o konseptwal tatlo o apat upang
gawain sa na pantig makahikayat
Pagpapaha
sa Salita
tahanan, batayang ng
paaralan at talasalitaan pagmamahal
pamayanan sa pagbasa
F1PN-IIIj-12 F1WG-IIIh-j- F1KP-IIIh-j-6 F1PT-IIIj-3 F1PP-IIIj-9 F1KM- F1PL-0a-j-
Nakapagbibigay 6 Napapalitan at Napagyayaman Nagagamit IIIj 2
ng sariling Nasasabi ang nadadagdagan ang talasalitaan ang mga Nakasusul Nagagamit
hinuha sa paraan, ang mga tunog sa natutuhang at nang ang wika
napakinggang panahon at upang pamamagitan salita sa may bilang tugon
teksto. lugar ng makabuo ng ng pagbubuo pagbuo ng wastong sa sariling
pagsasagawa bagong salita ng mga salita mga simpleng baybay, pangangailan
ng kilos o gamit ang mga pangungusap. bantas, gan at
gawain sa pantig gamit ng sitwasyon
tahanan, malaki at
paaralan at maliit na
pamayanan letra
10 upang
maipaha
yag ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
salita
pangu
ngusap

IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpapaha

Pakikinig Estratehiya laga sa
Gramatika Palabigkasan Pag-unlad Kaalaman
LINGGO (Pag-unawa sa (Wikang Kamalayang Pag-unawa Pagsulat at Komposi sa Pag- Wika,
Napakinggan) (Kayarian ng at Pagkilala ng sa Aklat at aaral Literasi at
Binibigkas) Ponolohiya sa Binasa Pagbaybay syon
Wika) sa Salita Talasalitaan Limbag
Panitikan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naisasagawa Naipamamalas Naipamama Nagkakaroon Nauunawa Naipamamal Napapahala
ang kakayahan tatas sa pagsasalita sa ang ugnayan ang ang iba’t las ang ng an na may as ang iba’t gahan ang
PAMANTAYANG PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at mapanuring ibang kamalayan papaunlad iba’t ibang ibang wika at
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog pagbasa upang kasanayan sa mga na dahilan ng kasanayan panitikan sa
unawa sa mapalawak ang upang bahagi ng kasanayan sa pagsulat upang pamamagitan
napakinggan talasalitaan makilala at aklat at wasto at mauunawaan ng pagsali sa
mabasa ang kung paano maayos na ang iba’t usapan at
mga pamilyar ang pagsulat ibang teksto talakayan,
at di-pamilyar ugnayan ng paghiram sa
na salita simbolo at aklatan,
wika pagkukuwent
o, pagsulat
ng tula at
kuwento
F1TA-0a-j-1 F1TA-0a-j-2 F1TA-0a-j-3 F1TA-0a-j-4

Nakikinig at Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, Nakasusulat nang may
TATAS nang angkop at on nang may wastong tono, diin, mekaniks ng pagsulat
F1PN-IVA-16 F1PS-IVa-4 F1WG-IVa F1-IVa-b-5 F1PT-IVa-h- F1PU-IVa- F1PL-0a-j-2

Natutukoy ang Naiuulat nang Nagagamit ang Nakikilala ang 1.5 1.2 Nagagamit
mahahalagang pasalita ang magalang na mga tunog na Natutukoy ang Nakasusulat ang wika
detalye kaugnay mga pananalita sa bumubuo sa kahulugan ng ng mga salita bilang tugon
ng paksang napanood na angkop na pantig ng mga salita batay sa nang may sa sariling
1
napakinggan palabas sa sitwasyon salita kasalungat tamang laki pangangailan
telebisyon pagpapakilala at layo sa gan at
ng ibang kasapi isa't isa sitwasyon
ng pamilya
F1-IVb-2 F1PS-IVb-1 F1-IVab-5 F1AL-IVb- F1KM- F1PL-0a-j-3
Nagagamit ang Naipapahayag Nakikilala ang 7 IVb-1.1 Naipamamala
naunang ang sariling mga tunog na Natutukoy Nasisipi s ang
kaalaman o ideya/damda bumubuo sa ang gamit nang paggalang sa
karanasan sa min o pantig ng mga ng maliit at wasto at ideya,
pag-unawa ng reaksyon salita malaking malinaw damdamin at
2 napakinggang tungkol sa letra ang kultura ng
teksto napakinggang pangungu may akda ng
tekstong sap tekstong
pang- napakinggan
impormasyon o nabasa

Panitikan
F1PN-IVc-8.3 F1PS-IVc- F1WG-IVa F1PP-IVc-e- F1EP-IVc- F1PL-0a-j-4
Napagsusunod- 6.3 Nagagamit ang 1.1 1.3 Naipapamalas
sunod ang mga Naisasalaysay magalang na Nasasabi ang napag ang
pangyayari ng muli ang pananalita sa mensaheng susunod- pagpapahalag
kuwentong napakinggang angkop na nais ipabatid, sunod ang a sa tekstong
napakinggan sa teksto sitwasyon tulad babala o mga salita pampanitikan
3 tulong ng mga ng pagpa paalala batay sa sa
pamatnubay na pakilala ng alpabeto pagpapakita
tanong ibang kasapi ng unang ng
pamilya dalawang sigasig/intere
letra ng s sa pakikinig
salita
F1PN-IVd-6 F1WG-IVd-f- F1KP-IVd-8 F1PP-IVd-4.1 F1PY-IVd- F1PL-0a-j-3
Naiguguhit ang 7 Natutukoy ang Nababasa ang 2.1 Naipamamala
naibigang bahagi Nagagamit mga salitang mga salita Nababaybay s ang
ng tulang nang wasto ang magkakatugma gamit ang nang wasto paggalang sa
napakinggan mga pang-ukol palatandaang ang mga ideya,
4 konpigurasyon salitang may damdamin at
tatlo o apat kultura ng
na pantig may akda ng
tekstong
napakinggan
o nabasa
F1-IVe-9 F1PS-IVe- F1WG-IVd-f- F1PP-Ivc-e- F1KM- F1PL-0a-j-5
Nahuhulaan ang 3.8.3 7 1.1 IVe-2 Naipakikita
susunod na Nakasasali sa Nagagamit Nasasabi ang Naisusulat ang
mangyayari sa isang usapan nang wasto ang mensaheng nang may pagtanggap
napakinggang tungkol sa mga pang-ukol nais wastong sa mga ideya
kuwento isang ipabatid,babala baybay at ng nabasang
5
pangyayaring o paalala bantas akda/teksto
naobserbahan ang
sa loob ng salita/
paaralan pangungu
sap na
ididikta
F1PN-IVf-5 F1WG-IVd-f- F1PP-IVi-2.2 F1AL-IVf- F1EP-IVf-5 F1PL-0a-j-6
Naisasakilos ang 7 Nababasa ang 8 Nagagamit Naipakikita
napakinggang mga salitang Natutukoy nang wasto ang hilig sa
tula o awit Nagagamit nautuhan sa ang gamit ang Talaan pagbasa
nang wasto ang aralin at sa ng iba’t ng Nilalaman
6 mga pang-ukol ibang ibang
asignatura bantas

Panitikan
F1PN-Ivg-1.2 F1PS-Ivg- F1KP-Ivg-9 F1PL-0a-j-7
Nakasusunod sa 8.3 Nakapagbibigay Naibabahagi
napakinggang Nakapagbibiga ng mga salitang ang
panuto ( 1- 2 y ng maikling magkakatugma karanasan sa
hakbang) panuto gamit pagbasa
7
ang simpleng upang
mapa makahikayat
ng
pagmamahal
sa pagbasa
F1PN-Ivh-3 F1PS-Ivh- F1PT-IVa-h- F1PY-Ivh- F1EP-Ivh- F1PL-0a-j-7
Nasasagot ang 10.2 1.5 2.2 2.2 Naibabahagi
mga tanong Nakapagtatan Natutukoy ang Nababaybay Nabibigyang- ang
tungkol sa ong tungkol sa kahulugan ng nang wasto kahulugan karanasan sa
napakinggang isang salita batay sa ang mga ang mga pagbasa
8
tekstong pang- napakinggang kasalungat natutuhang simpleng upang
impormasyon balita salita mula pictograph makahikayat
sa mga ng
aralin pagmamahal
sa pagbasa
F1PN-IVi-12 F1WG-IVi-j-8 F1KP-IVi-6 F1PP-IVi-2.2 F1EP-IVi- F1PL-0a-j-7
Nakapagbibigay Nakabubuo Nakapagpapalit Nababasa ang 4.2 Naibabahagi
ng sariling nang wasto at at mga salitang Nagagamit ang
hinuha sa payak na nakapagdaragd natutuhan sa nang wasto karanasan sa
napakinggang pangungusap ag ng mga aralin at sa at maayos pagbasa
kuwento na may tamang tunog upang ibang ang silid- upang
9
ugnayan ng makabuo ng asignatura aklatan makahikayat
simuno at bagong salita pangangalag ng
panag-uri sa a sa mga pagmamahal
pakikipag-usap kagamitang sa pagbasa
makikikita sa
silid-aklatan
F1PN-IVj-7- F1WG-IVi-j-8 F1KP-IVi-6 F1PT-Ivj-2 F1KM- F1PL-0a-j-2
Naibibigay ang Nakabubuo Nakapagpapalit Napagyayama Ivj-3 Nagagamit
paksa ng nang wasto at at n ang Nakasusul ang wika
napakinggang payak na nakapagdaragd talasalitaan sa at nang bilang tugon
tekstong pang- pangungusap ag ng mga pamamagitan may sa sariling
impormasyon na may tamang tunog upang ng pagbubuo wastong pangangailan
paliwanag ugnayan ng makabuo ng ng mga salita baybay, gan at
10
simuno at bagong salita /paghahanap bantas, sitwasyon
panag-uri ng mga salita gamit ng
sa isang salita malaki at
maliit na
letra
upang
maipahaya

Panitikan
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
pangungu
sap

BAITANG 2
PAMANTAYAN NG BAWAT Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang
YUGTO teksto at ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o
PAMANTAYANNG BAWAT napakinggan, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na
BILANG nakasusulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon
sa kanilang antas o nibel at kaugnay ng kanilang kultura.
UNANG MARKAHAN

Pakikinig Palabigka Pag-unlad Estratehiya Pagpapahala
LINGGO (Pag-unawa sa Gramatika Kaalaman sa sa Pag- ga sa Wika,
(Wikang Kamalayang san at ng Pag-unawa Pagsulat at Komposi
Napakinggan) (Kayarian ng Aklat at aaral at Panitikan
Binibigkas) Ponolohiya Pagkilala sa Talasali sa Binasa Pagbaybay syon
Wika) Limbag
Salita taan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon Nauunawa Naipamamal Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t mapanuring pagbasa upang ng an na may as ang iba’t ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang pagpapahalag
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin tunog ng aklat at kasanayan na dahilan ng kasanayan a at
unawa sa kung paano upang kasanayan sa pagsulat upang kasanayan sa
napakinggan ang ugnayan makilala at wasto at maunawaan paggamit ng
ng simbolo at mabasa ang maayos na ang iba’t wika sa
wika mga pamilyar pagsulat ibang teksto komunikasyon
at di-pamilyar at pagbasa ng
na salita iba’t ibang uri
ng panitikan
F2PN-Ia-2 F2WG-Ia-1 F2BPK-Ia-9 F2PP-Ia-c- F2PT-Ia- F2PU-Ia-j- F2EP-IIa- F2PL-0a-j-2
Nagagamit ang Nagagamit Nahuhulaan 12 h-1.4 1.1 1.1 Nagagamit
naunang ang magalang ang pamagat Nasasabi ang Nakakagami Nakagagawa Napagsusuno ang wika
kaalaman o na pananalita batay sa mensaheng t ng mga ng pataas- d-sunod ang bilang tugon
karanasan sa sa angkop na pabalat ng nais ipabatid palatandaa pababang mga salita sa sariling
1
pag-unawa ng sitwasyon aklat ng guhit batay sa pangangailang
napakinggang (pagbati) nagbibigay alpabeto an at
teksto ng (unang sitwasyon
kahulugaha dalawang

Wika) Limbag
Salita taan
n (context; letra)
kasingkahul
ugan)
F2-PN-3.1.1 F2PS-Ib-5.3 F2KP-Ib-g-6 F2PP-Ib-6 F2PB-Ib- F2PU-Ia- F2-PL-a-j-3
Nakasasagot sa Nakasasali sa Nakapagpapalit Nasasabi ang 2.1 1.2 Naipamamalas
mga tanong isang usapan at pagkakatulad Nakasusunod Nakagagawa ang paggalang
tungkol sa tungkol sa nakapagdaragd at pagkakaiba sa nakasulat ng pataas na sa ideya,
napakinggang isang ag ng mga ng mga na panutong paikot damdamin at
2
kuwento batay pangyayaring tunog upang pantig/salita may 1- 2 kultura ng
sa tunay na naobserbahan makabuo ng hakbang may akda ng
pangyayari bagong salita tekstong
/pabula napakinggan o
nabasa
F2-PN-1.3 F2PS-Ic-8.4 F2WG-Ic-e-2 F2PP-Ia-c- F2PT-Ic-e- F2PB-Ic-9 F2PU-Ia- F2PL-0a-j-4
Nakasusunod sa Nakapag Nagagamit 12 2.1 Nagagamit 1.3 Napapahalaga
napakinggang bibigay ng nang wasto Nasasabi ang Napagyaya ang personal Nakagagawa han ang mga
panuto (1 simpleng ang mensaheng man ang na karanasan ng paikot tekstong
hakbang) panuto na may pangngalan sa nais ipabatid talasalitaan sa paghinuha pababang pampanitikan
2-3 hakbang pagbibigay ng ng nabasang sa pamama ng ikot
pangalan ng patalastas gitan ng mangyayari
3 tao, lugar at paghanap sa nabasang
mga bagay ng maikling teksto
pambalana salitang
matatagpua
n sa loob
ng isang
mahabang
salita
F2PN-Id-1.3.1 F2WG-Ic-e-2 F2KP-Id-5 F2PB-Id- F2PU-Id-f- F2PE-Id- F2PL-0a-j-3
Nasasagot ang Nagagamit Nakikilala ang 3.1.1 3.1 1.1 Naipamamalas
mga tanong na nang wasto mga tunog na Nakasasagot Nakasusulat ang paggalang
sino , ano, saan ang bumubuo sa sa mga sa kabit-kabit Napagsusuno sa ideya,
at bakit pangngalan sa pantig ng mga tanong na paraan d-sunod ang damdamin at
pagbibigay ng salita tungkol sa na may mga salita kultura ng
4
pangalan ng nabasang tamang laki batay sa may akda ng
tao, lugar, kuwento at layo sa alpabeto tekstong
hayop, batay sa isa't isa ang (unang napakinggan o
pangyayari at tunay na mga salita dalawang nabasa
mga bagay pangyayari letra)
/pabula
F2PN-Ie-9 F2WG-Ic-e-2 F2AL-Ie-11 F2PT-Ic-e- F2PB-Ie-4 F2PU-Id-f- F2PL-0a-j-5
Nahuhulaan ang Nagagamit Natutukoy ang 2.1 Nailalarawan 3.2 Nakadarama
5 susunod na nang wasto kahalagahan Napagyaya ang mga Nakasusulat ng pagbabago
mangyayari sa ang gamit ng man ang bahagi ng sa kabit-kabit sa sariling
kuwento batay pangngalan sa malaking letra talasalitaan kuwento na paraan damdamin at

Wika) Limbag
Salita taan
sa tunay na pagbibigay ng sa isang salita/ sa panimula na may pananaw
pangyayari/pabul pangalan ng pangungusap pamamagit kasukdulan tamang laki batay sa
a tao, lugar at an katapusan/ka at layo sa binasang
mga bagay paghanap lakasan isa't isa ang teksto
kasarian ng maikling mga salita
salitang
matatagpua
n sa loob
ng isang
mahabang
salita
F2PS-If-1 F2PP-Iif-2.1 F2PB-If-5.1 F2PU-Id-f- F2KM-Ig- F2PL-0a-j-6
Naipapahayag Nababasa ang Naisasalaysa 3.2 1.2 Naipakikita
ang sariling mga salita sa y muli ang Nakasusulat Naisusulat ang hilig sa
ideya/damdami unang kita binasang sa kabit-kabit nang may pagbasa
n o reaksyon teksto nang na paraan wastong
tungkol sa may tamang na may baybay at
napakinggang pagkakasuno tamang laki bantas
kuwento batay d-sunod sa at layo sa ang mga
sa tunay na tulong ng isa't isa ang salitang
pangyayari mga larawan mga salita ididikta ng
guro
F2PU-Id-f-
3.3
6
Nagagamit
ang malaki
at maliit na
letra at mga
bantas sa
pagsulat ng
mga parirala
at
pangungusap
gamit ang
mga salitang
natutuhan sa
aralin
F2PN-Ig-8.1 F2-PS-Ig-6.1 F2WG-Ig-3 F2KP-Ib-g-6 F2PB-Ig-8 F2KM-Ig- F2PL-0a-j-7
Napagsusunod- Naisasalaysay Nagagamit Nakapagpapalit Nakapagbibig 1.2 Naibabahagi
sunod ang mga muli ang ang mga at ay ng Nasisipi ang karanasan
pangyayari ng napakinggang salitang nakapagdaragd angkop na nang sa pagbasa
7 kuwentong teksto sa pamalit sa ag ng mga pamagat sa wasto at upang
napakinggan tulong ng mga ngalan ng tao tunog upang binasang maayos makahikayat
batay sa larawan larawan (ako, ikaw, makabuo ng teksto ang mga ng
siya) bagong salita pangungu pagmamahal
sap sa pagbasa
Wika) Limbag
Salita taan
F2PN-Ih-12.1 F2PT-Ia- F2PB-Ih-6 F2KM-Ih- F2EP-Ih-3 F2PL-0a-j-7
Naibibigay ang h-1.5 Napag- 1.2 Natutukoy Naibabahagi
paksa o Nakakagami uugnay ang Naisusulat ang mga ang karanasan
nilalaman ng t ng mga sanhi at nang may bahagi ng sa pagbasa
pabulang pahiwatig bunga ng wastong aklat at ang upang
napakinggan upang mga baybay at kahalagahan makahikayat
malaman pangyayari bantas ng bawat isa ng
ang sa binasang ang mga talaan ng pagmamahal
kahulugan talata salitang nilalaman sa pagbasa
ng mga ididikta ng indeks
8 salita guro may- akda
paggamit tagaguhit
ng mga
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clues)
kasalungat
F2PN-Ii-j-12.1 F2-PS-Ig-6.1 F2WG-Ii-3 F2PB-Ii-1 F2KM-Ii- F2PL-0a-j-7
Nailalarawan Naipahahayag Nagagamit Naiuugnay sa 1.2 Naibabahagi
ang mga tauhan ang sariling ang mga sariling Naisusulat ang karanasan
sa napakinggang ideya/damdami salitang karanasan nang may sa pagbasa
testo batay sa n o reaksyon pamalit sa ang wastong upang
9 kilos tungkol sa ngalan ng tao nabasang baybay at makahikayat
napakinggang tayo, kayo, sila teksto bantas ng
kuwento batay ang mga pagmamahal
sa tunay na salitang
pangyayari/pab ididikta ng
ula guro
F2PN-Ii-j-12.1 F2PS-Ij-3 F2KP-Ij-6- F2PT-Ij-5 F2PB-Ij-7 F2PY-Ij-2.1 F2PL-0a-j-2
Nailalarawan ang Naiuulat nang Napapalitan at Napag-uuri- Natutukoy Nababaybay Nagagamit
mga tauhan sa pasalita ang nadadagdagan uri ang mga ang suliranin nang wasto ang wika
napakinggang mga ang mga tunog salita ayon sa nabasang ang mga bilang tugon
testo batay sa nasaksihang upang sa teskto o salita tatlo o sa sariling
damdamin pangyayari sa makabuo ng pahiwatig napanood apat na apat pangangailang
10 paaralan bagong salita na na pantig an at
konseptwal batayang sitwasyon
talasalitaang
pampaningin
natutunang
salita mula
sa mga aralin

IKALAWANG MARKAHAN

Pagpapa
Palabigka Estratehiya
Pakikinig Gramatika Kaalaman sa Pag-unlad halaga sa
LINGGO (Wikang Kamalayang san at Pag-unawa Pagsulat at Komposi sa Pag-
(Pag-unawa sa (Kayarian ng Aklat at ng Talasali Wika, at
Binibigkas) Ponolohiya Pagkilala sa sa Binasa Pagbaybay syon aaral
Napakinggan) Wika) Limbag taan Panitikan
Salita
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang pagpapahalag
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog ng aklat at kasanayan na dahilan ng kasanayan a at
unawa sa kung paano upang kasanayan sa pagsulat upang kasanayan sa
napakinggan ang ugnayan makilala at wasto at mauunawaa paggamit ng
ng simbolo at mabasa ang maayos na n ang iba’t wika sa
wika mga pamilyar pagsulat ibang teksto komunikasyon
at di-pamilyar at pagbasa ng
na salita iba’t ibang uri
ng panitikan
F2PN-IIa-1.3 F2WG-IIa-1 F2AL-IIa-1.1 F2PP-IIa-6 F2PB-IIa- F2PU-Ia- F2PL-0a-j-2
Nakasusunod sa Nagagamit Nasasabi ang Nasasabi ang b-3.1.1 3.1 Nagagamit
napakinggang ang magalang nilalaman ng pagkakatulad Nakasasagot Nakasusulat ang wika
panuto (1 na pananalita aklat batay sa at pagkakaiba sa mga sa kabit-kabit bilang tugon
hakbang) na angkop sa pabalat nito ng mga tanong na paraan sa sariling
sitwasyon pantig/salita tungkol sa na may pangangailang
pakikipag- nabasang tamang laki an at
usap sa kuwento at layo sa sitwasyon
matatanda isa't isa ang
mga salita
1 F2PU-Ia-
3.2
Naisusulat
nang may
wastong
baybay at
bantas ang
mga
pangungusap
na ididikta
ng guro
F2PN-IIb-2 F2PS-IIb-1 F2KP-IIb-8 F2PT-IIb- F2PB-IIa- F2KM- F2PL-0a-j-3
Nagagamit ang Naipapahayag Natutukoy ang 1.7 b-3.1.1 IIb-f-1.2 Naipamamalas
2 naunang ang sariling mga salitang Nakakagami Nakasasagot Nasisipi ang paggalang
kaalaman o ideya/damdami magkakatugma t ng mga sa mga nang sa ideya,
karanasan sa n o reaksyon pahiwatig tanong wasto at damdamin at

Pagpapa
Salita
pag-unawa ng tungkol sa upang tungkol sa malinaw kultura ng
napakinggang napakinggang malaman nabasang ang may akda ng
teksto sa kuwento/ ang kuwento parirala tekstong
alamat kahulugan pangu napakinggan o
ng mga ngusap nabasa
salita tulad
ng
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clues)
katuturan o
kahulugan
ng salita
F2PN-IIc-3.1.1 F2WG-IIc-d- F2KP-IIc-3 F2PB-IIc- F2PU-Iic- F2KM- F2EP-IIc-2 F2PL-0a-j-4
Nakasasagot sa 4 Napapantig ang 2.2 3.2 IIb-f-1.2 Nabibigyang- Naipakikita
mga tanong Nakapaglalara mga mas Nakasusunod Nakasusulat Nasisipi kahulugan ang aktibong
tungkol sa wan ng mga mahahabang sa nakasulat sa kabit-kabit nang ang mga pakikilahok sa
napakinggang bagay, tao, salita na panutong na paraan wasto at simpleng usapan at
kuwento/alamat pangyayari, may 2- 3 na may malinaw mapa gawaing
3 at lugar hakbang tamang laki ang pampanitikan
at layo sa parirala
isa't isa pangu
malaki at ngusap
maliit na
letra ; mga
salita
F2PN-IId-12.2 F2WG-IIc-d- F2PP-IId-i-5 F2PB-IId-4 F2PU-Ii-c- F2KM- F2PL-0a-j-3
Nailalarawan ang 4 Nakapag-uuri- Nailalarawan 3.2 IIb-f-1.2 Naipamamalas
mga tauhan sa Nakapaglalara uri ng mga ang mga Nakasusulat Nasisipi ang paggalang
napakinggang wan ng mga salita ayon sa elemento ng sa kabit-kabit nang sa ideya,
kuwento batay bagay, tao, ipinahihiwatig kuwento na paraan wasto at damdamin at
sa sinabi o pangyayari, na kaisipang tauhan na may malinaw kultura ng
pahayag at lugar konseptwal tagpuan tamang laki ang may akda ng
4
banghay at layo sa parirala tekstong
isa't isa pangu napakinggan o
malaki at ngusap nabasa
maliit na
letra ; mga
salita

Pagpapa
Salita
F2PN-IIe-7 F2PS_IIe-h- F2AL-IIe-10 F2PP-IIe- F2KM- F2EP-IIe- F2PL-0a-j-5
Naibibigay ang 5.1 Natutukoy ang 2.2 IIb-f-1.2 1.1 Naipakikita
paksa o kaisipan Nakasasali sa kahalagahan Nababasa ang Nasisipi Napagsusun ang
ng kuwentong isang usapan gamit ng mga salitang nang od-sunod pagtanggap sa
kathang – isip tungkol sa malaking letra madalas na wasto at ang mga mga ideya ng
5 napakinggan napakinggang /bantas sa makita sa malinaw salita batay nabasang
kathang-isip na isang paligid ang sa alpabeto akda/teskto
kuwento salita/pangungu parirala unang
sap pangu dalawang
ngusap letra ng
salita
F2PS-If-3.1 F2PT-IIa- F2PB-Iif-10 F2PU-Iif- F2KM- F2EP-Iif-h- F2PL-0a-j-6
Naiuulat nang j-1.6 Nasasabi ang 3.2 IIb-f-1.2 5 Naipakikita
pasalita ang Nakakagami paksa o tema Nakasusulat Nasisipi Nagagamit ang hilig sa
mga t ng mga ng binasang sa kabit-kabit nang ang mga pagbasa
naobserbahang pahiwatig teksto na paraan wasto at bahagi ng
pangyayari sa upang na may malinaw aklat ayon sa
pamayanan malaman tamang laki ang pangangaila
ang at layo sa parirala ngan
kahulugan isa't isa ang pangu
ng mga mga salita ngusap
salita tulad
ng
6
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clue
katuturan o
kahulugan
ng salita)
F2PN-IIg-8.3 F2PS-IIg-6.4 F2WG-IIg-h- F2AL-Ii-g-5.2 F2PY-IIg-i- F2KM- F2PL-0a-j-7
Napagsusunod- Naisasalaysay 5 Naisasalaysay 2.1 IIg-j-3 Naibabahagi
sunod ang mga muli ang Nagagamit muli ang Nababaybay Naka ang karanasan
pangyayari ng napakinggang ang mga binasang teksto nang wasto susulat sa pagbasa
kuwentong teksto sa tulong salitang kilos nang may ang mga nang may upang
7 napakinggan ng pamatnubay sa pag-uusap tamang salitang may wastong makahikayat
batay sa mga na tanong tungkol sa pagkakasunod- tatlo o apat baybay, ng
pamatnubay na iba’t ibang sunod na pantig bantas at pagmamahal
tanong gawain sa batayang gamit ng sa pagbasa
tahanan, talasalitaang malaki at
paaralan, at pampaningin maliit na
Pagpapa
Salita
pamayanan natutunang letra
salita mula upang
sa mga aralin maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F2PS-IIe-h- F2WG-IIg-h- F2PT-IIa- F2PB-Iih-6 F2EP-Iif-h- F2PL-0a-j-7
5.1 5 j-1.6 Napag- 5 Naibabahagi
Nakasasali sa Nagagamit Nakakagami uugnay ang Nagagamit ang karanasan
isang usapan ang mga t ng mga sanhi at ang mga sa pagbasa
tungkol sa salitang kilos pahiwatig bunga ng bahagi ng upang
isang sariling sa pag-uusap upang mga aklat ayon sa makahikayat
karanasan tungkol sa malaman pangyayari pangangaila ng
iba’t ibang ang sa binasang ngan pagmamahal
gawain sa kahulugan teksto sa pagbasa
tahanan, ng mga
paaralan, at salita tulad
8 pamayanan ng
paggamit
ng mga
palatandaa
ng
nagbibigay
ng kahu
lugahan
(katuturan
o
kahulugan
ng salita)
F2PN-IIi-9 F2KP-IIi-j-6 F2PT-IIa- F2PB-IIi-7 F2PY-IIg-i- F2KM- F2PL-0a-j-7
Nahuhulaan ang Nakapagpapalit j-1.6 Natutukoy 2.2 IIg-j-3 Naibabahagi
susunod na at Nabibigyan ang suliranin Nababaybay Nakasusul ang karanasan
mangyayari sa nakapagdaragd g sa nabasang nang wasto at nang sa pagbasa
kuwento ag ng mga kahulugan teskto o ang mga may upang
tunog upang ang mga napanood salitang may wastong makahikayat
9 makabuo ng salita sa tatlo o apat baybay, ng
bagong salita pamamagit na pantig bantas, pagmamahal
an ng batayang gamit ng sa pagbasa
pagbibigay talasalitaang malaki at
ng pampaningin maliit na
kasingkahul natutunang letra
ugan at salita mula upang
Pagpapa
Salita
kasalungat sa mga aralin maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu pangu
ngusap
F2 PS-IIj-8.1 F2WG-IIj-6 F2KP-Iij-6 F2PP-IIa-j- F2PB-IIj-8 F2KM- F2PL-0a-j-2
Nakapagbibigay Nasasabi ang Nakapagpapalit 1.7 Nakapagbibig IIg-j-3 Nagagamit
ng maikling paraan, at Nakakagamit ay ng Nakasusul ang wika
panuto ng may panahon at nakapagdaragd ng mga angkop na at nang bilang tugon
2-3 hakbang lugar ng ag ng mga pahiwatig pamagat sa may sa sariling
gamit ang pagsasagawa tunog upang upang binasang wastong pangangailang
pangunahing ng kilos o makabuo ng malaman ang teksto baybay, an at
direksyon gawain sa bagong salita kahulugan ng bantas, sitwasyon
tahanan, mga salita gamit ng
paaralan at paggamit ng malaki at
10 pamayanan mga maliit na
palatandaang letra
nagbibigay ng upang
kahulugahan maipahaya
(context g ang
clues) ideya,
katuturan o damdamin
kahulugan ng o reaksyon
salita sa isang
paksa o
isyu

IKATLONG MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpapa

Pakikinig Palabigkasa Pag-unlad Estratehiya halaga sa
Gramatika Kaalaman sa
LINGGO (Pag-unawa sa Wikang Kamalayang n at ng Pag-unawa Pagsulat at Komposi sa Pag- Wika,
(Kayarian Aklat at
Napakinggan) Binibigkas Ponolohiya Pagkilala sa Talasalita sa Binasa Pagbaybay syon aaral Literasi at
ng Wika) Limbag Panitikan
Salita an
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon ng papaunlad Nauunawaan Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t mapanuring pagbasa upang na kasanayan sa wasto at na may iba’t ang
PANGNILALAMAN
PAMANTAYANG
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan maayos na pagsulat ibang dahilan pagpapahalaga
pakikinig at pag- kaisipan, karanasan at ng mga tunog ng aklat at kasanayan ng pagsulat at kasanayan
unawa sa damdamin kung paano upang sa paggamit
napakinggan ang ugnayan makilala at ng wika sa
ng simbolo at mabasa ang komunikasyon
wika mga pamilyar at pagbasa ng
at di-pamilyar iba’t ibang uri
na salita ng panitikan
TATAS
F2PN-IIIa-2 F2PS-IIIa-g- F2WG-IIIa- F2PT-IIIa- F2PB-IIIa- F2PU-IIIa- F2PL-0a-j-2

Nagagamit ang 5.3 g-1 e-2.2 1 3.1 Nagagamit ang
naunang Nakasasali sa Nagagamit Napagyaya Naiuugnay Nakasusulat wika bilang
kaalaman o isang usapan ang magalang man ang ang binasa sa kabit-kabit tugon sa
karanasan sa tungkol sa na pananalita talasalitaan sa sariling na paraan na sariling
pag-unawa ng napanood o sa angkop na sa karanasan may tamang pangangailang
napakinggang nabasang sitwasyon pamamagit laki at layo an at
1 teksto patalastas paghingi ng an ng sa isa’t isa sitwasyon
pahintulot pagbubuo
ng mga
bagong
salita mula
sa salitang-
ugat
F2PN-IIIb-c- F2PS-IIIb-8.2 F2AL-IIIb-1.2 F2PP-IIIb-6 F2PY-IIIb- F2KM- F2PL-0a-j-3
3.1.1 Nakapagbibigay Nasasabi ang Nasasabi ang h-j-2.1 IIIb-e- Naipamamalas
Nakasasagot sa ng maikling nilalaman ng pagkakatulad Nababaybay 1.4 ang paggalang
mga tanong panuto gamit aklat batay sa at pagkakaiba nang wasto Nasisipi sa ideya,
tungkol sa ang lokasyon pamagat ng mga ang mga nang damdamin at
napakinggang pantig/salita salitang may wasto at kultura ng may
tugma tatlo o apat malinaw akda ng
2
na apat na ang isang tekstong
pantig talata napakinggan o
batayang nabasa
talasalitaang F2KM-
pampaningin IIIbce-
natutunang 3.2

LINGGO (Pag-unawa sa Gramatika Kaalaman sa sa Pag- Wika,
Wikang Kamalayang n at ng Pag-unawa Pagsulat at Komposi
(Kayarian Aklat at
Salita an
salita mula Nakasusul
sa mga aralin at ng
sariling
talatang
may
wastong
baybay,
bantas at
gamit ng
maliit at
malaking
letra
F2P-IIIb-c- F2PS-IIc-1- F2KP-IIIc-8- F2PB-IIIc- F2KM- F2PL-0a-j-4-
3.1.1- Naipahahayag Natutukoy ang 3.1.11- IIIbce- Naipakikita
Nakasasagot sa ang sariling mga salitang Nakasusunod 3.2 ang aktibong
mga tanong ideya/damdami magkakatugma sa nakasulat Nakasusul pakikilahok sa
tungkol sa n o reaksyon na panutong at ng usapan at
napakinggang tungkol sa sa gamit ang sariling gawaing
tula napakinggang lokasyon talatang pampanitikan
tugma/tula may
3 wastong
baybay,
bantas at
gamit ng
maliit at
malaking
letra
F2PN-IIId-1.2 F2WG-IIIa- F2KP-IIId-9 F2PB-IIId- F2PU-IIIa- F2EP-IIIe- F2PL-0a-j-3
Nakasusunod sa g-1 Nakapagbibigay 3.1.11 3.1 1.1- Naipamamalas
napakinggang Nagagamit ng mga salitang Nasasagot Nakasusulat Napagsusuno ang paggalang
panuto ang magalang magkakatugma ang mga sa kabit-kabit d-sunod ang sa ideya,
( 1- 2 hakbang) na pananalita tanong na paraan mga salita damdamin at
sa angkop na tungkol sa na may batay sa kultura ng may
4
sitwasyon nabasang tamang laki alpabeto akda ng
pagtanggap tugma/tula at layo sa unang tekstong
ng isa't isa dalawang napakinggan o
paumanhin letra ng nabasa
salita
F2PS-IIe-3.2- F2AL-IIIe-j- F2PP-IIIe- F2PU-Ie-g- F2KM- F2PL-0a-j-5

Naiuulat nang 12 2.1 3.1 IIIbce- Nauunawaan
pasalita ang Natutukoy kung Nababasa ang Nakasusulat 3.2 ang
5 mga napanood paano batayang sa kabit-kabit Nakasusul kahalagahan
sa telebisyon nagsisimula at talasalitaan na paraan at ng ng mga
nagtatapos ang na may sariling nilalaman ng
isang tamang laki talatang panitikan/
(Kayarian Aklat at
Salita an
pangungusap at layo sa may teksto
isa't isa wastong
malaki at baybay,
maliit na bantas at
letra mga gamit ng
salita maliit at
malaking
letra
F2PN-IIIf-7 F2PS-IIIa-g- F2PT-IIIf- F2PB-IIIf-7 F2PY-IIIb- F2EP-IIIh- F2PL-0a-j-6
Naibibigay ang 5.3 1.8 Natutukoy j-2.2 2.1 Naipakikita
paksa o kaisipan Nakasasali sa Nakakagami ang suliranin Nababaybay Nagagamit ang hilig sa
ng tugma/tulang isang usapan t ng mga sa nabasang nang wasto nang wasto pagbasa
napakinggan tungkol sa pahiwatig teskto o ang mga ang talaan
isang paksang upang napanood salitang may ng nilalaman
napakinggan malaman tatlo o apat
ang na pantig
kahulugan (batayang
ng mga talasalitaang
salita tulad pampaningin
6 ng natutuhang
paggamit salita mula
ng mga sa mga
palatandaa aralin)
ng
nagbibigay
ng kahu
lugahan
(sitwasyong
pinaggamit
an ng
salita)
F2PN-IIIg-9- F2PS-IIIa-g- F2WG-IIIa- F2PT-IIIc- F2PB-IIIg- F2PU-IIIe- F2PL-0a-j-7
Nahuhulaan ang 5.3 Nakasasali g-1 g-5 6 g-3.2 Naibabahagi
susunod na sa isang usapan Nagagamit Nakapag- Nakasusulat ang karanasan
mangyayari sa tungkol sa ang magalang uuri-uri ng Napag- sa kabit-kabit sa pagbasa
napakinggang isang napaking na pananalita mga salita uugnay ang na paraan upang
7 tugma/tula gang kuwento sa angkop na ayon sa sanhi at na may makahikayat
sitwasyon ipinahihiwat bunga ng tamang laki ng
(paghingi ng ig na mga at layo sa pagmamahal
paumanhin) kaisipang/ pangyayari isa't isa sa pagbasa ng
konseptwal sa binasang ang mga panitikan
teksto salita
F2PN-IIIh-8.4 F2WG-IIIh- F2KP-IIIh-1 F2AL-IIIe-j- F2PY-IIIb- F2EP-IIIh- F2PL-0a-j-7
Napagsusunod- i-7 Nabibigkas 12 h-2.3 2.1 Naibabahagi
sunod ang mga Nagagamit nang wasto ang Natutukoy Nababaybay Nabibigyang- ang karanasan
8
pangyayari ng nang wasto mga kung paano nang wasto kahulugan sa pagbasa
(Kayarian Aklat at
Salita an
kuwentong ang mga diptonggo nagsisiumula at ang mga ang mga upang
napakinggan pang-ukol (aw,ew, iw, ay, nagtatapos ang salitang may simpleng makahikayat
ni/nina oy) isang talata tatlo o apat talaan ng
kay/kina na pantig pagmamahal
ayon sa (batayang sa pagbasa
para sa talasalitaang
ukol sa pampa
ningin;
natutuhang
salita mula
sa mga
aralin)
F2PS-IIIi-6.3 F2WG- F2PP-IIIi- F2PT-IIIi- F2PB-IIIi- F2KM- F2PL-0a-j-7
Naisasalaysay IIIh—i-7 2.2- 5 11 IIIi-3.1 Naibabahagi
muli ang Nagagamit Napagyayama Nakapag- Naibibigay Nakasusu ang karanasan
napakinggang nang wasto n ang uuri-uri ng ang mga lat nang sa pagbasa
teksto ayon sa ang mga talasalitaan mga salita sumusuporta may upang
pananaw ng isa pang-ukol sa ayon sa ng kaisipan wastong makahikayat
sa mga tauhan ni/nina pamamagitan ipinahihiwat sa baybay, ng
kay/kina pagbubuo ng ig na pangunahing bantas, pagmamahal
ayon sa mga bagong kaisipang kaisipan ng gamit sa pagbasa
para sa salita mula sa konseptwal tekstong ng malaki
ukol sa salitang-ugat binasa at maliit
na letra
9 upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
(talata na
may 3- 5
pangu
ngusap)
F2PN-IIIj-12 F2PS-IIIj-8.2 F2KP-IIIj-6 F2AL-IIIe-j- F2PY-IIIb- F2EP-IIIj- F2PL-0a-j-2
Nakapagbibigay Nakapagbibigay Nakapagpapalit 12 j-2.3 4.1 Nagagamit ang
ng sariling ng maikling at Natutukoy kung Nababaybay Nagagamit wika bilang
hinuha sa panuto ng may nakapagdaragd paano nang wasto nang wasto tugon sa
10 napakinggang 2-3 hakbang ag ang mga nagsisimula at ang mga at ayos ang sariling
teksto gamit ang tunog upang nagtatapos ang salitang may silid-aklatan pangangailang
pangunahing makabuo ng isang tatlo o apat Mga dapat an at
direksyon bagong salita pangungusap/ na pantig ikilos sa sitwasyon
talata (batayang silid- aklatan
(Kayarian Aklat at
Salita an
talasalitaang
pampa
ningin;
natutuhang
salita mula
sa mga
aralin)
IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpapahala

Gramatika Kaalaman sa Palabigkasan Pag-unlad Pag- ga sa Wika,
LINGGO (Pag-unawa sa Wikang Kamalayang Pagsulat at Kompo sa Pag-
(Kayarian ng Aklat at at Pagkilala sa ng Talasali unawa sa Literasi at
Napakinggan) Binibigkas Ponolohiya Pagbaybay sisyon aaral
Wika) Limbag Salita taan Binasa Panitikan
Naipamama las Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon ng papaunlad Nauunawaan Naipamamalas
ang kakayahan at tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t ibang mapanuring pagbasa upang na kasanayan sa wasto at na may iba’t ang
PANGNILALAMAN
PAMANTAYANG
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi kasanayan mapalawak ang talasalitaan maayos na pagsulat ibang dahilan pagpapahalaga
pakikinig at pag- kaisipan, karanasan at ng mga tunog ng aklat at upang makilala ng pagsulat at kasanayan
unawa sa damdamin kung paano at mabasa ang sa paggamit ng
napakinggan ang ugnayan mga pamilyar at wika sa
ng simbolo at di-pamilyar na komunikasyon
wika salita at pagbasa ng
iba’t ibang uri
ng panitikan
Nakikinig at Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala Nakasusulat nang may
TATAS nakatutugon ideya/kaisipan/damdamin/reaks at ekspresyon wastong baybay, bantas at
nang angkop at yon nang may wastong tono, mekaniks ng pagsulat
wasto diin, bilis, antala at intonasyon
F2PN-IVa-7 F2PS-IVa- F2WG-IVa-c- F2PT-IVa- F2PB-IVa- F2KM-IVa- F2PL-0a-j-2
Naibibigay ang 8.5 1 d-1.9 3.2- 2.4 Nagagamit ang
paksa o kaisipan Nakapagbibig Nagagamit ang Nakakagamit Nakasa Naisusulat wika bilang
sa napakinggang ay ng magalang na ng mga sagot sa nang may tugon sa
kuwento tungkol maikling pananalita sa pahiwatig mga tanong wastong sariling
sa isang tunay panuto ng angkop na upang tungkol sa baybay at pangangaila
na pangyayari may 2-3 sitwasyon malaman nabasang bantas ang ngan at
hakbang pagtatanong ng ang tekstong liham na sitwasyon
1
gamit ang lokasyon ng kahulugan pang- ididikta ng
pangunahing lugar ng mga salita imporma guro
direksyon tulad ng syon
paggamit ng
mga
palatandaang
nagbibigay
ng ka
hulugahan
(pagbibigay
ng
halimbawa)
F2-IVb-2 F2KP-IVb- F2AL-IVb-10 F2PP-IVb-2.1 F2PU-IVb-3 F2KM-Ivb- F2EP-IVb- F2PL-0a-j-3
Nagagamit ang 1.2 Nabibigyan ng Nababasa ang Nakasusulat 5 Naisusulat 5.1 Naipamamalas
naunang Nabibigkas sariling mga salitang sa kabit-kabit nang wasto Nagagamit ang paggalang
kaalaman o nang wasto pamagat ang madalas na na paraan ang mga nang wasto sa ideya,
karanasan sa ang tunog na isang kuwento makita sa paligid na may idiniktang ang Index ng damdamin at
pag-unawa ng kambal katinig tamang laki mga salita aklat kultura ng may
napakinggang (kl, ts, gl, pr, at layo sa akda ng
2
teksto pl, gr) isa't isa tekstong
malaki at napakinggan o
maliit na nabasa
letra
mga salita
pangungusap
F2-IVc-1.3 F2WG-IVc-1 F2KP-IVc-i-9 F2PP-IVb-2.1 F2PB-IVc- F2KM-IVc- F2EP-IVc- F2PL-0a-j-4
Nakasusunod sa Nagagamit ang Nakapagbibiga Nababasa ang 2.4 6 g-1.4 Napapahalagah
napakinggang magalang na y ng mga mga salitang Naiuugnay Nakabubuo Napagsunod- an ang mga
panuto pananalita sa salitang madalas na ang binasa ng isang sunod ang tekstong
(2 -3 hakbang) angkop na magkakatugm makita sa paligid sa sariling talata sa mga salita pampanitikan
sitwasyon a karanasan pamamagita batay sa
(pagtanggap ng n ng alpabeto
3
tawag sa pagsasama- tambalang
telepono) sama ng salita
magkakaugn
ay na pangu
ngusap
F2PS-IVd-1 F2KP-IVd-j- F2PP-IVd-2 F2PT-IVa- F2PB-IVd- F2KM-IVd- F2PL-0a-j-3
Naipapahaya 6 Nababasa ang d-1.9 6 Napag- 1.5 Naipamamalas
g ang sariling Nakapagpapali batayang Nakakagamit uugnay Nakasusulat ang paggalang
ideya/damda t at talasalitaan ng mga ang sanhi ng liham sa sa ideya,
min o nakapagragda pahiwatig at bunga ng tulong ng damdamin at
reaksyon g ng mga upang mga padronmula kultura ng may
tungkol sa tunog upang malaman pangyayari sa guro akda ng
napakinggan makabuo ng ang sa binasang tekstong
4 g tekstong bagong salita kahulugan teksto napakinggan o
pang- ng mga salita nabasa
imporma tulad ng
syon paggamit ng
mga
palatandaang
nagbibigay
ng
kahulugahan
(pagbibigay
ng
halimbawa)
F2PS-IVe- F2WG-IVe-1 F2KP-IVe- F2AL-IVe-g- F2PB-IVe- F2KM-Ive-7 F2EP-IVe- F2PL-0a-j-5
6.5 Nagagamit ang 1.3 13 7 Nakasusulat h-2.3 Naipakikita ang
Naisasalaysa magalang na Nabibigkas Natutukoy kung Natutukoy ng isang Nabibigyang- pagtanggap sa
y muli ang pananalita sa nang wasto paano ang tugma- kahulugan mga ideya ng
5 napakinggan angkop na ang tunog ng nagsisiumula at suliranin sa tugmaan ang mga nabasang akda
g teksto sa sitwasyon mga nagtatapos ang nabasang simpleng o teskto
tulong ng pagbibigay ng diptonggo isang teskto o graph
story reaksyon o (ay,ey,iy,oy, pangungusap/ napanood
grammar komento uy) talata
F2PN-IVf-3.1.2 F2PS-IVf-i- F2PT-IVf-i- F2PB-IVf- F2KM-IVf- F2PL-0a-j-6
Nasasagot ang 5.4 1.10 5.3 3.2 Naipakikita ang
mga tanong Nakasasali sa Nakakagamit Naisasalysa Nakasusulat hilig sa
tungkol sa isang usapan ng mga y muli ang nang may pagbasa
napakinggang tungkol sa pahiwatig binasang wastong
tekstong pang- isang upang teksto sa baybay,
impormasyon napanood na malaman pamamagit bantas,
patalastas o ang an ng story gamit ng
6 palabas kahulugan grammar malaki at
ng mga salita maliit na
(paggamit ng letra upang
pormal na maipahayag
depinisyon ang ideya,
ng salita) damdamin o
reaksyon sa
isang paksa
o isyu
F2PS-Ivg- F2WG-Ivg-j-8 F2KP-IVb-i- F2AL-IVe-g- F2PB-Ivg- F2KM-IVg- F2EP-IVc- F2PL-0a-j-7
3.4 Nakabubuo 1.3 1.3 3.2 1.5 g-1.4 Naibabahagi
Naiuulat nang wasto at Nakapagbibiga Natutukoy kung Nasasagot Nakasusulat Napagsunod- ang karanasan
nang pasalita payak na y ng mga paano ang mga ng liham sa sunod ang sa pagbasa
ang mga pangungusap salitang nagsisiumula at tanong tulong ng mga salita upang
7
napakinggan na may tamang magkakatugm nagtatapos ang tungkol sa padron mula batay sa makahikayat ng
sa radyo ugnayan ng a isang binasang sa guro alpabeto pagmamahal sa
simuno at pangungusap/ teksto tambalang pagbasa
panag-uri sa talata salita
pakikipag-usap
F2PN-Ivh-8.5 F2KP-Ivh-5 F2PP-Ivh-5 F2KM-Ivh- F2EP-IVe- F2PL-0a-j-7
Napagsusunod- Natutukoy ang Nakapag-uuri-uri 3.2 h-2.3 Naibabahagi
sunod ang mga mga tunog na ng mga salita Nakasusulat Nabibigyang ang karanasan
pangyayari ng bumubuo sa ayon sa sa kabit-kabit kahulugan sa pagbasa
kuwentong isang klaster ipinahihiwatig ng na paraan ang simpleng upang
8
napakinggan (salitang kaisipang na may graph makahikayat ng
batay sa story hiram) konseptwal tamang laki pagmamahal sa
grammar KKPK tren at layo sa pagbasa
KPKK nars, isa't isa ang
keyk mga salita at
pangungusap
F2PS-IVf-i- F2WG-Ivg-j-8 F2KP-IVb-i- F2PP-IV-f-i- F2PB-IVi- F2PY-IVi-2 F2KM-IVi- F2PL-0a-j-7

5.4 Nakabubuo 1.3 1.10 11 Nababaybay 1.6 Naibabahagi
Nakasasali sa nang wasto at Nakapagbibiga Nakakagamit ng Naibibigay nang wasto Nakasusulat ang karanasan
isang usapan payak na y ng mga mga pahiwatig ang mga ang mga ng sariling sa pagbasa
tungkol sa pangungusap salitang upang malaman sumusuport salitang may liham na upang
isang na may tamang magkaka ang kahulugan ang tatlo o apat wala nang makahikayat ng
napanood na ugnayan ng tugma ng mga salita kaisipan sa na apat na padron pagmamahal sa
patalastas o simuno at paggamit ng pangunahin pantig pagbasa
palabas panag-uri mga g kaisipan batayang
9 palatandaang ng tekstong talasalitaang
nagbibigay ng binasa pampaningin
kahulugahan natutunang
(pormal na salita mula
depenisyon ng sa mga aralin
mga salita)
F2-IVj-12 F2WG-IVg-j-8 F2KP-IVd-j- F2PT-IIIi-5 F2PB-IVj- F2KM-IVj-9 F2EP-Ivj- F2PL-a-j-2

Nakapagbibigay Nakabubuo 6 Naka Nakapag- 8 Naibibigay 4.1 Nagagamit ang
ng sariling nang wasto at pagpapalit at uuri-uri ng Nakapgabib ang angkop Nagagamit wika bilang
hinuha sa payak na nakapagragda mga salita igay ng na salita nang wasto tugon sa
napakinggang pangungusap g ng mga ayon sa angkop na /parirala at ayos ang sariling
10 kuwento na may tamang tunog upang ipinahihiwati pamagat sa upang silid-aklatan pangangaila
ugnayan ng makabuo ng g na isang talata makabuo ng panganga ngan at
simuno at bagong salita kaisipang isang talata laga sa mga sitwasyon
panag-uri konseptwal kagamitang
makikikita sa
silid-aklatan

BAITANG 3
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang
PAMANTAYAN NG
angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng
PROGRAMA
nagbibigay at tumatanggap ng mensahe.
PAMANTAYAN NG BAWAT Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang teksto
YUGTO at ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o
napakinngan at nakapagbibigay ng kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang
PAMANTAYAN NG BAWAT
may wastong palipon ng mga salita at maayos na nakasulat gamit ang iba’t ibang bahagi ng pananalita upang maipahayag at
BILANG
maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o lebel at
kaugnay ng kanilang kultura.
UNANG MARKAHAN

Pagpapa
Pakikinig Palabigka
Gramatika Kaalaman sa Pag-unlad Estratehiya halaga sa
LINGGO (Pag-unawa sa Wikang Kamalayang san at Pag-unawa Pagsulat at Komposi
(Kayarian ng Aklat at ng Talasali sa Pag- Wika, at
Napakinggan) Binibigkas Ponolohiya Pagkilala sa sa Binasa Pagbaybay syon
Wika) Limbag taan aaral Panitikan
Salita
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang
PAMANTAYANG
pagpapahalaga
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog ng aklat at kasanayan na dahilan ng kasanayan at kasanayan
unawa sa kung paano upang kasanayan sa pagsulat upang sa paggamit ng
napakinggan ang ugnayan makilala at wasto at mauunawaan wika sa
ng simbolo at mabasa ang maayos na ang iba’t komunikasyon
wika mga pamilyar pagsulat ibang teksto at pagbasa ng
at di-pamilyar iba’t ibang uri
TATAS
F3TA-Ia-13.1 F3WG-Ia-d-2 F3AL-Ia-1.2 F3PB-Ia-1 F3PU-Ia-c- F3PL-0a-j-2
Naisasagawa Nagagamit Nahuhulaan Naiuugnay 1.2 Nagagamit ang
ang maayos na ang ang ang binasa Nasisipi nang wika bilang
pagpapakilala pangngalan sa nilalaman/paks sa sariling wasto at tugon sa
1 ng sarili pagsasalaysay a ng aklat sa karanasan maayos ang sariling
tungkol sa pamamagitan isang talata pangangaila
mga tao, lugar ng pamagat ngan at
at bagay sa sitwasyon
Pagpapa
Pakikinig Palabigka
Salita
paligid
F3PN-Ib-2 F3WG-Ia-d-2 F3KP-Ib-f-8 F3PB-Ib- F3EP-Ib-h- F3PL-0a-j-3

Nagagamit ang Nagagamit Natutukoy ang 3.1 5 Nagagamit Naipamamalas
naunang ang mga salitang Nasasagot ang iba’t ang paggalang
kaalaman o pangngalan sa magkakatugma ang mga ibang bahagi sa ideya,
karanasan sa pagsasalaysay tanong ng aklat sa damdamin at
2
pag-unawa ng tungkol sa tungkol sa pagkalap ng kultura ng may
napakinggang mga tao, lugar tekstong impormasyon akda ng
teksto at bagay sa binasa tugma tekstong
paligid napakinggan o
nabasa
F3PN-Ic-j- F3PS-IIb- F3Al-If-1.3 F3PT-Ic- F3PB-Ic-2 F3PU-Ia-c- F3PL-0a-j-4
3.1.1 12.5 Nababasa ang 1.4 Nakasusunod 1.2 Napapahalaga
Nasasagot ang Nagagamit ang mga salitang Nakakaga sa nakasulat Nasisipi nang han ang mga
mga tanong magalang na may tatlong mit ng mga na panuto wasto at tekstong
tungkol sa pananalita na pantig pataas pahiwatig maayos ang pampanitikan
napakinggang angkop sa upang isang talata
kuwento sitwasyon malaman
(pagbati, ang
pakikipag– kahulugan
usap, paghingi ng mga
3
ng paumanhin) salita
paggamit
ng mga
palatan
daang
nagbibigay
ng
kahuluga
han (kasing
kahulugan)
F3PN-Ic-j- F3WG-Ia-d-2 F3KP-Id-10 F3PB-Id- F3PY-Id- F3EP-Id- F3PL-0a-j
3.1.1 Nagagamit Nahahati nang 3.1 2.2 6.1 Naipamamalas
Napagsusunod- ang pabigkas ang Nasasagot Nababaybay Nakakagamit ang paggalang
sunod ang mga pangngalan sa isang salita ang mga nang wasto ng sa ideya,
pangyayari ng pagsasalaysay ayon sa pantig tanong ang mga diksyunaryo damdamin at
4
kuwentong tungkol sa tungkol sa salitang kultura ng may
napakinggan sa mga tao, lugar tekstong natutunan sa akda ng
pamamagitan ng at bagay sa binasa aralin tekstong
larawan paligid (kuwento) napakinggan o
nabasa

Pagpapa
Pakikinig Palabigka
Salita
F3PN-Ie-5 F3WG-Ie-h-3 F3AL-Ie-14.1 F3PBH-Ie-4 F3KM-Ie- F3EP-Ib-h- F3PL-00-5-
Naisasakilos ang Nagagamit sa Naikukumpara Nailalarawan g-3 Naka 5 Nauunawaan
tulang usapan ang ang mga aklat ang mga susulat Nagagamit ang
napakinggan mga salitang sa elemento ng nang may ang iba’t kahalagahan ng
pamalit sa pamamagitan kuwento wastong ibang bahagi mga nilalaman
ngalan ng tao ng (tauhan, baybay, ng aklat sa ng panitikan /
(ako, ikaw, pagkakatulad at tagpuan, bantas, at pagkalap ng teksto
siya) pagkakaiba banghay) gamit ng impormasyon
batay sa pisikal malaki at
na anyo maliit na
5
letra
upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F3PN-If-1.3 F3PS-If-12. F3WG-Ie-h-3 F3KP-Ib-f-8 F3PBH-If- F3PY-If-2.4 F3EP-If-j- F3PL-0a-j-
Nakasusunod sa Nagagamit ang Nagagamit sa Natutukoy ang 3.2 Nababaybay 2.4 Naipakikita ang
panutong may 2 magalang na usapan ang mga salitang Nasasagot nang wasto Nabibigyang- hilig sa pagbasa
– 3 hakbang pananalita sa mga salitang magkakatugma ang mga ang mga kahulugan
angkop na pamalit sa tanong salita di- ang isang
6 sitwasyon ngalan ng tao tungkol sa kilala batay table
pakikipag usap kami, tayo, binasang sa bigkas
sa matatanda kayo at sila tekstong
at hindi kakilala pang-
impormasyon
F3PN-Ig-6.1 F3KP-Ig-j-6 F3PT-Ic- F3PB-Ig- F3PU-Ig-i-4 F3EP-Id- F3PL-0a-j-7

Naisasalaysay Nakapagpapalit 1.5 12.1 Nagagamit 6.1 Naibabahagi
muli ang at Nakakaga Naisasalay ang malaki Nakagagamit ang karanasan
napakinggang nakapagdaragd mit ng say muli ang at maliit na ng sa pagbasa
teksto sa ag ng mga pahiwatig binasang letra at mga diksyunaryo upang
tulong ng tunog upang upang teksto nang bantas sa makahikayat ng
larawan makabuo ng malaman may tamang pagsulat ng; pagmamahal sa
7 bagong salita ang pagkaka mga salitang pagbasa
kahulugan sunod-sunod natutunan sa
ng mga ng mga aralin
salita tulad pangyayari parirala
ng pangungusap
paggamit
ng mga
palatan

Pagpapa
Pakikinig Palabigka
Salita
daang
nagbibigay
ng
kahuluga
han (kasa
lungat)
F3PN-Ic-1.4 F3PS-If-12.2 F3WG-Ie-h- F3PB-Ih-14 F3PY-Ih- F3EP-Ib-h- F3PL-0a-j-7
Naiguguhit ang Nagagamit ang 3.1 Nakapagbibig 2.1 5 Naibabahagi
mensahe ng magalang na Nagagamit ay ng wakas Nababaybay Nagagamit ang karanasan
napakinggang pananalita na ang panghalip ng binasang nang wasto ang iba’t sa pagbasa
parabula/ alamat angkop sa bilang pamalit kuwento ang mga ibang bahagi upang
8
sitwasyon sa pangngalan salitang may ng aklat sa makahikayat ng
(panghihiram may tatlo o apat pagkalap ng pagmamahal sa
ng gamit) panandang na pantig impormasyon pagbasa
ang
(ito/iyan/iyon)
F3PN-Ic-j- F3PS-IIi-3.1 F3WG-Ie-h- F3PT-Ic- F3PB-Ii-15 F3PU-Ig-i-4 F3PL-0a-j-7
3.1.1 Naiuulat nang 3.1 1.5 Nagbabago Nagagamit Naibabahagi
Nasasagot ang ang mga Nagagamit Nakakaga ang dating ang malaki ang karanasan
mga tanong naobserbahang ang panghalip mit ng kaalaman at maliit na sa pagbasa
tungkol sa pangyayari sa bilang pamalit pahiwatig base sa mga letra at mga upang
napakinggang pamayanan sa pangngalan upang natuklasang bantas sa makahikayat ng
kuwento (ito/iyan/iyon) malaman kaalaman sa pagsulat ng pagmamahal sa
ang binasang talata pagbasa
kahulugan teksto
ng mga
9 salita tulad
ng
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahuluga
han (ka
salungat)
F3PN-Ij-10 F3KP-Ig-j-6 F3PT-Ij- F3KM-Ij- F3EP-If-j- F3PL-0a-j-2
Nakabubuo ng Nakapagpapalit 2.3 4 2.4 Nagagamit ang
isang kuwentong at Napagya Nakasusul Nabibigyang- wika bilang
katumbas ng nakapagdaragd yaman ang at ng kahulugan tugon sa
10 napakinggang ag ng mga talasalitaan isang ulat ang table sariling
kuwento tunog upang sa pama tungkol sa pangangaila
makabuo ng magitan ng isang ngan at
bagong salita paggamit pangyayari sitwasyon
ng ng
Pagpapa
Pakikinig Palabigka
Salita
magkasing napaking
kahulugan gan
at magka
salungat
namga
salita
IKALAWANG MARKAHAN

Gramatika Palabigkasan Kaalaman sa Pag-unlad halaga sa
LINGGO (Pag-unawa sa (Wikang Kamalayang Pag-unawa Pagsulat at Komposi sa Pag-
(Kayarian ng at Pagkilala Aklat at ng Talasali Wika, at
Napakinggan) Binibigkas) Ponolohiya sa Binasa Pagbaybay syon aaral
Wika) sa Salita Limbag taan Panitikan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon Nauunawa Naipama Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang iba’t ibang ang mapanuring pagbasa upang ng an na may malas ang ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at kasanayan kamalayan sa mapalawak ang talasalitaan papaunlad iba’t ibang iba’t ibang pagpapaha
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog upang makilala mga bahagi na dahilan ng kasanayan laga at
unawa sa at mabasa ang ng aklat at kasanayan sa pagsulat upang kasanayan sa
napakinggan mga pamilyar kung paano wasto at maunawaan paggamit ng
at di-pamilyar ang ugnayan maayos na ang iba’t wika sa
na salita ng simbolo at pagsulat ibang teksto komunikasyon
wika at pagbasa ng
iba’t ibang uri
ng panitikan
F3PN-IIa-2 F3WG-IIa-c- F3PT-IIc- F3PB-IIa-1 F3EP-IIa-d- F3PL-0a-j-2
Nagagamit ang 2 1.5 Naiuugnay 5 Nagagamit ang
naunang Nagagamit ang Nakakaga ang binasa Nagagamit wika bilang
kaalaman o pangngalan sa mit ng sa sariling ang iba’t tugon sa
karanasan sa pagsasalaysay pahiwatig karanasan ibang bahagi sariling
pag-unawa ng tungkol sa mga upang ng aklat sa pangangailang
napakinggang tao, lugar, malaman pagkalap ng an at
1 teksto bagay at mga ang impormasyon sitwasyon
pangyayari sa kahulugan
paligid ng mga
salita tulad
ng
paggamit
ng mga

palatan
daang
nagbibigay
ng
kahuluga
han (ka
salungat)
F3PS-IIb- F3AL-IIb-1 F3PB-IIb- F3PU-IIa- F3PL-0a-j-3
12.5- Nahuhulaan e-4 1.2 Naipamamalas
Nagagamit ang Nailalarawan Nasisipi nang ang paggalang
ang magalang nilalaman/pak ang wasto at sa ideya,
na pananalita sa ng aklat sa elemento ng maayos ang damdamin at
2
sa angkop na pamamagitan kuwento isang talata kultura ng may
sitwasyon ng pagtingin (tauhan, akda ng
(pagpa sa mga tagpuan, tekstong
paliwanag) larawan banghay) napakinggan o
nabasa
F3PN-IIc-3.1.1 F3WG-IIa-c F3PP-IIc-d- F3PB-IIc-2 F3PY-IIc- F3PL-0a-j-4
Nasasagot ang Nagagamit 2.3 Nakasusunod 2.3 Napapahalaga
mga tanong ang Nababasa ang sa nakasulat Nababaybay han ang mga
tungkol sa pangngalan sa mga salitang na panuto nang wasto tekstong
napakinggang pagsasalaysay may klaster ang pampanitikan
3 tula tungkol sa mga batayang
tao, lugar , talasalitaan
bagay at mga
pangyayari sa
paligid
F3PN-IId-5 F3KP-IIb-d-8 F3PP-IIc-d- FPT-IId- F3PB-I-d- F3PU-IId-4 F3EP-IIa-d- F3PL-oa-j-3

Naisasakilos ang Natutukoy ang 2.3 1.7 3.1 Nagagamit 5 Naipamamalas
tulang mga salitang Nababasa ang Nakakaga Nasasagot ang malaki Nagagamit ang paggalang
napakinggan magkakatugma mga salitang mit ng ang mga at maliit na ang iba’t sa ideya,
may klaster pahiwatig tanong letra at mga ibang bahagi damdamin at
upang tungkol sa bantas sa ng aklat sa kultura ng may
malaman tekstong pagsulat ng pagkalap ng akda ng
ang binasa mga parirala/ impormasyon tekstong
kahulugan tula pangungusap napakinggan o
4
ng mga nabasa
salita tulad
ng
paggamit
ng mga
pala
tandaang
nagbibigay
ng

kahuluga
han
(katuturan
o
kahulugan
ng salita)
F3PS-IIb-2.5 F3WG-IIg-j-3 F3PP-IIe-g- F34AL-IIe- F3PB-IIb- F3KM- F3PL-0a-j-6
Naisasagawa Nagagamit sa 2.4 14 e-4 IIe-3.1 Naipakikita
ang maayos usapan ang Nababasa ang Naikokompara Nailalarawan Nakasu ang
na mga salitang mga salitang ang mga ang mga sulat ng pagtanggap sa
pagpapakilala pamalit sa iisa ang baybay kuwento sa elemento ng talata mga ideya ng
ng ibang tao ngalan ng tao ngunit pamamagitan kuwento nang may nabasang
(kami, tayo, magkaiba ang ng pagtatala (tauhan, wastong teksto/akda
kayo at sila) bigkas ng tagpuan, baybay,
pagkakatulad banghay) bantas at
at pagkakaiba gamit ng
malaki at
5 maliit na
letra
upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F3PN-Iif-6.4 F3PT-Iif- F3PB-Iif- F3PY-Iif- F3PL-0a-j-7

Naisasalaysay 1.8 3.2 2.2 Naipakikita
muli ang Nakakaga Nasasagot Nabaybay ang hilig sa
napakinggang mit ng ang mga nang wasto pagbasa sa
teksto sa pahiwatig tanong ang mga pamamagitan
tulong ng upang tungkol sa salitang ng pagpili ng
pamatnubay na malaman binasang natutuhan sa babasahing
tanong ang tekstong aralin angkop sa
6 kahulugan pang- edad
ng mga impormasyon
salita tulad
ng
paggamit
ng mga
palatan
daang
nagbibigay

ng
kahuluga
han
(sitwasyong
pinag
gamitan)
F3PN-Iif-1.3 F3WG-IIg-j-3 F3PP-IIe-g- F3AL-IIg- F3PB-IIg- F3PL-0a-j-5
Nakasusunod sa Nagagamit sa 2.4 14.3 12.2 Naibabahagi
panutong may 2 usapan ang Nababasa ang Naikokompara Naisasalaysa ang karanasan
– 3 hakbang mga salitang mga salitang ang mga y muli ang sa pagbasa
pamalit sa iisa ang baybay kuwento sa binasang upang
ngalan ng tao ngunit pamamagitan teksto nang makahikayat
7
(kami, tayo, magkaiba ang ng pagtatala may tamang ng
kayo at sila) bigkas ng pagkakasuno pagmamahal
pagkakatulad d-sunod sa sa pagbasa
at pagkakaiba tulong ng
pamatnubay
na tanong
F3PN-IIg-6.2 F3PT-Iih- F3PY-Iih- F3EP-Iih-i- F3PL-0a-j-5
Naiguguhit ang 2.3 2.5 2.3 Naibabahagi
mensahe ng Napagyaya Nababaybay Nabibigyang- ang karanasan
napakinggang man ang nang wasto kahulugan sa pagbasa
teksto talasalitaan ang mga ang upang
sa salitang dayagram makahikayat
pamamagit hiram ng
8 an ng pagmamahal
paggamit sa pagbasa
ng
magkasingk
ahulugan at
magkasalun
gat ng mga
salita
F3PN-IIj-13 F3PS-IIi-3.1 F3WG-IIg-j- F3PB-IIi- F3KM- F3PL-0a-j-5
Nakabubuo ng Naiuulat nang 3.1 Nagagamit 14 IIi-4 Naibabahagi
mga tanong pasalita ang ang panghalip Nakapagbibig Nakasu ang karanasan
matapos mga bilang pamalit ay ng wakas sulat ng sa pagbasa
mapakinggan nasaksihang sa pangngalan ng binasang isang ulat upang
ang isang teksto pangyayari sa anyong ng kuwento tungkol sa makahikayat
9 pamayanan (nito/niyan/ isang ng
(noon) niyon) pangya pagmamahal
yaring sa pagbasa
naobserba
han sa
kapali
giran

F3PN-IIj-10 F3WG-IIg-j- F3PP-IIc-j- F3PB-IIj- F3EP-Iih-i- F3PL-0a-j-
Nakabubuo ng 3.1 2.3;e-g-2.4 15 2.3 Nagagamit ang
isang kuwentong Nagagamit ang Nababasa ang Nagbabago Nabibigyang- wika bilang
katumbas ng panghalip mga salitang ang dating kahulugan tugon sa
napakinggang bilang pamalit iisa ang baybay kaalaman ang graph sariling
10
kuwento sa pangngalan ngunit base sa mga pangangailang
(nito/niyan magkaiba ang natuklasang an at
(noo / niyon) bigkas kaalaman sa sitwasyon
binasang
teksto

IKATLONG MARKAHAN

Pakikinig
halaga sa
(Pag-unawa Gramatika Palabigkasan Kaalaman Pag-unlad Estratehiya
LINGGO (Wikang Kamalayang Pag-unawa Pagsulat at Komposi Wika,
sa (Kayarian ng at Pagkilala sa sa Aklat at ng Talasali sa Pag-aaral
Binibigkas) Ponolohiya sa Binasa Pagbaybay syon Literasi at
Napakinggan) Wika) Salita Limbag taan
Panitikan
Naipamamalas Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamal Naisasagawa ang mapanuring Nagkakaroon Nauunawaan Naipamamalas Naipamamalas
ang kakayahan at tatas sa pagsasalita sa ang ugnayan ang iba’t ibang as ang pagbasa upang mapalawak ng papaunlad na may iba’t ang iba’t ibang ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ng simbolo at kasanayan kamalayan ang talasalitaan na kasanayan ibang dahilan kasanayan pagpapahalag
PAMANTAYANG
pakikinig at ideya, kaisipan, karanasan at ng mga tunog upang makilala sa mga sa wasto at ng pagsulat upang a at
pag-unawa sa damdamin at mabasa ang bahagi ng maayos na mauunawaan kasanayan sa
napakinggan mga pamilyar at aklat at kung pagsulat ang iba’t ibang paggamit ng
di-pamilyar na paano ang teksto wika sa
salita ugnayan ng komunikasyon
simbolo at at pagbasa ng
wika iba’t ibang uri
ng panitikan
F3TA-0a-j-1 F3PA-0a-j-2 F3TA-0a-j-3 F3TA-0a-j-4
TATAS nakatutugon ideya/kaisipan/damdamin/reak antala at ekspresyon wastong baybay, bantas at
nang angkop at syon nang may wastong tono, mekaniks ng pagsulat
F3PN-IIa-2 F3WG-IIa- F3KP-IIa-c- F3AL-IIa-e- F3PT-IIa- F3PB-IIIa- F3PU-IIa-e- F3PL-0a-j-2
Nagagamit ang b-6 9 1.4 2.3 1 1.2 Nagagamit
naunang Nagagamit Nakapagbi Naibibigay Nakakagamit Naiuugnay Nasisipi nang ang wika
kaalaman o ang angkop bigay ng mga ang ng pahiwatig ang sariling wasto at bilang tugon
karanasan sa na salitang maaaring upang karanasan sa maayos ang sa sariling
pag-unawa ng pagtatanong magkaka pahina ng malaman binasa mga talata pangangailang
napakinggang tungkol sa tugma aklat batay ang an at
teksto mga tao, sa pamagat kahulugan sitwasyon
bagay, lugar at pabalat ng mga salita
at pangyayari tulad ng
1
paggamit ng
mga
palatandaang
nagbibigay
ng
kahulugahan
(kasing
kahulugan /
kasalungat)
F3PN-IIb-1.4 F3WG-IIa- F3PP-IIb-d-2.3 F3PB-IIIb- F3PY-IIIb- F3KM-IIIb- F3PL-0a-j-3
Nakasusunod sa b-6 Nababasa ang 3.2 2.2/2.3 f-4.1 Naipamamalas
panutong may 3 Nagagamit mga salitang Nasasagot Nababaybay Nakasusulat ang paggalang
– 4 hakbang ang angkop iisa ang baybay ang mga nang wasto ng isang ulat sa ideya,
na ngunit magkaiba tanong ang mga tungkol sa damdamin at
2
pagtatanong ang bigkas tungkol sa salitang isang kultura ng
tungkol sa tekstong natutunan sa pangyayaring may akda ng
mga tao, binasa aralin/ napanood tekstong
bagay, lugar tekstong batayang napakinggan o
Pakikinig
halaga sa
Panitikan
at pangyayari pang- talasalitaang nabasa
ano, sino, impormasyon pampaningin
saan, ilan, pagpa
kalian, ano- paliwanag
ano, sino-
sino
F3PN-IIIc- F3WG-IIIcd- F3A-IIIcj- F3PT-IIIci- F3EP-IIIce- F3PL-Oa-j-4
3.12 4 14.4 3.1 2.3 Naipakikita
Nasasagot ang Nakapagla Naiku Natutukoy Nabibigyang- ang aktibong
mga tanong larawan ng kumpara ang ang kahulugan ang pakikilahok sa
tungkol sa mga tao, mga aklat sa kahulugan graph usapan at
napakinggang hayop, bagay pamamagita ng mga gawaing
balita/anunsyo at lugar sa n ng tambalang pampanitikan
3 pamayanan pagtatala ng salita na
pagkakatulad nananatili
at ang
pagkakaiba kahulugan
batay sa
tema
F3PN-IIId-14 F3PS-IIId- F3WG-IIIc- F3PP-IIIb-d- F3PT-IIId- F3PB-IIId- F3PU-IIId- F3PL-0a-j-3

Nasasabi ang 1 d-4 2.3 h-2.1 10 2.6 Naipamamalas
sariling ideya Naipahahaya Nakapaglalara Nababasa ang Napagyayam Nasasabi ang Nagagamit ang paggalang
tungkol sa g ang wan ng mga mga salitang iisa an ang paksa o tema ang malaki at sa ideya,
tekstong sariling tao, hayop, ang baybay talasalitaan ng binasang maliit na letra damdamin at
napakinggan opinyon o bagay at ngunit magkaiba sa pamama teksto at mga bantas kultura ng
reaskyon sa lugar sa ang bigkas gitan ng sa pagsulat ng may akda ng
4 isang pamayanan paghanap ng mga salitang tekstong
napakinggan maikling dinaglat napakinggan o
g isyu salitang nabasa
matatagpuan
sa loob ng
isang
mahabang
salita
F3PN-IIIe-7 F3WG-IIIe- F3KP-IIIe-g- F3AL-IIIa- F3PT-IIIe- F3PB-IIIe- F3KM-IIa- F3EP-IIIc-e- F3PL-0a-j-6
Naibibigay ang f-5 6 e-1. 1.8 11.2 e-1.2 2.3 Nababago ang
paksa ng Nagagamit Napapalitan at Nahuhulaan Nakakagamit Naibibigay Nasisipi nang Nabibigyang- sariling
kuwento o ang tamang nadadagdagan ang ng pahiwatig ang mga wasto at kahulugan ang damdamin at
sanaysay na salitang kilos/ ang mga nilalaman/pa upang sumusuporta maayos ang graph pananaw sa
5 napakinggan pandiwa sa tunog upang ksa ng aklat malaman ng kaisipan mga liham mga bagay-
pagsasalaysay makabuo ng sa ang sa bagay batay
ng mga bagong salita pamamagita kahulugan pangunahing sa binasang
personal na n ng ng mga salita kaisipan ng teksto
karanasan pahapyaw na tulad ng tekstong
pagbasa paggamit ng binasa

Pakikinig
halaga sa
Panitikan
mga
palatandaang
nagbibigay
ng
kahulugahan
(sitwasyong
pinag
gamitan ng
salita)
F3PN-IIIf-12 F3PS-IIIf- F3WG-IIIe- F3PB-IIIf-8 F3KM-IIIb- F3EP-IIIf- F3PL-0a-j-7
Naibibigay ang 12.6 f-5 Nakapagbibig f-4.1 4.3;i-4.4 Naipakikita
sariling hinuha Nagagamit Nagagamit ay ng Nakasusulat Nagagamit ang hilig sa
bago, habang at ang ang tamang angkop na ng isang ulat nang wasto ang pagbasa sa
pagkatapos magagalang salitang kilos/ pamagat sa tungkol sa silid-aklatan pamamagitan
6
mapakinggang na pandiwa sa binasang isang nakalimbag na ng pagpili ng
teksto pananalita sa pagsasalaysay teksto pangyayaring kagamitan babasahin na
pag-anyaya ng mga napanood angkop sa
personal na edad
karanasan
F3PN-IIIg-8.2 F3WG-IIIh- F3KP-IIIe-g- F3PT-IIIg- F3PB-IIIg- F3PU-IIIg- F3PL-0a-j-5
Napagsusunod- 6 6 1.10 12.3 2.6 Naibabahagi
sunod ang mga Nagagamit Nakapagpapali Nakakagamit Naisasalaysa Nagagamit ang karanasan
pangyayari ng nang wasto t at ng pahiwatig y muli ang ang malaki at sa pagbasa
kuwentong ang mga nakapagdarag upang binasang maliit naletra upang
napakinggan pang-abay na dag ng mga malaman teksto nang at mga bantas makahikayat
naglalarawan tunog upang ang may tamang sa pagsulat ng ng pagkahilig
ng isang kilos makabuo ng kahulugan pagkaka mga salitang sa pagbasa
o gawi bagong salita ng mga salita sunod-sunod dinaglat
tulad ng
7
paggamit ng
mga
palatandaang
nagbibigay
ng
kahulugahan
(pormal na
depinisyon
ng salita)
F3PN-IIIh-6.3 F3WG-IIIh- F3PT-IIId- F3PB-IIIh- F3EP-IIIh-6 F3PL-Oa-j-5

Naisasalaysay 6 h-2.1 6.2 Nagagamit ang Naibabahagi
muli ang Nagagamit Napagya Napag- mga ang karanasan
8 napakinggang nang wasto yaman ang uugnay ang nakalarawang sa pagbasa
teksto ayon sa ang mga talasalitaan sanhi at balangkas sa upang
kronolohikal na pang-abay na sa pamama bunga ng pagtatala ng makahikayat
pagkakasunod- naglalarawan gitan ng mga impormasyon o ng pagkahilig

Pakikinig
halaga sa
Panitikan
sunod ng isang kilos paghanap ng pangyayari datos na sa pagbasa
o gawi maiikling sa binasang kailangan
salita sa loob teksto
ng isang
mahabang
salita
F3LC-IIIi-13 F3PS-IIIi- F3WG-IIIi-j- F3PT-IIIc- F3PB-IIIi- F3PU-IIIg- F3KM-IIIi- F3EP-IIIi-4.4 F3PL-0a-j-5

Nakapagbibigay 3.5 7 i-3.1 14 2.6 3.2 Nagagamit Naibabahagi
ng sariling Naiuulat Nagagamit Natutukoy Nakapagbibig Nagagamit Nakasusulat nang wasto ang ang karanasan
wakas sa nang nang wasto ang ay ng wakas ang malaki at ng talata silid-aklatan at kaalaman
napakinggang pasalita ang ang pang-ukol kahulugan ng binasang maliit na letra nang may kagamitang mula sa
kuwento mga (laban sa, ng mga kuwento at mga bantas wastong electronic pagbasa
napaking ayon sa, tambalang sa pagsulat ng baybay, upang
gang balita para sa, salita na mga salitang bantas at makahikayat
ukol sa) nananatili dinaglat gamit ng ng iba na
ang malaki at magbasa
9
kahulugan maliit na
letra upang
maipahayag
ang ideya,
damdamin o
reaksyon sa
isang paksa
o isyu
F3PN-IIIj-10 F3WG-IIIi-j- F3KP-IIIh-j- F3AL-IIIc- F3PB-IIIj- F3PL-0a-j-2

Nakabubuo ng 7 11 j-14.4 16 Nagagamit
isang Nagagamit Nagsasama Naiko Naibibigay ang wika
kuwentong nang wasto ang mga kompara ang ang buod o bilang tugon
katumbas ng ang pang-ukol katinig, patinig mga lagom ng sa sariling
napakinggang (laban sa, upang kuwento sa tesktong pangangailang
10 kuwento ayon sa, makabuo ng pama binasa an at
para sa , salitang magitan ng sitwasyon
ukol sa, klaster pagtatala ng
tungkol sa) (Hal. blusa, pagkakatulad
gripo, at
plato) pagkakaiba

IKAAPAT NA MARKAHAN

Pakikinig
halaga sa
Napakinggan) Wika) Salita Limbag taan Panitikan
Naipamamalas Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamal Naisasagawa ang mapanuring Nagkakaroon Nauunawaan Naipamamalas Naipamamalas
ang kakayahan at tatas at pagsasalita at ang ugnayan ang kamalayan as ang iba’t pagbasa upang mapalawak ng papaunlad na may iba’t ang iba’t ibang ang
sa mapanuring pagpapahayag ng sariling ng simbolo at sa mga bahagi ibang ang talasalitaan na kasanayan ibang dahilan kasanayan pagpapahalag
pakikinig at ideya, kaisipan, karanasan at ng mga tunog ng aklat at kung kasanayan sa wasto at ng pagsulat upang a at
pag-unawa sa damdamin paano ang upang maayos na mauunawaan kasanayan sa
napakinggan ugnayan ng makilala at pagsulat ang iba’t ibang paggamit ng
simbolo at wika mabasa ang teksto wika sa
mga komunikasyon
pamilyar at at pagbasa ng
di-pamilyar iba’t ibang uri

TATAS nakatutugon ideya/kaisipan/damdamin/reak antala at ekspresyon wastong baybay, bantas at
nang angkop at syon nang may wastong tono, mekaniks ng pagsulat
F3PN-Iva- F3WG-IVab- F3PT-IVaf- F3PB-Iva- F3PU-IVae- F3EP-Iva-5 F3PL-Oa-j-2
3.1.3 6 Nagagamit 2.2 3.2 1.5 Nagagamit Nagagamit
Nasasagot ang ang angkop Napagya Nasasagot Nasisipi nang pangkalahatang ang wika
mga tanong na yaman ang ang mga wasto at sanggunian bilang tugon
tungkol sa pagtatanong talasalitaan tanong maayos ang batay sa sa sariling
napakinggang / tungkol sa sa pamama tungkol sa mga talata pangangaila panga
usapan mga tao, gitan ng tekstong ngan ngailangan at
1 hayop, bagay, pagbubuo ng binasa sitwasyon
lugar at mga bagong balita
pangyayari salita mula
(ano, sino, sa salitang-
saan, ilan, ugat
kalian, ano-
ano, sino-
sino)
F3PN-IVb-10 F3WG-IVab- F3PT-IIIg- F3PB-IVb- F3PY-IVb-h- F3EP-IVb-i- F3PL-0a-j -3
Nakabubuo ng 6 1.4/1.5 2 2 4.3; 4.4 Naipamamalas
2 isang Nagagamit Nakagagamit Nakasusunod Nababaybay Nagagamit ang paggalang
kuwentong ang angkop ng mga sa nakasulat nang wasto nang wasto ang sa ideya,
katumbas ng na pahiwatig na panuto ang mga silid-aklatan damdamin at
Pakikinig
halaga sa
Panitikan
napakinggang pagtatanong upang salita para sa kultura ng
kuwento tungkol sa malaman natutuhan sa nakalimbag na may akda ng
mga tao, ang aralin kagamitan at tekstong
hayop, bagay, kahulugan electronic na napakinggan o
lugar at ng mga salita kagamitan nabasa
pangyayari paggamit ng
(ano, sino, mga
saan, ilan, palatandaang
kalian, ano- nagbibigay
ano, sino- ng
sino) kahulugahan
(context
clues)kasingk
ahulugan/
kasalungat
F3PN-IVc-2 F3PS-IVc-1 F3WG-IVcd- F3PP-IVcg-2.5 F3PB-Ivc-1 F3EP-IVc-2.3 F3PL-Oa-j -4
Nagagamit ang Naipapa 4 Nababasa ang Naiuugnay Nabibigyang- Naipakikita
naunang hayag ang Nakapagla mga salitang ang binasa kahulugan ang ang aktibong
kaalaman o sariling larawan ng hiram sa sariling graph pakikilahok sa
karanasan sa opinyon o mga bagay, karanasan usapan at
3
pag-unawa ng reaskyon sa hayop, tao, at gawaing
napakinggang isang lugar sa pampanitikan
teksto napaking pamayanan
gang isyu
usapan
F3PN-IVd-7 F3WG-IVcd- F3PT-IVdh- F3PU-IVdf-4 F3KM-IVd- F3EP-IVh-6 F3PL-Oa-j-3
Naibibigay ang 4 3.2 Nagagamit 3.1 Nagagamit ang Naipamamalas
paksa ng Nakapagla Natutukoy ang malaki at Nakasusulat mga ang paggalang
kuwento o larawan ng ang maliit na letra ng isang nakalarawang sa ideya,
sanaysay na mga bagay, kahulugan at mga bantas talata balangkas sa damdamin at
napakinggan hayop, tao, at ng mga sa pagsulat ng pagtatala ng kultura ng
lugar sa tambalang mga salitang impormasyon o may akda ng
4 pamayanan salita na natutunan sa datos na tekstong
nananatili aralin mga kailangan napakinggan o
ang salitang nabasa
kahulugan katutubo,
salitang
hiram at mga
salitang
dinaglat
F3PN-IVe-8 F3PS-IVe- F3WG-IVef- F3PT-IIIg- F3PB-IV3- F3KM- F3EP-IVd-h-6 F3PL-0a-j-6
Napagsusunod- 3.6 5 1.4/1.5 12.4 IVae-1.5 Nagagamit ang Naipakikita
sunod ang mga Naiuulat Nagagamit Nakagagamit Naisasalay Nasisipi nang mga ang
5
pangyayari ng nang ang mga ng mga say muli ang wasto at nakalarawang pagtanggap sa
kuwentong pasalita ang salitang kilos pahiwatig binasang maayos ang balangkas sa mga ideya ng
napakinggan mga sa pag-uusap upang teksto nang liham pagtatala ng nabasang

Pakikinig
halaga sa
Panitikan
napanood na tungkol sa malaman may tamang impormasyon o akda o teksto
patalastas iba’t ibang ang pagkaka datos na
gawain sa kahulugan sunod-sunod kailangan
tahanan, ng mga salita sa tulong ng
paaralan, at paggamit ng balangkas
pamayanan mga
palatandaang
nagbibigay
ng
kahulugahan
(kasing
kahulugan/
kasalungat)
F3PN-IVf-1.4 F3WG-IVef- F3KP-IVbf-6 F3PT-IVdh- F3PB-IVf- F3PY-IVbfh- F3EP-IVdefh- F3PL-Oa-j-7
Nakasusunod sa 5 Nakapagpa 3.2 14 2 6 Naipakikita
panutong may 3 Nagagamit palit at Napagya Nakapagbi Nababaybay Nagagamit ang ang hilig sa
– 4 hakbang ang mga nakapagdarag yaman ang bigay ng nang wasto mga pagbasa
salitang kilos dag ng mga talasalitaan wakas ng ang mga nakalarawang
sa pag-uusap tunog upang sa pamama binasang salita balangkas sa
tungkol sa makabuo ng gitan ng kuwento natutunan sa pagtatala ng
6
iba’t ibang bagong salita pagbubuo ng aralin/ impormasyon o
gawain sa mga bagong batayang datos na
tahanan, salita mula talasalitaan/ kailangan
paaralan, at sa salitang- salitang
pamayanan ugat dinaglat/
salitang
hiram
F3PN-IVf-14 F3PS-IVg- F3WG-IVgh- F3PP-IVcg-2 F3AL-IVgj- F3EP-IVbgi-4 F3PL-Oa-j -7
Nakapagbibigay 2.7 6 Nababasa ang 14 Nagagamit Naibabahagi
ng sariling Nagagamit Nagagamit mga salitang Naiko nang wasto ang ang karanasan
wakas sa ang nang wasto hiram/natutuhan kompara ang silid-aklatan sa pagbasa
napakinggang magagalang ang mga sa aralin mga aklat sa nakalimbag at upang
kuwento na pang-abay na pamama electronic na makahikayat
pananalita sa naglalarawan gitan ng kagamitan ng pagkahilig
pagtanggap ng isang kilos pagkakatulad sa pagbasa
7
ng panauhin o gawi at
pagkakaiba
batay sa
pisikal na
anyo
(tauhan
tagpuan
tema)
F3PN-IVh-6.6 F3WG-Ivg- F3KP-IVd-h- F3PT-IVd- F3-IVh-13 F3PY-IVb-h- F3EP-Ivd-h-6
8 Naisasalaysay h-6 9 Nakapagbi h-3.2 Nakapagb 2 Nababaybay Nagagamit ang
muli ang Nagagamit bigay ng mga Natutukoy ibigay ng nang wasto mga

Pakikinig
halaga sa
Panitikan
napakinggang nang wasto salitang ang mungkahing ang mga nakalarawang
teksto sa tulong ang mga magkaka kahulugan solusyon sa salitang balangkas sa
balangkas pang-abay na tugma ng mga suliraning natutunan sa pagkalap ng
naglalarawan tambalang nabasa sa aralin/ impormasyon o
ng isang kilos salita na isang teskto batayang kailangan
o gawi nananatili o napanood talasalitaan/
ang salitang
kahulugan dinaglat/
salitang
hiram
F3PN-IVi-16 F3PS-IVi- F3WG-IVi-j- F3KP-IVi-11 F3PB-IVi- F3EP-IVc-2.3 F3PL-0a-j -7
Natutukoy ang 3.1 7 Napagsasama 16 Nabibigyang- Naibabahagi
mahahalagang Naiuulat Nagagamit ang mga Naibibigay kahulugan ang ang karanasan
detalye kaugnay nang nang wasto katinig at ang buod o graph sa pagbasa
ng paksang pasalita ang ang pang-ukol patinig upang lagom ng upang
9
narinig naobser (ukol sa, makabuo ng tesktong makahikayat
bahang para sa, salitang may binasa ng
pangyayari laban sa, diptonggo pagmamahal
tungkol sa) sa pagbasa
F3PN-IVd-7 F3WG-IVi-j- F3AL-Ivg-j- F3PT-IVj- F3KM-IVj- F3PL-0a-j -2

Naibibigay ang 7 14 1.10 3.2 Nagagamit
paksa ng Nagagamit Naiku Nakagagamit Nakasusulat ang wika
kuwento o nang wasto kumpara ang ng mga ng liham bilang tugon
sanaysay na ang pang-ukol mga pahiwatig panga sa sariling
napakinggan (ukol sa, kuwento sa upang ngalakal panga
para sa, pamama malaman ngailangan at
laban sa, gitan ng ang sitwasyon
tungkol sa) pagkakatulad kahulugan
at ng mga salita
pagkakaiba tulad ng
10 batay sa paggamit ng
pisikal na mga
anyo palatandaang
tauhan nagbibigay
tagpuan ng
tema kahulugahan
(na
depinisyon
ng salita)

BAITANG 4
PAMANTAYAN NG BAWAT Sa dulo ng Baitang 6, naipapakita ng mga mag-aaral ang sigla sa pagtuklas at pagdama sa pabigkas at pasulat na mga teksto at
YUGTO ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at
PAMANTAYAN NG BAWAT
pakikipagtalastasan nang wasto upang maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa
BILANG
kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
UNANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
Gramatika Pagpapahalaga sa
LINGGO (Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa sa Estratehiya sa Pagsulat Panonood
(Kayarian ng Wika, at Panitikan
Napakinggan) Binibigkas) Talasalitaan Binasa Pag-aaral
Wika)
Naipamamalas ang Naipamamalas ang kakayahan at tatas Naisasagawa ang mapanuring pagbasa Naipamamalas Napauunlad Naipamamalas ang Naipamamalas ang
PANGNILALAMAN
kakayahan sa mapanuring sa pagsasalita at pagpapahayag ng sa iba’t ibang uri ng teksto at ang iba’t ibang ang kasanayan kakayahan sa pagpapahalaga at
PAMANTAYANG
pakikinig at pag-unawa sa sariling ideya, kaisipan, karanasan at napalalawak ang talasalitaan kasanayan sa sa pagsulat ng mapanuring ksanayan sa
napakinggan damdamin pag-unawa ng iba’t ibang uri panood ng iba’t paggamit ng wika sa
iba’t ibang ng sulatin ibang uri ng media komunikasyob at
teksto tulad ng patalastas pagbasa ng iba’t
at maikling ibang uri ng
pelikula panitikan
Natatalakay ang paksa o Nakabibigkas ng tula at iba’t ibang Naisasalaysay muli ang nabasang Nagagamit ang Nakasusulat ng Nakapagsasalaysa Nakasasali sa mga
isyung napakinggan pahayag nang may damdamin, kuwento o teksto nang may tamang diksyunaryo at talatang y tungkol sa usapan at talakayan,
PAGGANAP
PAMANTA
YAN SA
wastong tono at intonasyon pagkakasunod-sunod at nakagagawa ng nakagagawa ng pasalaysay pinanood pagkukuwento,

poster tungkol sa binasang teksto balangkas sa pagtula, pagsulat ng
pagkalap at pag- sariling tula at
unawa ng mga kuwento
impormasyon
Nakikinig at nakatutugon Naipahahayag ang Nababasa ang usapan, tula, talata, Naisusulat
nang angkop at wasto ideya/kaisipan/damdamin/reaksyon kuwento nang may tamang bilis, diin, nang malinaw
TATAS nang may wastong tono, diin, bilis, tono, antala at ekspresyon at wasto ang
antala at intonasyon mga
pangungusap
at talata
F4PN-la-15 F4PS- la.12.8 F4WG-la-e-2 F4PB-la-d-3.1 F4EP-I-a-6.1.1 F4PD-I-a-b-1 F4PL-0a-j-1
Nakikinig nang mabuti sa Nagagamit ang Nagagamit nang Nasasagot ang Nagagamit ang Nakikilala ang iba’t Naipagmamalaki ang
1
nagsasalita upang maulit at magagalang na wasto ang mga mga tanong sa mga ibang uri ng media sariling wika sa
mabigyang-kahulugan ang pananalita sa iba’t pangngalan sa binasang kuwento pamatnubay sa na nakalimbag at pamamagitan ng
Pagsasalita Pagbasa
Pakikinig
Wika)
mga pahayag ibang sitwasyon pagsasalita salita ng hindi nakalimbag paggamit nito
tulad ng pagbili sa tungkol sa sarili,sa diksyunaryo
tindahan mga
tao,lugar,bagay at
pangyayari sa
paligid
F4PN-lb-i-16 F4PS- lb-h-6.1 F4WG-la-e-2 F4PT-lb-1.12 F4PB-lbh-2.1 F4EP-Ib-6.1 F4PD-I-a-b-1 F4PL-0a-j-3
Natutukoy ang damdamin Naisasalaysay Nagagamit nang Naibibigay ang Nakasusunod sa Nagagamit ang Nakikilala ang iba’t Naipamamalas ang
ng tagapagsalita ayon sa muli ang wasto ang mga kahulugan ng salita nakasulat na diksyunaryo uri ng media na paggalang sa ideya,
tono,diin,bilis at intonasyon napakinggang pangngalan sa sa pamamagitan ng panuto nakalimbag at damdamin at kultura
teksto gamit ang pagsasalita pag-uugnay sa hindi nakalimbag ng may akda ng
2
mga larawan tungkol sa sarili,sa sariling karanasan tekstong
mga tao, hayop, napakinggan o
lugar, bagay at nabasa
pangyayari sa
paligid
F4PN-lb-i-16 F4PS-lc-4 F4WG-la-e-2 F4PB-lc-16 F4PU-Ic-2.2 F4PL-0a-j-1
Natutukoy ang damdamin Naiuugnay ang Nagagamit nang Nababasa ang Nakasusulat ng Naipagmamalaki ang
ng tagapagsalita ayon sa sariling wasto ang mga maikling tula nang maikling tula sariling wika sa
tono,diin, bilis at karanasang sa pangngalan sa may tamang bilis, pamamagitan ng
intonasyon napakinggang pagsasalita diin, ekspresyon paggamit nito
3
teksto tungkol sa sarili,sa at intonasyon
mga tao, hayop,
lugar, bagay at
pangyayari sa
paligid
F4PN-ld-h-3.2 F4PS-ld-i-1 F4WG-la-e-2 F4P-ld-1.10 F4PB-la-d-3.1 F4PU-Id-h- F4PL-0a-j-4
Nasasagot ang mga tanong Naipapahayag ang Nagagamit nang Naibibigay ang Nasasagot ang 2.1 Napapahalagahan
tungkol sa napakinggang sariling opinyon wasto ang mga kahulugan ng salita mga tanong sa Nakasusulat ng ang mga tekstong
balita o reaskyon sa pangngalan sa sa pamamagitan ng binasang kuwento talatang pampanitikan sa
isang pagsasalita pormal na nagsasalaysay pamamagitan ng
4
napakinggang tungkol sa sarili,sa depinisyon aktibong pakikilahok
isyu o usapan mga tao, hayop, sa usapan at
lugar, bagay at gawaing
pangyayari sa pampanitikan
paligid
F4PN-le-j-1.1 F4PS-le-j-8.5 F4WG-la-e-2 F4PT-le-1.13 F4PB-le-5.4 F4PDI-e-2 F4PL-0a-j-5
Nasusunod ang Nakapagbibigay Nagagamit nang Naibibigay ang Napagsusunod- Naibibigay ang Naibabahagi ang
napakinggang panuto o ng panuto na may wasto ang mga kahulugan ng salita sunod ang mga kahalagahan ng karanasan sa
hakbang ng isang gawain 2-3 hakbang pangngalan sa sa pamamagitan ng pangyayari sa media (hal. pang- pagbasa upang
gamit ang pagsasalita paglalarawan kuwento sa tulong impormasyon, makahikayat ng
5
pangunahing tungkol sa sarili,sa ng nakalarawang pang-aliw, pagmamahal sa
direksyon mga tao, lugar, balangkas panghikayat) pagbasa ng panitikan
bagay at
pangyayari sa
paligid

Pagsasalita Pagbasa
Pakikinig
Wika)
F4PN-lf-3.2 F4PS-lb-h-6.1 F4WG-lf-j-3 F4PB-lf-j-3.2.1 F4EP-I-f-h-14 F4PU-Id-h- F4PL-0a-j -2
Nasasagot ang mga tanong Naisasalaysay Nagagamit ang Nasasagot ang Nakasusulat ng 2.1 Nagagamit ang wika
tungkol sa mga muli ang iba’t ibang uri ng mga tanong na balangkas ng Nakasusulat ng bilang tugon sa
mahahalagang detalye ng napakinggang panghalip sa bakit at paano binasang teksto talatang sariling
6
napakinggang balita teksto gamit ang usapan at sa anyong nagbabalita pangangailangan at
mga larawan pagsasabi tungkol pangungusap o sitwasyon
sa sariling paksa
karanasan
F4PN-l-h-3.2 F4PS-lg-12.9 F4WG-lfg-j-3 F4PT-lg-1.4 F4PB-lf-j-3.2.1 F4PU-Id-h- F4PDI-g-3 F4PL-0a-j - 6
Nasasagot ang mga tanong Nagagamit ang Nagagamit ang Naibibigay ang Nasasagot ang 2.1 Nasasagot ang Naipakikita ang
tungkol sa napakinggang magagalang na iba’t ibang uri ng kahulugan ng salita mga tanong na Nakasusulat ng mga tanong pagtanggap sa mga
balita pananalita sa iba’t panghalip sa sa pamamagitan ng bakit at paano talatang tungkol sa ideya ng nabasang
7
ibang sitwayson usapan at kasingkahulugan nagsasalaysay pinanood teksto/akda
pakikipag pagsasabi tungkol
talastasan sa text sa sariling
(SMS) karanasan
F4PN-ld-h-3.2 F4PS- lb-h-6.1 F4WG-lf-j-3 F4PB-lb-h-2.1 F4EP-I-fh-14 F4PL-0a-j-3
Nasasagot ang mga tanong Naisasalaysay Nagagamit ang Nakasusunod sa Nakasusulat ng Naipamamalas ang
tungkol sa napakinggang muli ang iba’t ibang uri ng nakasulat na balangkas ng paggalang sa ideya,
balita napakinggang panghalip sa panuto binasang teskto damdamin at kultura
8 teksto gamit ang usapan at sa anyong ng may akda ng
mga larawan pagsasabi tungkol pangungusap o tekstong
sa sariling paksa napakinggan o
karanasan nabasa
F4PN-lb-i-16 F4 PS-ld-i-1 F4WG-lf-j-3 F4PT-li-1.5 F4PB-li-24 F4PL-0a-j-2

Natutukoy ang damdamin Naipahahayag ang Nagagamit ang Naibibigay ang Natutukoy ang Nagagamit ang wika
ng nagsasalita ayon sa sariling opinyon o iba’t ibang uri ng kahulugan ng salita bahagi ng bilang tugon sa
tono,diin,bilis at intonasyon reaskyon sa isang panghalip sa sa pamamagitan ng binasang kuwento sariling
9
napakinggang usapan at kasalungat - simula pangangailangan at
isyu o usapan pagsasabi tungkol kasukdulan sitwasyon
sa sariling katapusan
karanasan
F4PN-le-j-1.1 F4PS-le-j-8.5 F4WG-lf-j-3 F4PB-lf-j-3.2.1 F4EP-Ij-5 F4PL-0a-j-7
Nasusunod ang Nakapagbibigay Nagagamit ang Nasasagot ang Nagagamit nang Naipakikita ang hilig
napakinggang panuto o ng panuto na may iba’t ibang uri ng mga tanong na wasto ang mga sa pagbasa sa
hakbang ng isang gawain 3-4 hakbang panghalip sa bakit at paano bahagi ng aklat pmamagitan ng
10
gamit ang usapan at tulad ng Talaan pagpili ng
pangunahing pagsasabi tungkol ng Nilalaman, babasahing angkop
direksyon sa sariling Talahuluganan, sa edad
karanasan

IKALAWANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
(Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa sa Estratehiya sa Pagsulat Panonood
LINGGO (Kayarian ng Wika, at Panitikan
Wika)
Naipamamalas ang Naipamamalas ang kakayahan at Naisasagawa ang mapanuring pagbasa Naipamamalas ang iba’t Napauunlad ang Naipamamalas Naipamamalas ang
PANGNILALAMAN
kakayahan sa tatas sa pagsasalita at sa iba’t ibang uri ng teksto at ibang kasanayan sa pag- ksanayan sa ang kakayahan pagpapahalaga at
PAMANTAYANG
mapanuring pagpapahayag ng sariling ideya, napapalawak ang talasalitaan unawa ng iba’t ibang pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
pakikinig at pag- kaisipan, karanasan at damdamin teksto ibang uri ng panonood ng ng wika sa
unawa sa sulatin iba’t ibang uri ng komunikasyon at
napakinggan media pagbasa ng iba’t ibang
uri ng panitikan
Naisasakilos ang Naisasalaysay muli ang binasang Nakabubuo ng nakalarawang balangkas Nagagamit ang silid- Nakasusulat ng Naisasakilos ang Napahahalagan ang
napakinggang kuwento batay sa binasang tekstong pang- aklatan at ang mga gamit talatang napanood wika at panitikan sa
PAMANTA YAN
SA PAGGANAP
kuwento o usapan impormasyon dito tulad ng card naglalarawan pamamagitan ng

catalog, DCS, call number pasgsali sa usapan at
talakayan, paghiram sa
aklatan, pagkukuwento
at pagsulat ng tula at
kuwento

Nakikinig at Naipahahayag ang Nababasa ang usapan, tula, talata, Naisusulat nang
nakatutugon nang ideya/kaisipan/damdamin/reaksyon kuwento nang may tamang bilis, diin, malinaw at
TATAS angkop at wasto nang may wastong tono, diin, bilis, tono, antala at ekspresyon wasto ang mga
antala at intonasyon pangungusap at
talata
F4PN-IIa-5 F4PS-IIa- F4WG-IIa-c-4 F4PB-IIa-17 F4EP-IIa-c-6 F4PU-IIa-j-1 F4PL-0a-j1
Naisasakilos ang 12.10 Nagagamit nang Nahuhulaan ang Nakakagamit ng Nababaybay Naipagmamalaki ang
bahagi ng kuwento Nagagamit ang wasto ang pang- maaaring pangkalahatang nang wasto ang sariling wika sa
na nagustuhan magagalang na uri sa mangyari sa sanggunian ayon sa mga pamamagitan ng
pananalita sa paglalarawan ng teksto gamit ang pangangailangan tulad ng salitang paggamit nito
1 iba’t ibang tao, lugar, bagay dating karanasan/ diksyunaryo natutuhan sa
sitwayson at pangyayari kaalaman aralin
paghingi ng sa sarili at hiniram
pahintulot ibang tao kaugnay ng
katulong sa ibang asignatura
pamayanan
F4PN-IIb-12 F4PS-IIb-c-1 F4WG-IIa-c-4 F4PT-IIb-g-4.1 F4PB-IIb-5.2 F4PU-IIb-2.3 F4PD-II-b-4 F4PL-0a-j-3
Nakapagbibigay ng Naipahahayag Nagagamit nang Nabibigyang- Napagsusunod- Nakasusulat ng Naisasadula ang Naipamamalas ang
hinuha sa ang sariling wasto ang pang- kahulugan ang sunod ang mga liham paanyaya nagustuhang paggalang sa ideya,
kalalabasan ng opinyon o uri sa salitang iisa ang pangyayari sa bahagi ng damdamin at kultura ng
2 mga pangyayari sa reaskyon sa paglalarawan ng baybay ngunit kuwento sa napanood may akda ng tekstong
napakinggang isang tao, lugar, bagay magkaiba ang diin pamamagitan ng napakinggan o nabasa
teskto napakinggang at pangyayari pamatnubay na
isyu o usapan sa sarili tanong
ibang tao

Pagsasalita Pagbasa
Pakikinig
Wika)
katulong sa
pamayanan
F4PN-IIc-7 F4PS-IIb-c-1 F4WG-IIa-c-4 F4PT-IIc-1.10 F4PB-IIc-g- F4EP-IIa-c-6 F4PU-II-cd- F4PD-II-c-5.1 F4PL-0a-j-1
Naibibigay ang Naipahahayag Nagagamit nang Naibibigay ang 3.1.2 Nakagagamit ng 2.1 Nasasabi ang Naipagmamalaki ang
paksa ng ang sariling wasto ang pang- kahulugan ng Nasasagot ang pangkalahatang Nakasusulat ng paksa ng sariling wika sa
napakinggang opinyon o uri sa salita sa mga tanong sa sanggunian tulad ng talatang napanood na pamamagitan ng
teksto reaskyon sa paglalarawan ng pamamagitan ng binasang tekstong diksyunaryo ayon sa nagbabalita patalastas paggamit nito
3 isang tao, lugar, bagay pormal na pang- pangangailangan
napakinggang at pangyayari depinisyon impormasyon
isyu o usapan sa sarili recount
ibang tao
katulong sa
pamayanan
F4PN-IId-15 F4PS-II-12d- F4WG-IId-g-5 F4PB-IIdi-6.1 F4EP-IId-f-2.3 F4PU-IIc-d- F4PL-0a-j-4
Nakikinig nang 12.11 Nagagamit ang Nasasabi ang Nabibigyang-kahulugan 2.1 Napapahalagahan ang
mabuti sa Nagagamit ang pandiwa ayon sa sanhi at bunga ng ang bar Nakasusulat ng mga tekstong
nagsasalita upang magagalang na panahunan sa mga pangyayari grap/dayagram/talahanay talatang pampanitikan sa
4 maulit at pananalita sa pagsasalaysay ng sa binasang teksto an/tsart nagbabalita pamamagitan ng
mabigyang- iba’t ibang nasaksihang pagpapakita ng
kahulugan ang sitwasyon pangyayari sigasig/interes sa
mga pahayag (pagpapahayag pagbasa
ng pasasalamat)
F4PN-IIe-12.1 F4PS-IIe-f- F4WG-IId-g-5 F4PT-IIe-1.4 F4PB-IIe-3.2.1 F4EP-IIe-g-8 F4PU-IIe-g- F4PD-II-ej-6 F4PL-0a-j-5
Nailalarawan ang 12.1 Nagagamit ang Naibibigay ang Nasasagot ang Naipakikita ang nakalap 2.1 Nakapagbibigay Naibabahagi ang
tagpuan, tauhan, Nailalarawan pandiwa ayon sa kahulugan ng mga tanong na na impormasyon sa Nakasusulat ng ng reaksyon sa karanasan sa pagbasa
pangyayari sa ang tauhan panahunan sa salita sa bakit at paano sa pamamagitan ng talatang napanood upang makahikayat ng
5
kuwentong batay sa ikinilos, pagsasalaysay ng pamamagitan ng isang alamat nakalarawang balangkas naglalarawan pagkahilig sa pagbasa
napakinggan ginawi , sinabi nasaksihang kasingkahulugan ng panitikan
at naging pangyayari
damdamin
F4PN-IIf-3.1 F4PS-IIe-f- F4WG-IId-g-5 F4PB-IIi-h-2.1 F4EP-IId-f-2.3 F4PU-IIa-j-1 F4PD-II-f-5.2 F4PL-0a-j-2
Nasasagot ang 12.1 Nagagamit ang Nakasusunod sa Nabibigyang-kahulugan Nababaybay Nasasabi ang Nagagamit ang wika
mga literal na Nailalarawan pandiwa ayon sa nakasulat na ang bar nang wasto ang paksa ng bilang tugon sa sariling
tanong tungkol sa ang tauhan panahunan sa panuto grap/dayagram/tsart mga napanood na pangangailangan at
6 napakinggang batay sa ikinilos pagsasalaysay ng salitang maikling pelikula sitwasyon
alamat o ginawi o sa napakinggang natutuhan sa
sinabi at usapan aralin at hiniram
damdamin kaugnay ng
ibang asignatura
F4PN-IIg-8.2 F4PS-IIg-4 F4WG-IId-g-5 F4PT-IIb-g-4.1 F4PB-IIc-g- F4EP-IIe-g-8 F4PU-IIe-g- F4PD-II-g-22 F4PL-0a-j6
Naibibigay ang Naiuugnay ang Nagagamit ang Nabibigyang- 3.1.2 Naipakikita ang nakalap 2.1 Nasusuri ang Napahahalagahan ang
sariling wakas ng sariling pandiwa ayon sa kahulugan ang Nasasagot ang na impormasyon sa Nakasusulat ng damdamin ng mensahe ng binasang
7 napakinggang karanasang sa panahunan sa salitang iisa ang mga tanong sa pamamagitan ng talatang mga tauhan sa akda
alamat napakinggang pagsasalaysay ng baybay ngunit binasang tekstong nakalarawang balangkas naglalarawan napanood
teksto sariling karanasan magkaiba ang diin pang-
impormasyon

Pagsasalita Pagbasa
Pakikinig
Wika)
(procedure)
F4PN-IIh-8.2 F4PS-IIh-i-6.2 F4WG-IIh-j-6 F4PB-IIf-h-2.1 F4EP-IIh-j-9 F4PU-IIhi-2.3 F4PL-0a-j-3

Napagsusunod- Naisasalaysay Nagagamit nang Nakasusunod sa Nagagamit nang wasto Nakasusulat ng Naipamamalas ang
sunod ang mga muli ang wasto ang nakasulat na ang liham na nag- paggalang sa ideya,
pangyayari sa napakinggang pariralang pang- panuto -card catalog aaplay o damdamin at kultura ng
8
tekstong teksto gamit ang abay sa -OPAC (Online Public nagpiprisinta ng may akda ng tekstong
napakinggan mga paglalarawan ng Access Catalog) trabaho napakinggan o nabasa
sa tulong ng pangungusap kilos
pangungusap
F4PN-IIi-18.1 F4PS-IIh-i-6.2 F4WG-IIh-j-6 F4PT-IIi-1.5 F4PB-IIdi-6.1 F4EP-IIh-j-9 F4PU-IIh-i- F4PL-0a-j-2
Naibibigay ang Naisasalaysay Nagagamit nang Naibibigay ang Nasasabi ang Nagagamit nang wasto 2.3 Nagagamit ang wika
sanhi at bunga ng muli ang wasto ang kahulugan ng sanhi at bunga sa ang Nakasusulat ng bilang tugon sa sariling
mga pangyayari sa napakinggang pariralang pang- salita sa mga pangyayari -card catalog liham na nag- pangangailangan at
9
napakinggang teksto gamit ang abay sa pamamagitan ng ng binasang -OPAC (Online Public aaplay o sitwasyon
teksto mga paglalarawan ng kasalungat teksto Access Catalog) nagpiprisinta
pangungusap kilos ng trabaho
F4PN-IIj-1.1 F4PS-IIj-8.5 F4WG-Iihi-j-6 F4PT-IIj-1.8 F4PB-IIj-3.1 F4EP-IIh-j-9 F4PU-IIa-j-1 F4PD-II-e-j-6 F4PL-0a-j-7

Nakasusunod ang Nakapagbibigay Nagagamit nang Naibibigay ang Nasasagot ang Nagagamit nang wasto Nababaybay Nakapagbibigay Naipakikita ang hilig sa
napakinggang ng panuto wasto ang kahulugan ng mga tanong sa ang nang wasto ang ng reaksyon sa pagbasa
panuto o hakbang gamit ang pariralang pang- salita ayon sa mga binasang -card catalog mga salitang napanood
10 ng isang gawain pangunahing abay sa sitwasyong nobelang pambata -OPAC (Online Public natutuhan sa
direksyon paglalarawan ng pinaggamitan nito Access Catalog) aralin at hiniram
kilos kaugnay ng
ibang asignatura

IKATLONG MARKAHAN
Pagsasalita Pagbasa
Pakikinig Pagpapahalaga sa
LINGGO (Pag-unawa sa Gramatika Pagsulat Panonood Wika, Literasi at
(Wikang Pag-unlad ng Pag-unawa sa Estratehiya sa
Napakinggan) (Kayarian ng Panitikan
Binibigkas) Talasalitaan Binasa Pag-aaral
Wika)
Naipamamalas Naipamamalas ang kakayahan at Naisasagawa ang mapanuring pagbasa Naipamamalas ang iba’t Napauunlad ang Naipamamalas Naipamamalas ang
PANGNILALAMAN
PAMANTAYANG
ang kakayahan sa tatas sa pagsasalita at pagpapahayag sa iba’t ibang uri ng teksto at ibang kasanayan upang kasanayan sa ang kakayahan pagpapahalaga at
mapanuring ng sariling ideya, kaisipan, karanasan napapalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring kasanayan sa paggamit
pakikinig at pag- at damdamin ibang teksto ibang uri ng panonood ng ng wika sa
unawa sa sulatin iba’t ibang uri ng komunikasyon at
uri ng panitikan
Nakasusunod sa Nakapagbibigay ng panuto, Nakabubuo ng timeline batay sa binsang Nakagagawa ng mapa Nakasusulat ng Nakaguguhit at Napapahalagan ang
napakinggang naisasakilos ang katangian ng mga talambuhay, kasaysayan ng konsepto upang sariling kuwento nakasusulat ng wika at panitikan sa
PAMANTA YAN
SA PAGGANAP
hakbang tauhan sa napakinggang kuwento maipakita ang nakalap o tula tula o talata pamamagitan ng pagsali
na impormasyon o datos batay sa sa usapan at talakayan,
pinanood paghiram sa aklatan,
pagkukuwento, psgsulat
ng tula at kuwento

TATAS
angkop at wasto nang may wastong tono, diin, bilis, tono, antala at ekspresyon wasto ang mga
talata
F4PN-IIIa-e-1.1 F4PS-IIIa-8.6 F4WG-IIIa-c-6 F4PT-IIIa-1.8 F4PB-IIIa-3.2.1 F4PU-IIIa-2.4 F4PL-0a-j-1
Nasusunod ang Nakapagbibigay Nagagamit ang Naibibigay ang Nasasagot ang mga Nakasusulat ng Naipagmamalaki ang
napakinggang ng panuto ng pang-abay sa kahulugan ng tanong (bakit at simpleng panuto sariling wika sa
panuto o hakbang may 3-4 na paglalarawan ng salita sa paano) batay sa pamamagitan ng
1
ng isang gawain hakbang gamit kilos pamamagitan ng tekstong pang- paggamit nito
ang sitwasyong impormasyon
pangalawang pinaggamitan (procedure)
direksyon
F4PN-IIIb-h- F4PS-IIIb-2.1 F4WG-IIIa-c-6 F4PT-IIIb-i-1.7 F4PB-IIIb-18 F4EP-IIIb-8 F4PU-IIIb-2.5 F4PL-0a-j-3
3.2 Nailalarawan Nagagamit ang Naibibigay ang Nakagagawa ng Naipakikita ang nakalap Nakasusulat ng Naipamamalas ang
Nasasagot ang ang tauhan pang-abay sa kahulugan ng isang timeline- na impormasyon sa sariling paggalang sa ideya,
2 mga tanong na batay sa ikinilos pagalalarawan ng salita sa kasaysayan pamamagitan ng talambuhay damdamin at kultura ng
bakit at paano o ginawi kilos pamamagitan ng nakalarawang balangkas may akda ng tekstong
batay sa tekstong katuturan o dayagram napakinggan o nabasa
napakinggan
F4PN-IIIb-h- F4PS-III-12c- F4WG-IIIa-c-6 F4PT-IIIb-i-1.7 F4PB-IIIc-17 F4EP-IIIc-f-10 F4PU-IIIc-1 F4PD-III-c- F4PL-0a-j-1
3.2 12.12 Nagagamit ang Naibibigay ang Nahuhulaan ang Nakakukuha ng tala Nababaybay 7.1 Naipagmamalaki ang
Nasasagot ang Nagagamit ang pang-abay sa kahulugan ng maaaring kalabasan buhat sa binasang teksto nang wasto Naipakikita ang sariling wika sa
3
mga tanong na magagalang na pagalalarawan ng salita sa ng mga pangyayari ang salitang pag-unawa sa pamamagitan ng
bakit at paano pananalita sa kilos pamamagitan ng sa teksto sa tulong natutuhan sa pinanood sa paggamit nito
batay sa tekstong iba’t ibang katuturan ng dating aralin / hiram pamamagitan ng
Pagsasalita Pagbasa
Wika)
napakinggan sitwayson karanasan/ pagsasakilos
pagpapahayag kaalaman nito
ng sariling
opinyon
F4PN-IIId-18 F4PS-IIId F4WG-IIId-e-9 F4PT-IIId-e- F4PB-IIId-20 F4EP-IIId-e-11 F4PU-IIId-2.5 F4PL-0a-j-4
Naisasalaysay ang 12.13 Nagagamit ang 1.11 Nagmumungkahi ng Nakakukuha ng Nakasusulat ng Napapahalagahan ang
mahahalagang Nagagamit ang pang-abay at Naibibigay ang iba pang maaaring impormasyon sa sariling kuwento mga tekstong
pangyayari sa magagalang na pang-uri sa kahulugan ng mangyari sa isang pamamagitan ng pampanitikan sa
napakinggang pananalita sa paglalarawan salita sa kuwento gamit ang pahapyaw na pagbasa pamamagitan ng
talambuhay iba’t ibang pamamagitan ng dating karanasan o pagsulat ng rekasyon o
4
sitwasyongn F4WG-IIId-e- pagbibigay ng kaalaman saloobin ukol dito
tulad ng 9.1 halimbawa
pagpapahayag Natutukoy ang
ng hindi kaibahan ng
pagsang-ayon pang-abay at
pang-uri
F4PN-IIIa-e-1.1 F4PS-IIIe-8.8 F4WG-IIId-e-9 F4PT-IIId-e- F4PB-IIIe-h-11.2 F4EP-IIId-e-11 F4PU-IIIe-2.1 F4PL-0a-j-5
Nasusunod ang Nakapagb ibigay Nagagamit ang 1.11 Natutukoy ang mga Nakakakuha ng Nakasusulat ng Naibabahagi ang
napakinggang ng mga pang-abay at Naibibigay ang sumusuportang impormasyon sa talatang karanasan sa pagbasa
panuto o hakbang hakbang sa pang-uri sa kahulugan ng detalye sa pamamagitan ng nagbabalita upang makahikayat ng
5
ng isang gawain isang gawain paglalarawan salita sa mahalagang pahapyaw na pagbasa pagmamahal sa pagbasa
pamamagitan ng kaisipan sa ng panitikan
pagbibigay ng nabasang teksto
halimbawa
F4PN-IIf-3.1 F4PS-IIIf- F4WG-IIIf-g-10 F4PT-IIIf-4.2 F4PB-IIIf-19 F4EP-IIIc-f-10 F4PU-IIIf-2.3 F4PL-0a-j-2
Nasasagot ang 12.14 Nagagamit nang Nabibigyang- Nasusuri kung Nakakukuha ng tala Nakasusulat ng Nagagamit ang wika
mga literal na Nagagamit ang wasto ang pang- kahulugan ang opinyon o buhat sa binasang teksto liham paanyaya bilang tugon sa sariling
tanong tungkol sa magagalang na angkop sa salitang hiram katotohanan ang pangangailangan at
6 napakinggang tula pananalita sa pakikipag isang pahayag sitwasyon
iba’t ibang talastasan
sitwayson
pagtatanong ng
direskyon
F4PN-IIIg-17 F4PS-IIIg-4 F4WG-IIIf-g-10 F4PB-IIIg-8 F4PU-IIIg-h-3 F4PL-0a-j-6
Nakapagbibigay Naiuugnay ang Nagagamit nang Nabibigyan ng Naiguguhit ang Naipakikita ang
ng angkop na sariling wasto ang pang- angkop na pamagat paksa ng kasiyahan sa mga
7 pamagat sa karanasang sa angkop sa ang talatang binasa binasang teksto nabasang teksto
tekstong narinig napakinggang pakikipag
teksto talastasan
F4PN-IIIb-h- F4PS-III-j-6.6 F4WG-IIIh-11 F4PB-IIIe-h-11.2 F4EP-IIIh-7.1 F4PU-IIIg-h-3 F4PD-IIIh-7.2 F4PL-0a-j-3
3.2 Naisasalaysay Nagagamit nang Natutukoy ang mga Nagagamit nang wasto Naiguguhit ang Naipakikita ang Naipamamalas ang
Nasasagot ang muli ang wasto at angkop sumusuportang ang mga bahagi ng paksa ng pag-unawa sa paggalang sa ideya,
mga tanong na napakinggang ang pangatnig detalye sa pahayagan binasang tula pinanood sa damdamin at kultura ng
8 bakit at paano teksto gamit ang mahalagang pamamagitan ng may akda ng tekstong
batay sa tekstong sariling salita kaisipan sa pagdurugtong napakinggan o nabasa
napakinggan nabasang teksto ng ibang
pagwawakas
Pagsasalita Pagbasa
Wika)
ayon sa sariling
saloobin o
paniniwala
F4PN-IIIi-18.2 F4WG-IIIi-j-8 F4PT-IIIb-i-1.7 F4PB-IIIi-6.1 F4EP-IIIi-j-9 F4PU-IIIi-2.1 F4PL-0a-j-2

Naibibigay ang Nagagamit nang Naibibigay ang Nasasabi ang sanhi Nagagamit nang wasto Nakasusulat ng Nagagamit ang wika
sanhi at bunga ng wasto at angkop kahulugan ng at bunga ng mga ang talatang bilang tugon sa sariling
9 mga pangyayari na simuno at salita sa pangyayari -card catalog nagsasalysay pangangailangan at
sa napakinggang panag uri sa pamamagitan ng -OPAC (Online Public sitwasyon
ulat pangungusap katuturan Access Catalog)
F4PN-IIIj-8.4 F4PS-IIIh-j- F4WG-IIIi-j-8 F4PB-IIIj-5.5 F4EP-IIIi-j-9 F4PU-IIIj-2.1 F4PL-0a-j-7
Napagsusunod- 6.6 Nagagamit nang Napagsusunod- Nagagamit nang wasto Nakasusulat ng Naipakikita ang hilig sa
sunod ang mga Naisasalaysay wasto at angkop sunod ang mga ang talatang pagbasa sa
pangyayari sa muli ang ang simuno at pangyayari sa -card catalog naglalarawan pamamagitan ng
10 tekstong napakinggang panag uri sa kuwento sa -OPAC (Online Public paggamit ng mga
napakinggan teksto gamit ang pangungusap pamamagitan ng Access Catalog) kagamitan sa silid-
sariling salita sa dugtungan aklatan
loob ng isang
talata

IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa
Wika)
Naipamamalas Naipamamalas ang kakayahan at Naisasagawa ang mapanuring pagbasa Naipamamalas ang iba’t Napauunlad ang Naipamamalas Naipamamalas ang
PANGNILALAMAN
ang kakayahan sa tatas sa pagsasalita at pagpapahayag sa iba’t ibang uri ng teksto at ibang kasanayan upang kasanayan sa ang kakayahan pagpapahalaga at
PAMANTAYANG
mapanuring ng sariling ideya, kaisipan, karanasan napalalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring kasanayan sa paggamit
pakikinig at pag- at damdamin ibang teksto ibang uri ng panood ng iba’t ng wika sa
unawa sa sulatin ibang uri ng komunikasyon at
uri ng panitikan
Nakapagtatala ng Nakapagsasagawa ng radio Nakapagbubuod ng binasang teksto Nagagamit ang Nakasusulat ng Nakabubuo ng Napapahalagan ang
impormasyong broadcast/teleradyo pahayagan sa pagkalap ulat tungkol sa sariling wika at panitikan sa
PAMANTA YAN
SA PAGGANAP
napakinggan ng impormasyon binasa o patalatastas pamamagitan ng pagsali

upang makabuo napakinggan sa usapan at talakayan,
ng balangkas at paghiram sa aklatan,
makasulat ng pagkukuwento ,
buod o lagom pagsulat ng tula at
kuwento
F4TA-0a-j -1 F4TA-0a-j-2 F4TA-0a-j-3 F4TA-0a-j4

TATAS
talata
F4PN-IVa-1.1 F4PS-IVa-8.7 F4WG-IVa-13.1 F4PT-IVa-1.12 F4PB-IVa-5 F4EP-IVa-d-8 F4PU-IV F4PL-0a-j-1
Nakasusunod sa Nakapagbibigay Nagagamit ang Naibibigay ang Napagsusunod- Naipakikita ang nakalap ab-2.1 Naipagmamalaki ang
napakinggang ng panuto na iba’t ibang mga kahulugan ng sunod ang mga na impormasyon sa Nakasusulat ng sariling wika sa
panuto o hakbang may 3-4 na uri ng salita sa pangyayari sa pamamagitan ng talatang pamamagitan ng
1 ng isang gawain hakbang pangungusap pamamagitan ng kuwento nakalarawang balangkas naglalarawan paggamit nito
gamit ang sa pagsasalaysay pag-uugnay sa o dayagram
pangunahin at ng sariling sariling karanasan
pangalawang karanasan
direksyon
F4PN-IVb-7 F4PS-IVb- F4WG-IVb-e- F4PT-Ib-f-4.3 F4PB-IVb-c-3.2.1 F4EP-IVb-e-10 F4PU-IV F4PD-IV F4PL-0a-j-3
Naibibigay ang 12.15 13.2 Nabibigyang- Nasasagot ang mga Nakakukuha ng tala a-b-2.1 b-e-8 Naipamamalas ang
paksa ng Nagagamit ang Nagagamit ang kahulugan ang tanong na bakit at buhat sa binasang teksto Nakasusulat ng Naiuugnay ang paggalang sa ideya,
napakinggang magagalang na iba’t ibang uri ng tambalang salita paano sa tekstong talatang sariling damdamin at kultura ng
teksto pananalita sa pangungusap pang-impormasyon- naglalarawan karanasan sa may akda ng tekstong
2 iba’t ibang sa pakikipag-usap paliwanag pinanood napakinggan o nabasa
sitwasyon
(pagsasabi ng
panga
ngailangan)

Pagsasalita Pagbasa
Wika)
F4PN-IVc-5 F4PS-IVc- F4WG-IVc-g- F4PT-IVc-h-4.4 F4PB-IVb-c-3.2.1 F4EP-IVc-6 F4PU-IVc-2.1 F4PL-0a-j-1
Naisasakilos ang 12.16 13.3 Nabibigyang- Nasasagot ang mga Nakagagamit ng Nakasusulat ng Naipagmamalaki ang
napakinggang Nagagamit ang Nagagamit ang kahulugan ang tanong na bakit at pangkalahatang talatang sariling wika sa
awit magagalang na iba’t ibang uri ng matalinghagang paano sa tekstong sanggunian ayon sa nagsasalysay pamamagitan ng
3 pananalita sa pangungusap salita pang-impormasyon- pangangailangan paggamit nito
iba’t ibang sa pakikipag- discussion
sitwasyon debate tungkol sa
pagsasabi ng isang isyu
puna
F4PN-IVd-f-3.2 F4PS-IVd- F4WG-IVd-h- F4PT-I Vd-e- F4PB-IVd-19 F4EP-IVa-d-8 F4PU-IV F4PL-0a-j-4
Nasasagot ang 12.17 13.4 1.10 Nasusuri kung ang Naipakikita ang nakalap d-f-2.6 Napapahalagahan ang
bakit at paano Nagagamit ang Nagagamit ang Naibibigay ang pahayag ay opinion na impormasyon sa Nakasusulat ng mga tekstong
magagalang na iba’t ibang uri ng kahulugan ng o katotohanan pamamagitan ng editoryal pampanitikang nabasa
pananalita sa pangungusap salita sa nakalarawang balangkas sa klase
4
iba’t ibang sa pag –iinterview pamamagitan ng o dayagram
sitwayson pormal na
pagbibigay ng depinisyon ng
mungkahi o salita
suhestyon
F4PN-IVd-f-3.2 F4PS- F4WG-IVb-e- F4PT-I Vd-e- F4PB-IVe-15 F4EP-IVb-e-10 F4PU-IVe-2.1 F4PD-Ib-e-8 F4PL-0a-j-5
Nasasagot ang IVe.12.18 13.2 1.10 Naibibigay ang Nakakukuha ng tala Nakasusulat ng Naiuugnay ang Naibabahagi ang
bakit at paano Nagagamit ang Nagagamit ang Naibibigay ang bagong natuklasang buhat sa binasang teksto talatang sariling karanasan sa pagbasa
magagalang na mga uri ng kahulugan ng kaalaman mula sa nagbibigay ulat karanasan sa upang makahikayat ng
5 pananalita sa pangungusap salita sa binasang teksto tungkol sa isang pinanood iba na magbasa ng
iba’t ibang sa pakikipag pamamagitan ng pangyayaring panitikan
sitwasyon talastasan pormal na nasaksihan
(pag-oorder sa depinisyon ng
Internet) salita
F4PN-IVd-f-3.2 F4PS-IVf-g-1 F4WG-IVf-13.5 F4PT-Ib-f-4.3 F4PB-IVf-j-16 F4EP-IVg-j-7.1 F4PU-IVd-f- F4PL-0a-j2
Nasasagot ang Naipapahayag Nagagamit ang uri Nabibigyang- Nakapagbibigay ng Nagagamit nang wasto 2.6 Nagagamit ang wika
bakit at paano ang sariling ng pangungusap kahulugan ang buod o lagom ang mga bahagi ng Nakalilikha ng bilang tugon sa sariling
opinyon o sa pagpapakilala tambalang salita pahayagan editorial cartoon pangangailangan at
6 reaskyon sa ng produkto mula sa sitwasyon
isang nabasang
napakinggang editoryal
isyu
F4PN-IVg-9 F4PS-IVf-g-1 F4WG-IVc-g- F4PB-Ivg-i-6.1 F4EP-Ivg-j-7.1 F4PU-IVg-2.3 F4PDIV-g-i-9 F4PL-0a-j-6

Naibibigay ang Naipapahayag 13.3 Nasasabi ang sanhi Nagagamit nang wasto Nakasusulat ng Nakapagha Naipakikita ang
sariling wakas ng ang sariling Nagagamit ang uri at bunga ng mga ang mga bahagi ng liham na hambing ng iba’t pagtanggap sa mga
napakinggang opinyon o ng pangungusap pangyayari pahayagan nagbibigay ng ibang patalastas ideya ng nabasang
7 kuwento reaskyon sa sa pakikipag- hinaing o na napanood akda/teksto
isang debate tungkol sa reklamo
napakinggang isang isyu
isyu

Pagsasalita Pagbasa
Wika)
F4PN-IVh-8.5 F4PS-IVh-j-14 F4WG-IVd-h- F4PT-IVc-h-4.4 F4PB-IVh-2.1 F4EP-IVg-j-7.1 F4PU-IVh- F4PDIV-g-i-9 F4PL-0a-j-3
Napagsusunod- Naibabahagi ang 13.4 Nabibigyang- Nakasusunod sa Nagagamit nang wasto 2.7.1 Nakapagha Naipamamalas ang
sunod ang mga obserbasyon sa Nagagamit ang kahulugan ang nakasulat na ang mga bahagi ng Nakasusulat ng hambing ng iba’t paggalang sa ideya,
8 pangyayari sa kapaligiran iba’t ibang uri ng matalinghagang panuto pahayagan iskrip para sa ibang patalastas damdamin at kultura ng
tekstong pangungusap salita radio na napanood may akda ng tekstong
napakinggan sa pakikipanayam broadcasting napakinggan o nabasa
balangkas
F4PN-IVi-j-3.1 F4PS-IVh-j-14 F4WG-IVh-j- F4PT-I Vi-1.11 F4PB-IVg-i-6.1 F4EP-IVg-j-7.1 F4PU-IVi-2.7.2 F4PDIV-g-i-9 F4PL-0a-j-2
Nasasagot ang Naibabahagi ang 13.6 Naibibigay ang Nasasabi ang sanhi Nagagamit nang wasto Nakasusulat ng Nakapagha Nagagamit ang wika
mga literal na obserbasyon sa Nagagamit ang kahulugan ng at bunga ng mga ang mga bahagi ng iskrip para sa hambing ng iba’t bilang tugon sa sariling
9 tanong tungkol sa mga tao sa mga uri ng salita sa pangyayari pahayagan teleradyo ibang patalastas pangangailangan at
napakinggang paligid pangungusap pamamagitan ng na napanood sitwasyon
kuwento sa pagsasabi ng pagbibigay ng
mensahe halimbawa
F4PN-IVi-j-3.1 F4PS-IVh-j-14 F4WG-IVh-j- F4PT-I Vj-1.13 F4PB-IVf-j-16 F4EP-IVg-j-7.1 F4PU-IVj-8 F4PDIV-j-23 F4PL-0a-j -7
Nasasagot ang Naibabahagi ang 13.6 Naibibigay ang Nakapagbibigay ng Nagagamit nang wasto Nakagagawa ng Nakagagawa ng Naipakikita ang hilig sa
mga literal na obserbasyon sa Nagagamit ang uri kahulugan ng buod o lagom ang mga bahagi ng portfolio ng mga mga simpleng pagbasa
tanong tungkol sa isang okasyon/ ng pangungusap salita sa pahayagan drawing at pamantayan sa
napakinggang pagdiriwang sa sa pagsasabi ng pamamagitan ng sulatin paggawa ng
kuwento paaralan mensahe paglalarawan patalastas
10
F4PT-I Vj-9.1
Nagagamit ang
mga bagong salita
sa pagsulat ng
mga talata

BAITANG 5
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman,
PAMANTAYAN NG PROGRAMA magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na
paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Sa dulo ng Baitang 6, naipapakita ng mga mag-aaral ang sigla sa pagtuklas at pagdama sa pabigkas at pasulat na mga teksto at
PAMANTAYAN NG BAWAT YUGTO
ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip
PAMANTAYAN NG BAWAT BILANG
at, pagpapahalaga sa panitikan at kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa.
UNANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
Wika)
Naipamamalas Naipamamalas ang kakayahan at tatas Naisasagawa ang mapanuring pagbasa Naipamamalas ang iba’t Napauunlad ang Naipamamalas Naipamamalas ang
PANGNILALAMAN
ang kakayahan sa sa pagsasalita at pagpapahayag ng sa iba’t ibang uri ng teksto at ibang kasanayan upang ksanayan sa ang kakayahan pagpapahalaga at
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napalalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
pakikinig at pag- damdamin ibang teksto ibang uri ng panood ng iba’t ng wika sa
unawa sa sulatin ibang uri ng komunikasyob at
uri ng panitikan
Nakapagbibigay Nakasasali sa isang usapan tungkol sa Nakapagsasagawa ng readers’ theater Nakapagtatala ng mga Nakasusulat ng Nakagagawa ng Napahahalagahan ang
ng sariling isang paksa kailangang impormasyon isang talata movie trailer wika at panitikan sa
PAMANTAYAN SA
pamagat para sa o datos tungkol sa isang para sa maikling pamamagiotan ng

napakinggang isyu o paksa pelikulang pagsali sa mga usapan
PAGGANAP
kuwento at napanood at talakayan,

pagsasagawa ng pagkukuwento, pagsulat
roundtable na ng sariling tula , talata
pag-uusap o kuwento
tungkol sa isyu o
paksang
napakinggan
TATAS
talata

Pagsasalita Pagbasa
Pakikinig
Wika)
F5PN-Ia-4 F5PS-Ia-j-1 F5WG-Ia-e-2 F5PT-Ia-b- F5PB-Ia-3.1 F5EP-Ia-15 F5PU-Ia-2.8 F4PL-0a-j-1
Naiuugnay ang Naipapahayag Nagagamit nang 1.14 Nasasagot ang mga Nabibigyang-kahulugan Nakasusulat ng Naipagmamalaki ang
sariling ang sariling wasto ang mga Naibibigay ang tanong sa binasang ang patalastas isang maikling sariling wika sa
karanasang sa opinyon o pangngalan at kahulugan ng kuwento balita pamamagitan ng
napakinggang reaskyon sa panghalip sa salitang paggamit nito
teksto isang pagtalakay pamilyar at di-
1
napakinggang tungkol sa sarili,sa pamilyar
balita isyu o mga tao,hayop, pamamagitan ng
usapan lugar,bagay at gamit sa
pangyayari sa pangungusap
paligid
F5PN-Ib-5 F5PS-Ia-j-1 F5WG-Ia-e-2 F5PT-Ia-b- F5PB –I b-5.4 F5EP-Ib-10 F5PD-Ib-10 F4PL-0a-j-3
Nabibigyang Naipahahayag Nagagamit nang 1.14 Napagsunod-sunod Naitatala ang mga Nasasagot ang Naipamamalas ang
kahulugan ang ang sariling wasto ang mga Naibibigay ang ang mga pangyayari mahahalagang mga tanong paggalang sa ideya,
tulang opinyon o pangngalan at kahulugan ng sa kuwento sa impormasyon mula sa tungkol sa damdamin at kultura ng
napakinggan sa reaskyon sa panghalip sa salitang tulong ng binasang teksto pinanood may akda ng tekstong
2 pamamagitan ng isang pagtalakay pamilyar at di- nakalarawang napakinggan o nabasa
mga kilos napakinggang tungkol sa sarili,sa pamilyar sa balangkas
balita isyu o mga tao,hayop, pamamagitan ng
usapan lugar,bagay at gamit sa
pangyayari sa pangungusap
paligid
F5PN-Ic-g-7 F5PS-Ic-f-6.1 F5WG-Ia-e-2 F5PT-Ic-1.15 F5PB-Ic-3.2 F5PU-Ic-1 F4PL-0a-j-1
Naibibigay ang Naisasalaysay Nagagamit nang Naibibigay ang Nasasagot ang mga Nababaybay Naipagmamalaki ang
paksa ng muli ang wasto ang mga kahulugan ng tanong sa binasang nang wasto ang sariling wika sa
napakinggang napakinggang pangngalan at salitang tekstong pang- salitang pamamagitan ng
kuwento/usapan teksto sa panghalip sa pamilyar at di- impormasyon natutuhan sa paggamit nito
3 pamamagitan ng pagtalakay pamilyar sa aralin/ hiram
pagsasadula tungkol sa sarili,sa pamamagitan ng
mga tao,hayop, tono o
lugar,bagay at damdamin
pangyayari sa
paligid
F5PS-Id-3.1 F5WG-Ia-e-2 F5PB-Id-3.4 F5EP-Id-6 F5PD-Id-g-11 F4PL-0a-j-4
Naibabahagi ang Nagagamit nang Nasasagot ang mga Nagagamit ang Nailalarawan Napapahalagahan ang
isang wasto ang mga tanong sa binasang pangkalahatang ang tagpuan at mga tekstong
pangyayaring pangngalan at anekdota sanggunian sa pagtatala tauhan ng pampanitikan sa
nasaksihan o panghalip sa ng mga mahahalagang napanood na pamamagitan ng
4 naobserbahan pagtalakay impormasyon tungkol sa pelikula pagpapakita ng interes
tungkol sa sarili,sa isang paksa sa pagbasa
mga tao,hayop,
lugar,bagay at
pangyayari sa
paligid

Pagsasalita Pagbasa
Pakikinig
Wika)
F5PN-Ie-3.1 F5PS-Ie-25 F5WG-Ia-e-2 F5PT-Ie-1.8 F5PB-Ie-3.3 F5EP-Ie-8 F5PU-Ie-2.2 F4PL-0a-j-5
Nasasagot ang Nabibigkas nang Nagagamit nang Naibibigay ang Nasasagot ang mga Nagagamit ang Nakasusulat ng Naibabahagi ang
mga tanong may wastong wasto ang mga kahulugan ng tanong sa binasang isinalarawang maikling tula karanasan sa pagbasa
tungkol sa tono, diin, antala pangngalan at salitang talaarawan balangkas upang upang mahikayat ang
napakinggang at damdamin panghalip sa pamilyar at di- maipakita ang nakalap iba na magbasa ng iba’t
5 sawikain ang pagtalakay pamilyar ayon sa na impormasyon ibang akda
napakinggang tungkol sa sarili,sa gamit nito sa
tula mga tao,hayop, iba’t ibang
lugar,bagay at sitwasyon
pangyayari sa
paligid
F5PN-Ic-g-7 F5PS-Ic-f-6.1 F5WG-If-j-3 F5PT-If-1.4 F5PB -Ifh-11 F5EP-If-g-2 F5PU-If-2.1 F4PL-0a-j-2
Naibibigay ang Naisasalaysay Nagagamit ang Naibibigay ang Naibibigay ang Nabibigyang-kahulugan Nakasusulat ng Nagagamit ang wika
paksa ng muli ang iba’t ibang uri ng kahulugan ng mahahalagang ang bar graph, pie, talatang bilang tugon sa sariling
napakinggang napakinggang panghalip sa salita pamilyar at pangyayari sa talahanayan at iba pa nagsasalaysay pangangailangan at
6
kuwento/usapan teksto usapan at di-pamilyar na nabasang sitwasyon
pamamagitan ng paglalahad ng mga salita sa talaarawan /
pagsasadula sariling karanasan pamamagitan ng talambuhay
kasingkahulugan
F5PN-Ic-g-7 F5PS-Ig-12.18 F5WG-If-j-3 F5PB-Ig-8 F5EP-If-g-2 F5PD-I-g-11 F4PL-0a-j-6
Naibibigay ang Nagagamit ang Nagagamit ang Nakapagbibigay ng Nabibigyang-kahulugan Nailalarawan Naipakikita ang
paksa ng magagalang na iba’t ibang uri ng angkop na pamagat ang mapa ng ang tagpuan at pagtanggap sa mga
napakinggang pananalita sa panghalip sa sa isang talata pamayanan tauhan ng ideya ng nabsang
7
kuwento/usapan pagsasabi ng usapan at napanood na akda/teksto
hinaing o pagsasabi tungkol pelikula
reklamo sa sariling
karanasan
F5PN-Ih-17 F5PS-Ih-8 F5WG-If-j-3 F5PT-Ih-i- 1.5 F5PB –If-h-11 F5EP-Ih-11 F4PL-0a-j-3
Nakapagbibigay Nakapagbibigay Nagagamit ang Naibibigay ang Naibibigay ang Nakasusulat ng Naipamamalas ang
ng angkop na ng panuto iba’t ibang uri ng kahulugan ng mahahalagang balangkas sa anyong paggalang sa ideya,
pamagat sa panghalip sa salitang pangyayari sa pangungusap o paksa sa damdamin at kultura ng
8
tekstong usapan at pamilyar at di- nabasang binasang teksto may akda ng tekstong
napakinggan pagsasabi tungkol pamilyar sa talaarawan / napakinggan o nabasa
sa sariling pamamagitan ng talambuhay
karanasan kasalungat
F5PS-Ia-j-1 F5WG-If-j-3 F5PT-Ihi- 1.5 F5PB-Ii-15 F5PU-Ii-16 F4PL-0a-j-2
Naipapahayag Nagagamit ang Naibibigay ang Naibibigay ang Naibibigay ang Nagagamit ang wika
ang sariling iba’t ibang uri ng kahulugan ng bagong natuklasang datos na bilang tugon sa sariling
opinyon o panghalip sa salita pamilyar at kaalaman mula sa hinihingi ng pangangailangan at
9 reaskyon sa usapan at di-pamilyar na binasang teksto isang form sitwasyon
isang pagsasabi tungkol mga salita sa
napakinggang sa sariling pamamagitan ng
balita isyu o karanasan kasalungat
usapan

Pagsasalita Pagbasa
Pakikinig
Wika)
F5PN-Ij-1.1 F5PS-Ia-j-1 F5WG-If-j-3 F5PT-Ij-1.14 F5PB-Ij-10 F5PU-Ij-2.3 F5PD-Ij-12 F4PL-0a-j-7
Nakasusunod sa 2 Naipahahayag Nagagamit ang Naibibigay ang Naibibigay ang Nakasusulat ng Napagsusunod- Naipakikita ang hilig sa
– 3 hakbang na ang sariling iba’t ibang uri ng kahulugan ng paksa ng isang liham sunod ang mga pagbasa ng mga
panuto opinyon o panghalip sa salita pamilyar at talata pangkaibigan pangyayari sa babasahing angkop sa
10 reaskyon sa usapan at di-pamilyar na napanood na edad
isang pagsasabi tungkol mga salita sa maikling
napakinggang sa sariling pamamagitan ng pelikula
balita isyu o karanasan paglalarawan
usapan
IKALAWANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
(Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa sa Estratehiya sa Pag- Pagsulat Panonood
Napakinggan) Binibigkas) Talasalitaan Binasa aaral
Wika)
ang kakayahan sa sa pagsasalita sa pagpapahayag ng sa iba’t ibang uri ng teksto at ibang kasanayan upang ksanayan sa ang kakayahan pagpapahalaga at
PANGNILALAMAN
mapanuring sariling ideya, kaisipan, karanasan at napapalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
PAMANTAYANG
uri ng panitikan
Naisasakilos ang Nakagagawa ng isang travelogue o Naisasakilos ang katangian ng mga Nakabubuo ng Nakasusulat ng Nakasusulat ng Napahahalagan ang
maaaring kuwento na maibabahagi sa iba tauhan sa kuwentong binasa; dayagram upang talatang tula batay sa wika at panitikan sa
mangyari sa nakapagsasadula ng maaaring maging maipakita ang nakalap naglalarawan ng pinanood pamamagitan ng
PAMANTAYAN SA
napakinggang wakas ng kuwentong binasa at na impormasyon o datos isang tao o pagsali sa usapan at
PAGGANAP
kuwento at nakapagsasagawa ng charades ng mga bagay sa paligid, talakayan, paghiram sa

naibibigay ang tauhan at ng talatang aklatan, pagkukuwento,
tamang nagsasalaysay pagsulat ng tula at
pagkakasunod- ng sariling kuwento
sunod ang mga karanasan
hakbang sa
pagsasagawa ng
isang proseso
F5TA-00-1 F5TA-00-2 F5TA-00-3 F5TA-00-4
TATAS
talata

Pagsasalita Pagbasa
Pakikinig
Wika)
F5PN-IIa-1.2 F5PS-IIa-e-8.7 F5WG-IIa-c-5.1 F5PT-IIa-b-8 F5PB-IIa-4 F5EP-IIa-f-10 F5PL-0a-j-1
Nakasusunod sa Nakapagbibigay Nagagamit nang Nagagamit ang Nailalarawan ang Naitatala ang mga Naipagmamalaki ang
hakbang ng isang ng panuto na wasto ang mga bagong mga tauhan at impormasyon mula sa sariling wika sa
gawain may 3 – 5 pandiwa ayon sa salitang tagpuan ng teskto binasang teksto pamamagitan ng
1 hakbang panahunan sa natutunan sa paggamit nito
pagsasalaysay usapan
tungkol sa
mahahalagang
pangyayari
F5PS-IIb-12.1 F5WG-IIb-5.2 F5PT-IIab-8 F5PB-IIb-3.2 F5EP-IIbj-11 F5PU-IIbf-2.1 F5PD-IIbd-12 F5PL-Oa-j-3
Nailalarawan ang Nagagamit nang Nagagamit ang Nasasagot ang mga Nakasusulat ng Nakasusulat ng Naipapakita ang Naipamamalas ang
tauhan batay sa wasto ang mga bagong tanong na bakit at balangkas ng binasang isang pag-unawa sa paggalang sa ideya,
kilos at pandiwa ayon sa salitang paano teksto sa anyong pagsasalaysay pinanood sa damdamin at kultura ng
pagsasalita panahunan sa natutunan sa pangungusap o paksa pamamagitan ng may akda ng tekstong
2
pagsasalaysay usapan pagguhit napakinggan o nabasa
tungkol sa
tradisyon at sa
iba’t ibang
okasyon
F5PN-IIc-8.2 F5PS-IIhc-6.2 F5WG-IIac-5.1 F5PT-IIc-1.10 F5PB-IIc-6.1 F5PU-IIc-2.5 F5PL-Oa-j-1
Napagsusunod- Naisasalaysay Nagagamit nang Naibibigay ang Nasasabi ang sanhi Nakasusulat ng Naipapakita ang Naipagmamalaki ang
sunod ang mga muli ang wasto ang kahulugan ng at bunga ng mga talambuhay pag-unawa sa sariling wika sa
pangyayari sa napakinggang pandiwa ayon sa salita pamilyar at pangyayari panonood sa pamamagitan ng
3 tekstong teksto sa tulong panahunan sa di-pamilyar na pamamagitan ng paggamit nito
napakinggan sa ng mga pagsasalaysay ng mga salita sa kilos o galaw
pamamagitan ng pangungusap mahahalagang pamamagitan ng
pangungusap pangyayari pormal na
depinisyon
F5PS-IIdi-3.1 F5WG-IId-5.3 F5PT-IId-9 F5PB-IId-21 F5EP-IIadf-10 F5PU-IId-2.10 F5PD-IIbd-12 F5PL-Oa-j-4
Naibabahagi ang Nagagamit nang Naibibigay ang Nakapagbibigay ng Naitatala ang mga Nakasusulat ng Naipapakita ang Napahahalagahan ang
isang wasto ang kahulugan ng wakas sa nabasang impormasyon mula sa sulating pormal pag-unawa sa mga tekstong
pangyayaring pandiwa ayon sa mga salitang iisa kuwento binasang teksto pinanood sa pampanitikan sa
4 nasaksihan panahunan sa ang baybay pamamagitan ng pagpapakita ng
pagsasalaysay ng ngunit magkaiba kilos o galaw aktibong pakikilahok sa
isang sitwasyon ang diin usapan at gawaing
pampanitikan
F5PN-IIe-3.1 F5PS-IIae-8.7 F5WG-IIe-5.4 F5PT-IIe-4.3 F5PB-IIe-17 F5EP-IIei-6 F5PL-Oa-j-5

Nasasagot ang Nakapagbibigay Nagagamit nang Nabibigyang- Nahuhulaan ang Nagagamit ang Naibabahagi ang
mga literal na ng panutong wasto ang kahulugan ang maaaring mangyari pangkalahatang karanasan sa pagbasa
tanong sa may 3 – 5 pandiwa ayon sa tambalang salita sa teksto gamit ang sanggunian sa pagtatala upang makahikayat ng
5
napakinggang hakbang panahunan sa dating karanasan/ ng mahahalagang pagmamahal sa
teksto pagsasalaysay kaalaman impormasyon tungkol sa pagbasa ng panitikan
tungkol sa isang isyu
kasaysayan

Pagsasalita Pagbasa
Pakikinig
Wika)
F5PS-IIf-12.12 F5WG-IIfg-4.2 F5PT-IIf-1.13 F5PB-IIf-3.3 F5EP-IIadf-10 F5PU-IIbf-2.1 F5PD-IIf-13 F5PL-Oa-j-2
Nagagamit ang Nagagamit ang Naibibigay ang Nasasagot ang mga Naitatala ang mga Nakasusulat ng Nagagamit ang wika
magagalang na pang-uri sa kahulugan ng tanong sa binasang impormasyon mula sa isang Naibibigay ang bilang tugon sa sariling
pananalita sa paglalarawan ng salitang journal binasang teksto pagsasalaysay paksa/ /layunin pangangailangan at
6 pagsasabi ng pamayanang pamilyar at di- ng pinanood na sitwasyon
ideya sa isang kinabibilangan pamilyar salita sa dokumentaryo
isyu pamamagitan ng
paglalarawan
F5PN-IIg-17 F5PS-IId-g-3.1 F5WG-IIfg-4.2 F5PT-IIg-4.3 F5PB-IIg-11 F5EP-IIgh-2 F5PU-IIg-2.8 F5PL-0a-j-6

Naibibigay ang Naibabahagi ang Nagagamit ang Napapangkat Naibibigay ang Nabibigyang-kahulugan Nakasusulat Naipapakita ang Naipamamalas ang
paksa ng isang pang-uri sa ang mga salitang mahahalagang ang bar graph nang may pag-unawa sa kasiyahan sa mga
napakinggang pangyayaring paglalarawan ng magkakaugnay pangyayari sa wastong baybay, napanood sa nabasang teksto
7
kuwento/usapan/ nasaksihan kilalang tao sa nabasang bantas ang ng pamamagitan ng
talata pamayanan talaarawan/ idiniktang talata pagsulat sa buod
talambuhay nito
F5PS-IIhc-6.2 F5WG-IIh-4.3 F5PT-IIh-1.17 F5PB-IIh-10 F5EP-IIgh-2 F5PU-IIh-2.9 F5PL-Oa-j-3

Naisasalaysay Nagagamit ang Naibibigay ang Naibibigay ang Nabibigyang-kahulugan Nakasusulat ng Naipamamalas ang
muli ang pang-uri sa kahulugan ng paksa ng isang ang mapa sulating di- paggalang sa ideya,
napakinggang paglalarawan ng salitang talata pormal (email) damdamin at kultura ng
8
teksto sa tulong magagandang pamilyar at di- may akda ng tekstong
ng mga tanawin sa pamilyar sa napakinggan o nabasa
pangungusap pamayanan pamamagitan ng
kayarian nito
F5PN-IIi-4 F5PS-IIdi-3.1 F5WG-IIi-4.4 F5PT-IIi-1.8 F5PB-IIi-3.2 F5EP-IIei-6 F5PD-IIi-14 F5PL-Oa-j-2
Naiuugnay ang Naisasalay ang Nagagamit ang Naibibigay ang Nasasagot ang mga Nagagamit ang Nakapagtatala Nagagamit ang wika
sariling mga pang-uri sa kahulugan ng tanong sa binasang pangkalahatang ng bilang tugon sa sariling
karanasang sa pangyayaring paglalarawan ng salita pamilyar at tekstong pang- sanggunian sa mahahalagang pangangailangan at
napakinggang naobserbahan sa mga hayop na di-pamilyar na impormasyon pagsasaliksik tungkol sa pangyayari sa sitwasyon
9
teksto paligid exotic mga salita sa isang paksa napanood na
pamamagitan ng dokumentaryo
sitwasyong
pinaggamitan ng
salita
F5PN-IIj-12 F5PS-IIj-12.10 F5WG-IIj-4.5 F5PT-IIj-1.5 F5PB -IIj-5.2 F5EP-IIbj-11 F5PU-IIj-2.3 F5PL-Oa-j-8
Nakapagbibigay Nagagamit ang Nagagamit ang Naibibigay ang Napagsunod-sunod Nakasusulat ng Nakasusulat ng Nakapagmumungkahi
ng hinuha sa magagalang na pang-uri sa kahulugan ng ang mga pangyayari balangkas ng binasang liham na ng mga magagandang
kalalabasan ng pananalita sa paglalarawan ng salitang sa kuwento sa teksto sa anyong nagbibigay ng babasahin
10
mga pangyayari pagtanggi mga makabagong pamilyar at di- pamamagitan ng pangungusap o paksa mungkahi
sa napakinggang kagamitan pamilyar sa pamatnubay na
teskto pamamagitan ng tanong
kasalungat

IKATLONG MARKAHAN
Pagsasalita Pagbasa
(Wikang Pag-unlad ng Pag-unawa Estratehiya sa Pag-
Binibigkas) Talasalitaan sa Binasa aaral
Wika)
ang kakayahan sa sa pagsasalita sa pagpapahayag ng sa iba’t ibang uri ng teksto at ibang kasanayan upang kasanayan sa ang kakayahan pagpapahalaga at
PANGNILALAMAN
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napalalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring kasanayan sa paggamit
uri ng panitikan
Nakapag-uulat ng Nakagagawa ng isang ulat o panayam Nakabubuo ng isang timeline ng Nakagagawa ng Nakasusulat ng Nakagagawa ng Napapahalagan ang
impormasyong binasang teksto (kasaysayan), nakalarawang balangkas isang tula o ulat tungkol sa wika at panitikan sa
SA PAGGANAP
PAMANTAYAN
napakinggan at napagsusunod-sunod ang mga hakbang upang maipahayag ang kuwento at pinanood pamamagitan ng
nakabubuo ng ng isang binasang proseso, at nakalap na talatang pasgsali sa usapan at
balangkas ukol nakapagsasaliksik gamit ang card catalog impormasyon o datos naglalahad ng talakayan, paghiram sa
dito o OPAC opinyon o aklatan, pagkukuwento,
reaksyon pagsulat ng tula at
kuwento
F5TA-00-1 F5TA-00-2 F5TA-00-3 F5TA-00-4
TATAS
talata
F5PN-III –a-h-4 F5PS-IIa- F5WG-IIIa-c-6 F5PT-IIIa-1.7 F5EP-IIIa-15 F5PU-III F5PL-0a-j-1
Naiuugnay ang c.12.1 Nagagamit ang Naibibigay ang Nabibigyang-kahulugan a-b-2.11 Naipagmamalaki ang
sariling Nailalarawan ang pang-abay sa kahulugan ng salitang ang isang poster Nakasusulat ng sariling wika sa
karanasang sa tauhan batay sa pagalalarawan ng pamilyar at di- simpleng pamamagitan ng
1
napakinggang ikinilos o ginawi kilos pamilyar sa patalastas paggamit nito
teksto nito pamamagitan ng
depinisyon
F5PN-IIIb-8.4 F5PS-IIIb-e- F5WG-IIIa-c-6 F5PT-IIIb-4.3 F5PB-IIIb- F5EP-IIIb-6 F5PU-III F5PD-III F5PL-0a-j-3

Napagsusunod- 3.1 Nagagamit ang Napapangkat ang mga 3.3 Nagagamit ang a-b-2.11 b-g-15 Naipamamalas ang
sunod ang mga Nakabubuo ng pang-abay sa salitang Nasasagot ang pangkalahatang Nakasusulat ng Nakapag-uulat paggalang sa ideya,
pangyayari sa mga tanong pagalalarawan ng magkakaugnay mga tanong sa sanggunian sa simpleng islogan tungkol sa damdamin at kultura ng
tekstong matapos kilos binasang pagsasaliksik tungkol sa napanood may akda ng tekstong
2
napakinggan mapakinggan talaarawan isang isyu napakinggan o nabasa
(kronolohikal na ang isang
pagsusunod- salaysay
sunod )

Pagsasalita Pagbasa
Wika)
F5PN-IIIc-e-3.1 F5PS-IIa- F5WG-IIIa-c-6 F5PT-IIIc-h-10 F5PB-IIIc-1 F5EP-IIIc-g-10 F5PU-III-c-g- F5PD-III F5PL-0a-j-1
Nasasagot ang c.12.1 Nagagamit ang Nagbibigay ng mga Naiuugnay ang Nakakukuha ng tala 1 c-i-16 Naipagmamalaki ang
mga literal na Nailalarawan ang pang-abay sa salitang sariling buhat sa binasang Nababaybay Nasusuri ang sariling wika sa
tanong tungkol sa tauhan batay sa pagalalarawan ng magkakasalungat/mag karanasan sa teksto nang wasto ang mga pamamagitan ng
3 napakinggang ikinilos o ginawi kilos kakasingkahulugan binasang salitang hiram / tauhan/tagpuan paggamit nito
alamat talambuhay natutuhan sa sa napanood na
aralin maikling pelikula
F5PN-IIId-g-1 F5PS-IId12.20 F5WG-IIId-e-9 F5PT-IIId-1.8 F5PB-IIId-17 F5EP-IIId-8 F5PU-III F5PD-III F5PL-0a-j-4

Nasusunod ang Nagagamit ang Nagagamit ang Naibibigay ang Nahuhulaan Nagagamit ang d-4 c-i-16 Natutukoy ang
napakinggang magagalang na pang-abay at kahulugan ng salitang ang maaaring nakalarawang balangkas Nakasisipi ng Nasusuri ang magagandang mensahe
panuto o hakbang pananalita sa pang-uri sa pamilyar at di- mangyari sa upang maipakita ang talata mula sa mga ng binasang akda
4 ng isang gawain pagpapahayag paglalarawan pamilyar ayon sa iba’t teksto gamit nakalap na huwaran tauhan/tagpuan
ng ibang ang dating impormasyon sa napanood na
panghinanayang sitwasyong karanasan/kaal maikling pelikula
pinaggamitan aman
F5PN-IIIc-e-3.1 F5PS-IIIb-e- F5WG-IIId-e-9 F5PB-Ie-18 F5EP-IIIe-7.1 F5PU-III F5PL-0a-j-5

Nasasagot ang 3.1 Nagagamit ang Nakagagawa Nagagamit ang iba’t e-2.8 Naibabahagi ang
mga literal na Naibabahagi ang pang-abay at ng isang ibang pahayagan ayon Nakasusulat ng karanasan sa pagbasa
5 tanong tungkol sa isang pang-uri sa timeline batay sa pangangailangan idiniktang liham upang makahikayat ng
napakinggang pangyayaring paglalarawan sa nabasang ayon sa tamang pagkagiliw sa
alamat nasaksihan kasaysayan anyo at ayos pagbabasa
F5PN-IIIf-17 F5PS-IIIf-h- F5WG-IIIf-g-10 F5PT-IIIf-4.2 F5PB-IIIf-h- F5EP-IIIf-9.1 F5PU-III F5PL-0a-j-2

Naibibigay ang 6.6 Nagagamit nang Nabibigyang- 19 Nagagamit nang wasto f-i-3 Nagagamit ang wika
paksa ng Naisasalaysay wasto ang pang- kahulugan ang Nasusuri kung ang Naiguguhit ang bilang tugon sa sariling
6 napakinggang muli ang angkop sa salitang hiram ang pahayag card catalog paksa ng pangangailangan at
kuwento/usapan napakinggang pakikipag ay opinyon o OPAC binasang sitwasyon
teksto talastasan katotohanan teksto/tula
F5PN-IIId-g-1 F5PS-IIIg-8 F5WG-IIIf-g-10 F5PB-IIIg- F5EP-IIIc-g-10 F5PU-III-c-g- F5PD-III F5PL-0a-j6

Nasusunod ang Nakapagbibigay Nagagamit nang 3.2 Nakakukuha ng tala 1 b-g-15 Naipakikita ang
napakinggang ng panutong wasto ang pang- Nasasagot ang buhat sa binasang Nababaybay Nakapagbibigay pagtanggap sa mga
panuto o hakbang may 4-5 angkop sa mga tanong na teksto nang wasto ang ng ibang wakas ideya ng nabasang
ng isang gawain hakbang pakikipag bakit at paano salitang hiram/ para sa akda/teksto
7 talastasan natutuhan sa pelikulang
aralin napanood at
naibabahagi ito
sa klase sa isang
kakaibang
paraan
F5PN-III a-h-4 F5PS-IIIf-h- F5WG-IIIh-11 F5PT-IIIc-h-10 F5PB-IIIf-h- F5EP-IIIh-11 F5PD-III F5PL-0a-j-3
Naiuugnay ang 6.6 Nagagamit nang Nagbibigay ng mga 19 Nakakakuha ng c-i-16 Naipamamalas ang
8 sariling Naisasalaysay wasto at angkop salitang Nasusuri kung impormasyon sa Nasusuri ang paggalang sa ideya,
karanasang sa muli ang ang pangatnig magkakasalungat/mag ang pahayag pamamagitan ng mga damdamin at kultura ng
napakinggang napakinggang kakasingkahulugan ay opinyon o pahapyaw na pagbasa tauhan/tagpuan may akda ng tekstong
Pagsasalita Pagbasa
Wika)
teksto teksto gamit ang katotohanan sa napanood na napakinggan o nabasa
sariling salita maikling pelikula
F5PN-Ii-j-17 F5PS-IIIl-2.22 F5WG-IIIij-8 F5PT-IIIi-1.13 F5PB-IIIi-5.5 F5EP-IIIi-11 F5PU-III F5PD-III F5PL-0a-j-2
Nakapagbibigay Nagagamit ang Nasasabi kung Naibibigay ang Napagsunod- Nakasusulat ng fi-3 c-i-16 Nagagamit ang wika
ng angkop na magagalang na ano ang simuno kahulugan ng salitang sunod ang mga balangkas sa anyong Naiguguhit ang Nasusuri ang bilang tugon sa sariling
pamagat sa pananalita sa at panag-uri sa pamilyar at di- pangyayari sa pangungusap o paksa paksa ng mga tauhan/ pangangailangan at
9
tekstong pagtatanong ng pangungusap pamilyar sa kuwento sa binasang tagpuan at mga sitwasyon
napakinggan direksyon pamamagitan ng pamamagitan teksto/tula pangyayari sa
paglalarawan ng dugtungan napanood na
maikling pelikula
F5PN-Ii-j-17 F5WG-IIIi-j-8 F5PT-IIIj-1.16 F5PB-IIj-6.1 F5EP-IIIj-16 F5PU-III F5PL-0a-j-7
Nakapagbibigay Nasasabi kung Naibibigay ang Nasasabi ang Naibibigay ang datos na j-2.11 Naipakikita ang hilig sa
ng angkop na ano ang simuno kahulugan ng salitang sanhi at bunga hinihingi ng isang form Nakasusulat ng pagbasa sa
pamagat ng at panag-uri sa pamilyar at di- ng mga editoryal pmamagitan ng pagpili
10
tekstong pangungusap pamilyar sa pangyayari ng babasahin at aklat
napakinggan pamamagitan ng na angkop sa edad at
pag-uugnay sa ibang kultura
asignatura

IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa
(Wikang Pag-unlad ng Pag-unawa Estratehiya sa
Binibigkas) Talasalitaan sa Binasa Pag-aaral
Wika)
ang kakayahan sa sa pagsasalita at pagpapahayag ng sa iba’t ibang uri ng teksto at ibang kasanayan upang kasanayan sa ang kakayahan pagpapahalaga at
PANGNILALAMAN
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napapalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring kasanayan sa paggamit
uri ng panitikan
Nakabubuo ng Nakagagawa ng radio Nakagagawa ng grap o tsart tungkol sa Nagagamit ang silid- Nakasusulat ng Nakabubuo ng Napapahalagan ang
nakalarawang broadcast/teleradyo, debate at ng binasa, nakapagsasagawa ng isang aklatan sa pagsasaliksik talatang sariling wika at panitikan sa
SA PAGGANAP
PAMANTAYAN
balangkas batay isang forum debate tungkol sa isang isyu o binasang nangangatwiran dokumentaryo o pamamagitan ng
sa napakinggan paksa tungkol sa isang maikling pelikula pagsalli sa usapan at
isyu o paksa at talakayan, paghiram sa
makagagawa ng aklatan, pagkukuwento,
portfolio ng mga pagsulat ng tula at
sulatin kuwento
F5TA-0a-j-1 F5TA-0a-j-2 F5TA-0a-j-3 F5TA-00-4
Nakikinig at Naipapahayag ang Nababasa ang usapan, tula, talata, Naisusulat nang
TATAS
talata
F5PN-IVa-d-22 F5PS-IVa- F5WG-IVa-13.1 F5PT-IVa-b-1.12 F5PB-IVa-25 F5EP-IVa-8 F5PL-0a-j-1
Nakakagawa ng 12.21 Nagagamit ang Naibibigay ang Nakababasa Nagagamit ang Naipagmamalaki ang
dayagram ng Nagagamit ang iba’t ibang uri ng kahulugan ng salitang para kumuha nakalarawang balangkas sariling wika sa
ugnayang sanhi at magagalang na pangungusap pamilyar at di- ng upang maipakita ang pamamagitan ng
1 bunga mula sa pananalita sa sa pagsasalaysay pamilyar sa impormasyon nakalap na paggamit nito
tekstong pag-uulat ng ng napakinggang pamamagitan ng impormasyon
napakinggan nasaksihang balita pag-uugnay sa sariling
pangyayari karanasan
F5PN-IVb-3.1 F5PS-IVb-h-1 F5WG-IVb-e- F5PT-IVa-b-1.12 F5PB-IVb-26 F5PD-IVb-d-17 F5PL-0a-j-3

Nasasagot ang Naipapahayag 13.2 Naibibigay ang Natutukoy ang Naiuugnay ang Naipamamalas ang
mga literal na ang sariling Nagagamit ang kahulugan ng salita paniniwala ng sariling paggalang sa ideya,
tanong tungkol sa opinyon o iba’t ibang uri ng pamilyar at di- may-akda ng karanasan sa damdamin at kultura ng
napakinggang reaskyon o pangungusap pamilyar na mga salita teksto sa isang napanood may akda ng tekstong
2 kuwento ideya sa isang sa pakikipag- sa pamamagitan ng isyu napakinggan o nabasa
napakinggang debate tungkol sa pag-uugnay sa sariling
isyu isang isyu karanasan

Pagsasalita Pagbasa
Wika)
F5PN-IVc-f-5 F5WG-IVc-13.5 F5PT-IVc-j-6 F5PB-IVc-d- F5EP-IVc-9.3 F5PU-IVci- F5PL-0a-j-1
Naisasakilos ang Nagagamit ang Napapangkat ang mga 3.2 Nagagamit nang wasto 2.12 Naipagmamalaki ang
napakinggang iba’t ibang uri ng salitang Nasasagot ang ang Dewey Classification Nakasusulat ng sariling wika sa
awit pangungusap magkakaugnay mga tanong sa System iskrip para sa pamamagitan ng
3 sa binasang radio paggamit nito
pakikipanayam/ tekstong pang- broadcasting at
pag-iinterview impormasyon teleradyo
F5PN-IVa-d-22 F5PS-IIId-8.8 F5WG-IVd-13.3 F5PT-IVd-f-1.13 F5PB-IVc-d- F5EP-IVd-9.1 F5PU-IVa-f-4 F5PD-IVb-d-17 F5PL-0a-j-4

Nakagagawa ng Nakapagbibigay Nagagamit ang Naibibigay ang 3.2 Nagagamit nang wasto Nakasisipi ng Naiuugnay ang Napapahalagahan ang
dayagram ng ng panuto iba’t ibang uri ng kahulugan ng salitang Nasasagot ang ang card catalog talata mula sa sariling mga tekstong
ugnayang sanhi at gamit ang pangungusap pamilyar at di- mga tanong sa huwaran karanasan sa pampanitikan sa
4 bunga mula sa pangunahin at sa pagkilatis ng pamilyar sa binasang napanood pmamagitan ng
tekstong pangalawang isang produkto pamamagitan ng paliwanag aktibong pakikilahok sa
napakinggan direksyon paglalarawan usapan at gawaing
pampanitikan
F5PN-IVe-i-17 F5PS-IVe-9 F5WG-IVb-e- F5PT-IVe-h-4.4 F5PB-IVe-2 F5EP-IVe-9.4 F5PU-IV F5PD-IVe-j-18 F5PL-0a-j--5

Naibibigay ang Nakapagbibigay 13.2 Nabibigyang- Nakasusunod Nagagamit nang wasto eh-2.11 Napagha Naibabahagi ang
paksa ng ng maaaring Nagagamit ang kahulugan ang sa nakasulat na ang call number ng aklat Nakasusulat ng hambing ang karanasan sa pagbasa
napakinggang solusyon sa iba’t ibang uri ng matalinghagang salita panuto iba’t ibang iba’t ibang upang makahikayat ng
5 kuwento/usapan isang pangungusap bahagi ng dokumentaryo iba sa pagbasa ng
naobserbahang sa pakikipag- pahayagan panitikan
suliranin debate tungkol sa
isang isyu
F5PN-IVc-f-5 F5PS-IV F5WG-IVf-j- F5PT-IVc-j-6 F5PB-IVf-3.2 F5EP-IVfh-7.1 F5PU-IVa-f-4 F5PD-IVf-g-19 F5PL-0a-j-2

Naisasakilos ang f-3.1 13.6 Napapangkat ang mga Nasasagot ang Nagagamit ang iba’t Nakasisipi ng Nasusuri ang Nagagamit ang wika
napakinggang Naibabahagi ang Nagagamit ang salitang mga tanong na ibang pahayagan ayon talata mula sa estilong ginamit bilang tugon sa sariling
awit obserbasyon sa iba’t ibang uri ng magkakaugnay bakit at paano sa pangangailangan huwaran ng gumawa ng pangangailangan at
6 kapaligiran pangungusap maikling pelikula sitwasyon
sa pagsali sa
isang usapan
(chat)
F5PN-IVg-h-23 F5PS-IVb-h-1 F5WG-IVg-13.4 F5PT-IVd-f-1.13 F5PB-IVg-17 F5EP-IVg-9.1 F5PU-IV F5PD-IVf-g-19 F5PL-0a-j-6

Nakapagbibigay Naipapahayag Nagagamit ang Naibibigay ang Nakapagbi Nagagamit nang wasto e-h-2.11 Nasusuri ang Naipakikita ang
ng lagom o buod ang sariling iba’t ibang uri ng kahulugan ng salita bigay ng ang OPAC Nakasusulat ng estilong ginamit pagtanggap sa mga
ng tekstong opinyon o pangungusap pamilyar at di- sariling iba’t ibang ng gumawa ng ideya ng nabasang
napakinggan reaskyon o sa paggawa ng pamilyar na mga salita kuwento na bahagi ng maikling pelikula akda/teksto
7
ideya sa isang patalastas sa pamamagitan ng may ilang pahayagan
napakinggang paglalarawan bahagi na
isyu naiiba sa
kuwento

Pagsasalita Pagbasa
Wika)
F5PN-IVgh-23 F5WG-IVfhij- F5PT-IVeh-4.4 F5PB-IIh-6.1 F5EP-IVf-h-7.1 F5PU-IV F5PL-0a-j-3
Nakapagbibigay 13.6 Nabibigyang- Nasasabi ang Nagagamit ang iba’t e-h-2.11 Naipamamalas ang
ng lagom o buod Nagagamit ang kahulugan ang sanhi at bunga ibang pahayagan ayon Nakasusulat ng paggalang sa ideya,
8 ng tekstong iba’t ibang uri ng matalinghagang salita ng mga sa pangangailangan iba’t ibang damdamin at kultura ng
napakinggan pangungusap pangyayari bahagi ng may akda ng tekstong
sa pagsali sa pahayagan napakinggan o nabasa
isang usapan
F5PN-IVe-i-17 F5PS-IVi-6.6 F5WG-Ivfh-j- F5PT-IVi-1.18 F5PB-IVi-14 F5EP-IVi-6 F5PU-IVc-i- F5PL-0a-j-2
Naibibigay ang Naisasalaysay 13.6 Naibibigay ang Naibibigay ang Nakagagamit ng 2.12 Nagagamit ang wika
paksa ng muli ang Nagagamit ang kahulugan ng salita mahahalagang pangkalahatang Nakasusulat ng bilang tugon sa sariling
napakinggang napakinggang iba’t ibang uri ng pamilyar at di- pangyayari sanggunian sa iskrip para sa pangangailangan at
9
kuwento/usapan teksto gamit ang pangungusap pamilyar na mga salita pagsasaliksik radio sitwasyon
sariling salita sa sa pagsali sa sa pamamagitan ng broadcasting at
pamamagitan ng isang dula-dulaan pagbibigay ng teleradyo
pagsasadula halimbawa
F5PN-IVj-4 F5WG-IVf-j- F5PT-IVc-j-6 F5PB-IV-j-20 F5EP-IVj-12 F5PU-IVj-7 F5PD-IVe-j-18 F5PL-0a-j-7
Naiuugnay ang 13.6 Nagagamit ang mga Nakapagta Nakapipili ng angkop na Nakagagawa ng Nakagagawa ng Naipakikita ang hilig sa
sariling Nagagamit ang bagong natutuhang tanong tungkol aklat batay sa interes portfolio ng mga sariling pagbasa sa
karanasang sa iba’t ibang uri ng salita sa paggawa ng sa drawing at dokumentaryo pamamagitan ng pagpili
10 napakinggang pangungusap sariling komposisyon impormasyong sulatin (pangkatang ng babasahing angkop
teksto sa pagsali sa inilahad sa gawain) sa edad at kultura
isang dula-dulaan isang
dayagram,
tsart, mapa

BAITANG 6
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman,
PAMANTAYAN NG PROGRAMA magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na
paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Sa dulo ng Baitang 6, naipapakita ng mga mag-aaral ang sigla sa pagtuklas at pagdama sa pabigkas at pasulat na mga teksto at
PAMANTAYAN NG BAWATYUGTO
ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip
PAMANTAYAN NG BAWAT BILANG
at pagpapahalaga sa wika, panitikan at kultura upang makaambag sa pag-unlad ng bansa.
UNANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
LINGGO (Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa Estratehiya sa Pag- Pagsulat Panonood
Napakinggan) Binibigkas) Talasalitaan sa Binasa aaral
Wika)
PANGNILALAMAN
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napalalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
uri ng panitikan
Nasasaulo ang Nakasasali sa isang usapan tungkol sa Nakabubuo ng sariling diksyunaryo ng Nagagamit ang Nakasusulat ng Nakagagawa ng Naisasagawa ang
PAMANTAYAN SA
isang tula/awit na isyu mga bagong salita mula sa mga binasa; nakalimbag at di- rekasyon sa isang blog entry pagsali sa mga usapan
PAGGANAP
napakinggan at naisasadula ang mga maaaring mangyari nakalimbag na mga isang isyu tungkol sa at talakayan,
naisasadula ang sa nabasang teksto kagamitan sa napanood pagkukuwento,
isang isyu o paksa pagsasaliksik pagtula, pagsulat ng
mula sa tekstong sariling tula at kuwento
napakinggan
F6TA-0a-j1 F6TA-0a-j-2 F6TA-0a-j-3 F6TA-0a-j-4

TATAS
talata

Pagsasalita Pagbasa
Pakikinig
Wika)
F6PN-Ia-g-3.1 F6WG-Ia-d-2 F6PB-Ia-1 F6PU-Iac.2 F6PL-0a-j-1
Nasasagot ang Nagagamit nang Naiuugnay ang Nasisipi ang Naipagmamalaki ang
mga tanong wasto ang mga binasa sa isang talata sariling wika sa
tungkol sa pangngalan at sariling mula sa pamamagitan ng
1 napakinggang panghalip sa karanasan huwaran paggamit nito
pabula pakikipag-usap sa
iba’t ibang
sitwasyon
F6PN-Ia-g-3.1 F6PS-Ib-8 F6WG-Ia-d-2 F6PT-Ii-4.2 F6PB-Ib-5.4 F6EP-Ib-d-6 F6PU-Ib-2.8 F6PL- 0a-j-3

Nasasagot ang Nakapagbibigay Nagagamit nang Nabibigyang Napagsunod- Nagagamit ang Nakasusulat ng Naipamamalas ang
mga tanong ng panuto na wasto ang mga kahulugan ang sunod ang mga pangkalahatang idiniktang talata paggalang sa ideya,
tungkol sa may higit sa pangngalan at salitang hiram pangyayari sa sanggunian damdamin at kultura ng
2
napakinggang limang hakbang panghalip sa kuwento sa may akda ng tekstong
kuwento pakikipag-usap sa tulong ng napakinggan o nabasa
iba’t ibang nakalarawang
sitwasyon balangkas
F6PN-Ic-19 F6WG-Ia-d-2 F6PT-Ic-8 F6PB-Ic-e- F6EP-Ic-9.3 F6PL-0a-j-1
Nabibigyang Nagagamit nang Nagagamit ang mga 3.1.2 Nagagamit ang Dewey Naipagmamalaki ang
kahulugan ang wasto ang mga bagong salitang Nasasagot ang Classification System sariling wika sa
kilos ng mga pangngalan at natutuhan sa pagsulat mga tanong pamamagitan ng
3 tauhan sa panghalip sa ng sariling tungkol sa paggamit nito
napakinggang pakikipag-usap sa komposisyon tekstong pang-
pabula iba’t ibang impormasyon
sitwasyon (procedure )
F6PN-Id-e-12 F6PS-Id-12.22 F6WG-Ia-d-2 F6PT-Id-1.14 F6PB-Id-20 F6EP-Ib-f-6 F6PU-Id-2.2 F6PL-0a-j-4

Nakapagbibigay Nagagamit ang Nagagamit nang Naibibigay ang Nagmumungka Nagagamit ang Nakasusulat ng Napapahalagahan ang
ng magagalang na wasto ang mga kahulugan ng hi ng iba pang pangkalahatang kuwento mga tekstong
hinuha sa pananalita sa pangngalan at pamilyar at di kilalang pangyayari na sanggunian pampanitikan
4 kalalabasan pagpapahayag panghalip sa salita sa pamamagitan maaaring
ng mga ng saloobin pakikipag-usap sa ng maganap sa
pangyayari sa iba’t ibang gamit sa binasang teksto
kuwentong sitwasyon pangungusap
napakinggan
F6PN-Id-e-12 F6WG-Ie-g-3 F6PT-Ie-1.8 F6PB-Ic-e- F6EP-Ie-13 F6PL-0a-j-5
Nakapagbibigay Nagagamit ang Naibibigay ang 3.1.2 Napupunan nang wasto Naibabahagi ang
ng iba’t ibang uri ng kahulugan ng Nasasagot ang ang kard na pangkaranasan sa pagbasa
hinuha sa panghalip sa iba’t pamilyar at di kilalang mga tanong aklatan upang makahikayat ng
kalalabasan ibang sitwasyon salita sa pamamagitan tungkol sa pagmamahal sa
5
ng mga ng tekstong pang- pagbasa ng panitikan
pangyayari sa sitwasyong impormasyon
alamat na pinaggamitan
napakinggan

Pagsasalita Pagbasa
Pakikinig
Wika)
F6PN-Ifh-1.1 F6PS-If-6.1 F6WG-Ie-g-3 F6PT-If-1.16 F6PB-If-3.2.1 F6EP-Ibfd-6 F6PU-If-2.1 F6PD-If—10 F6PL0a-j-2
Nakasusunod sa Naisasalaysay Nagagamit ang Naibibigay ang Nasasagot ang Nagagamit ang Nakasusulat ng Nasusuri ang Nagagamit ang wika
panuto muli ang iba’t ibang uri ng kahulugan ng mga tanong na pangkalahatang talatang mga kaisipan at bilang tugon sa sariling
napakinggang panghalip sa iba’t pamilyar at di kilalang bakit at paano sanggunian sa nagpapaliwanag pagpapa pangangailangan at
6
teksto ibang sitwasyon salita sa pamamagitan sa kuwento pagsasaliksik halagang sitwasyon
ng pag-uugnay sa nakapaloob sa
ibang aralin napanood na
maikling pelikula
F6PN-Iag-3.1 F6PS-Ig-9 F6WG-Iefg-3 F6PB-Ig-8 F6EP-Ig-9.4 F6PL-0a-j-6
Nasasagot ang Nakapagbibigay Nagagamit ang Nakapagbibigay Nagagamit ang Call nababago ang dating
mga tanong ng sariling iba’t ibang uri ng ng angkop na number sa pagpili ng kaalaman base sa
7
tungkol sa solusyon sa panghalip sa iba’t pamagat sa aklat na nais basahin bagong ideyang
napakinggang isang suliraning ibang sitwasyon binasang talata nakapaloob sa teksto
usapan naobserbahan
F6PN-Ifh-1.1 F6PS-Ih-3.1 F6WG-Ih-j-12 F6PT-Ih-1.17 F6PB-Ih-5 F6EP-Ih-9.1 F6PU-Ih-2.1 F6PL-0a-j-3
Nakasusunod sa Naibabahagi ang Nagagamit ang Naibibigay ang Naisasalaysay Nagagamit ang card Nakasusulat ng Naipamamalas ang
panuto isang pangngalan at kahulugan ng nang may catalog sa pagtukoy ng talatang paggalang sa ideya,
pangyayaring panghalip sa pamilyar at di kilalang wastong aklat na gagamitin sa nagsasalaysay damdamin at kultura ng
nasaksihan pakikipag-usap sa salita sa pamamagitan pagkakasunod- pagsasaliksik tungkol sa may akda ng tekstong
8
iba’t ibang ng sunod ang mga isang paksa napakinggan o nabasa
sitwasyon kayarian nito pangyayari sa
nabasang
tekstong pang-
impormasyon
F6PN-Ii-19 F6WG-Ihij-12 F6PT-Ii-1.14 F6PB-Ii-14 F6EP-Ii-9.2 F6PL-0a-j-2
Nabibigyang Nagagamit ang Naibibigay ang Nagagamit ang Nagagamit ang OPAC sa Nagagamit ang wika
kahulugan ang pangngalan at kahulugan ng dating pagtukoy ng aklat o bilang tugon sa sariling
pahayag ng panghalip sa pamilyar at di kilalang kaalaman sa babasahin na gagamitin pangangailangan at
9
tauhan sa pakikipag-usap sa salita sa pamamagitan pagbibigay ng sa pagsasaliksik tungkol sitwasyon
napakinggang iba’t ibang ng wakas ng sa isang paksa
usapan sitwasyon gamit sa napakinggang
pangungusap teksto
F6PN-Ij-28 F6PS-Ij-1 F6WG-Ihij-12 F6PT-Ij-1.10 F6PB-Ij-15 F6PU-Ij-2.3 F6PD-Ij-20 F6PL-0a-j-7
Nabibigyang Naipapahayag Nagagamit ang Naibibigay ang Nagbabago ang Nakasusulat ng Nasasagot ang Naipakikita ang hilig sa
kahulugan ang ang sariling pangngalan at kahulugan ng dating liham mga tanong pagbasa
sawikain na opinyon o panghalip sa pamilyar at di kilalang kaalaman batay pangkaibigan tungkol sa
10 napakinggan reaskyon sa pakikipag-usap sa salita sa pamamagitan sa natuklasan pinanood
isang iba’t ibang ng pormal na sa teksto
napakinggang sitwasyon depinisyon
balita isyu o
usapan

IKALAWANG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
LINGGO (Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa sa Estratehiya sa Pag- Pagsulat Panonood
Wika)
PANGNILALAMAN
ang kakayahan sa sa pagsasalita sa pagpapahayag ng sa iba’t ibang uri ng teksto at ibang kasanayan upang ksanayan sa ang kakayahan pagpapahalaga at
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napapalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
uri ng panitikan
Nakapagsasagawa Naiuulat ang isang isyu o paksang Nakagagawa ng character profile batay Nakagagawa ng graph o Nakasusulat Naisasakilos ang Napapahalagan ang
ng isahang napakinggan sa kuwento o tekstong binasa dayagram upang ipakita upang ipahayag isang paksa o wika at panitikan sa
PAMANTAYAN SA
pagsasadula ang nakalap na ang isang isyung napanood pamamagitan ng

PAGGANAP
tungkol sa isang impormasyon o datos kakaibang pagsali sa usapan at

isyu o paksang karanasan at talakayan, paghiram sa
napakinggan makagagawa ng aklatan, pagkukuwento,
isang poster o pagsulat ng tula at
patalastas kuwento
tungkol sa isang
isyu o paksa
F6TA-00-1 F6TA-00-2 F6TA-00-3 F6TA-00-4
talata
F6PN-IIa-g-3.1 F60L-IIa-e-4 F6RC-IIa-4 F6SS-IIa-6 F4A-0a-j-1

Nasasagot ang Nagagamit nang Nailalarawan Nagagamit ang Naipagmamalaki ang
mga tanong wasto ang pang- ang tauhan at pangkalahatang sariling wika sa
tungkol sa uri sa tagpuan sa sanggunian ayon sa pamamagitan ng
1
napakinggang paglalarawan sa binasang pangangailangan paggamit nito
kuwento iba’t ibang kuwento
sitwasyon
F6PN-IIb-4 F0L-IIabcde-4 F6V-IIb-4.2 F6RC-IIb-10 F6 SS -IIb-10 F4A00-3

Naiuugnay ang Nagagamit nang Nabibigyang Nasasabi ang Nakapagtatala ng datos Naipamamalas ang
sariling karanasan wasto ang pang- kahulugan ang paksa sa mula sa binasang teksto paggalang sa ideya,
sa napakinggang uri sa salitang hiram binasang damdamin at kultura ng
2
teksto paglalarawan sa sanaysay may akda ng tekstong
iba’t ibang napakinggan o nabasa
sitwasyon

Pagsasalita Pagbasa
Pakikinig
Wika)
F6PN-IIc-19 F6PS-IIc- F60L-IIabcde-4 F6V-IIc-1.10 F6 SS -IIc-8 F6VC-IIcj-12 F4A-0a-j-1
Nabibigyang 12.13 Nagagamit nang Naibibigay ang Nagagamit ang Naipakikita ang Naipagmamalaki ang
kahulugan ang Nagagamit ang wasto ang pang- kahulugan ng nakalarawang balangkas pag-unawa sa sariling wika sa
kilos ng mga magagalang na uri sa pamilyar at di- upang maipakita ang pinanood sa pamamagitan ng
tauhan sa pananalita sa paglalarawan sa pamilyar na salita sa nakalap na pamamagitan ng paggamit nito
3
napakinggang iba’t ibang iba’t ibang pamamagitan ng impormasyon o datos pagsasakilos ng
pabula sitwayson sitwasyon pormal na depinisyon bahaging
(pagbabahagi ng naibigan o
obserbasyon sa pagguhit ng
paligid) isang poster
F6PN-IId-18 F6PS-IId-9 F60L-IIabcde-4 F6V-IId-1.5 F6RC-IIdf- F4A-0a-j-4
Natutukoy ang Nakapagbibigay Nagagamit nang Naibibigay ang 3.1.1 Napahahalagahan ang
mahahalagang ng sariling wasto ang pang- kahulugan ng Nasasagot ang mga tekstong
pangyayari sa solusyon sa uri sa pamilyar at di- mga tanong pampanitikan sa
4 napakinggang isang suliraning paglalarawan sa pamilyar na salita sa tungkol sa pamamagitan ng
sanaysay naobserbahan iba’t ibang pamamagitan ng binasang aktibong pakikilahok sa
sitwasyon kasalungat talaarawan usapan at gawaing
pampanitikan
F6PN-IIaeg-3.1 F6PS-IIe-6.1 F6OL-IIabcde-4 F6V-IIeh-1.8 F6RC-IIe-5.2 F6VC-IIe-13 F4-Aoa-j-5

Nasasagot ang Naisasalaysay Nagagamit Naibibigay ang Napagsunod- Natutukoy ang Naibabahagi ang
mga tanong muli ang nang wasto ang kahulugan ng sunod ang mga tema/layunin ng karanasan sa pagbasa
tungkol sa napakinggang pang-uri sa pamilyar at di kilalang pangyayari sa pinanood na upang makahikayat ng
5 napakinggang teksto gamit ang paglalarawan sa salita sa pamamagitan kuwento sa pelikula iba sa pagbasa ng
pabula mga iba’t ibang ng pamamagitan panitikan
pangungusap sitwasyon sitwasyong ng pamatnubay
pinaggamitan ng na tanong
salita
F6PN-IIf-28 F6PS-IIfi-1 F6L-Iifg-j-5 F6V-IIf-4.4 F6RC-IId-f- F6 SS -IIf-7.1 F6WC-IIf-2.9 F4-A0a-j-2
Nabibigyang Naipahahayag Nagagamit nang Nabibigyang 3.1.1 Nagagamit ang iba’t Nakasusulat ng Nagagamit ang wika
kahulugan ang ang sariling wasto ang kahulugan ang Nasasagot ang ibang bahagi ng sulating di bilang tugon sa sariling
sawikaing opinyon o pandiwa sa matalinghagang salita mga tanong pahayagan sa pagkuha pormal pangangailangan at
6 napakinggan reaskyon sa pakikipag-usap sa tungkol sa ng kailangang sitwasyon
isang iba’t ibang binasang impormasyon
napakinggang sitwayson anekdota
balita isyu o
usapan
F6PN-IIa-g-3.1 F6PS-IIg-8.7 F60L-Iif-j-5 F6V-IIg-1.17 F6 SS -IIg-5 F6WC-IIg-2.10 F4A-0a-j-6
Nasasagot ang Nakapagbibigay Nagagamit nang Naibibigay ang Nakagagamit ng iba’t Nakasusulat ng Nababago ang dating
mga tanong ng panuto na wasto ang kahulugan ng ibang bahagi ng aklat sa sulating pormal kaalaman base sa
7 tungkol sa may higit sa pandiwa sa pamilyar at di kilalang pagkalap ng bagong ideyang
napakinggang limang hakbang pakikipag-usap sa salita sa pamamagitan impomasyon nakapaloob sa teksto
usapan iba’t ibang ng kayarian
sitwayson

Pagsasalita Pagbasa
Pakikinig
Wika)
F6PS-IIh-3.1 F60L-Iifg-j-5 F6V-IIe-h-1.8 F6SS- IIh-9- F6WC-II F4A-0a-j-3
Naibabahagi ang Nagagamit nang Naibibigay ang Nabibigyang kahulugan h-2.3 Naipamamalas ang
isang wasto ang kahulugan ng at nakagagawa ng graph Nakasusulat ng paggalang sa ideya,
pangyayaring pandiwa sa pamilyar at di– para sa mga liham damdamin at kultura ng
8 nasaksihan pakikipag-usap sa pamilya na sa impormasyong nakalap pangangalakal may akda ng tekstong
iba’t ibang pamamagitan ng napakinggan o nabasa
sitwayson sitwasyong
pinaggamitan ng
salita
F6PN-IIi-19 F6PS-IIfi-1 F60L-Iif-j-5 F6V-IIi-4.3 F6SS-IIi-13 F6WC-II F4A-0a-j-2
Nabibigyang Naipapahayag Nagagamit nang Nabibigyang Nagagamit nang wasto i-2.11 Nagagamit ang wika
kahulugan ang ang sariling wasto ang kahulugan ang ang silid-aklatan sa Nakasusulat ng bilang tugon sa sariling
pananalita ng opinyon o pandiwa sa tambalang salita gawaing pampanaliksik panuto pangangailangan at
9 tauhan sa reaskyon sa pakikipag-usap sa sitwasyon
napakinggang isang iba’t ibang
usapan napakinggang sitwayson
balita isyu o
usapan
F6PS-IIj-12.1 F60L-Iif-j-5 F6V-IIj-1.16 F6VC-IIcj-12 F4A0a-j-7
Nailalarawan ang Nagagamit nang Naibibigay ang Naipakikita ang Naipakikita ang hilig sa
tauhan batay sa wasto ang kahulugan ng pag-unawa sa pagbasa
10 damdamin nito pandiwa sa pamilyar at di kilalang pinanood sa
pakikipag-usap sa salita sa pamamagitan pamamagitan ng
iba’t ibang ng pag-uugnay sa pagsasadula ng
sitwayson ibang asignatura naibigang bahagi

IKATLONG MARKAHAN
Pagsasalita Pagbasa
Pakikinig
(Pag-unawa sa (Wikang Pag-unlad ng Pag-unawa Estratehiya sa Pagsulat Panonood
LINGGO Napakinggan) Binibigkas) Talasalitaan sa Binasa Pag-aaral
Wika)
PANGNILALAMAN
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at napapalawak ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring kasanayan sa paggamit
uri ng panitikan
Naisasagawa ang Nakapagbibigay ng isang panuto Nakabubuo ng isang nakalarawang Nakagagawa ng Nakasusulat ng Nakagagawa ng Napapahalagan ang
mga hakbang o balangkas nakalarawang balangkas isang isang suring- wika at panitikan sa
SA PAGGANAP
PAMANTAYAN
panutong upang maipakita ang talambuhay at papel tungkol sa pamamagitan ng

napakinggan nakalap na datos o orihinal na tula pinanood pagsali sa usapan at
impormasyon talakayan, paghiram sa
aklatan, pagkukuwento
, pagsulat ng tula at
kuwento
TATAS
talata
F6PN-IIIa-1.2 F6PS-IIIa-8 F6WG-IIIa-c-6 F6PB-IIIa-20 F6EP –IIIai-8 F6PU-IIIa-1.2 F6PL-0a-j-1

Naisasagawa Nakapagbibigay Nagagamit ang Nagmumungka Nagagamit ang Nasisipi ang Naipagmamalaki ang
angnapakinggang ng panuto pariralang pang- hi ng iba pang nakalarawang balangkas isang ulat mula sariling wika sa
hakbang ng isang abay sa pangyayari na upang maipakita ang sa huwaran pamamagitan ng
gawain paglalarawan ng maaaring nakalap na paggamit nito
1 paraan, panahon, maganap sa impormasyon o datos
lugar ng kilos at binasang teksto
damdamin
F6PN-IIIb-3.1 F6WG-IIIa-c-6 F6PT-IIIb-1.7 F6PB-IIIb- F6EP -IIIb-6 F6PL-0a-j-3

Nasasagot ang Nagagamit ang Naibibigay ang 6.2 Nagagamit ang Naipamamalas ang
mga literal na pariralang pang- kahulugan ng Napag-uugnay pangkalahatang paggalang sa ideya,
tanong tungkol sa abay sa pamilyar at di kilalang ang sanhi at sanggunian damdamin at kultura ng
2 napakinggang paglalarawan ng salita sa pamamagitan bunga ng mga may akda ng tekstong
talaarawan paraan, panahon, ng pangyayari napakinggan o nabasa
lugar ng kilos at depinisyon
damdamin

Pagsasalita Pagbasa
Pakikinig
Wika)
F6PN-IIIc-18 F6WG-IIIa-c-6 F6PT-IIIc-4.4 F6PB-III F6EP-IIIc-f-9 F6PU-IIIb-3 F6PD-IIIcj-15 F6PL-0a-j-1
Naibibigay ang Nagagamit ang Nabibigyang- c-3.2.2 Nagagamit ang card Naiguguhit ang Nakapag-uulat Naipagmamalaki ang
sanhi pariralang pang- kahulugan ang Nasasagot ang catalog napiling tungkol sa sariling wika sa
at bunga ng mga abay sa idyoma o mga tanong na pangyayari sa pinanood pamamagitan ng
3 pangyayari paglalarawan ng matalinghagang salita bakit at paano kuwentong paggamit nito
paraan, panahon, sa tekstong binasa
lugar ng kilos at pang-
damdamin impormasyon
F6PN-IIId-19 F6WG-IIId-f-9 F6PB-IIId- F6EP –IIId-10 F6PL-0a-j-4

Naibibigay ang Nagagamit ang 3.1.2 Nakapagtatala ng datos Napapahalagahan ang
paksa ng iba’t ibang salita Nasasagot ang mula sa binasang teksto mga tekstong
napakinggang bilang pang-uri at mga tanong pampanitikan sa
4 teksto pang-abay sa tungkol sa pamamagitan ng
pagpapahayag ng binasang ulat aktibong pakikilahok sa
sariling ideya usapan at gawaing
pampanitikan
F6PN-IIIe19 F6PS-IIIe-9 F6WG-IIId-f-9 F6PT-IIIe-1.8 F6PB-IIIe-23 F6EP –IIIe-7.1 F6PU-III F6PL-0a-j-5

Nakapagbibigay Nakapagbibigay Nagagamit ang Naibibigay ang Naiisa-isa ang Nagagamit ang iba’t e-2.2 Naibabahagi ang
ng lagom o buod ng sariling iba’t ibang salita kahulugan ng mga argumento ibang bahagi ng Nakasusulat ng karanasan sa pagbasa
ng tekstong solusyon sa bilang pang-uri at pamilyar at di- sa binasang pahayagan ayon sa tula upang makahikayat ng
napakinggan isang suliraning pang-abay sa pamilyar na salita sa teksto pangangailangan pagmamahal sa
5
naobserbahan pagpapahayag ng pamamagitan ng pagbasa ng panitikan
sariling ideya sitwasyong
pinaggamitan
F6PN-IIIf-19 F6PS-IIIf- F6WG-IIId-f-9 F6PT-IIIf-1.13 F6PB-IIIf-24 F6EP-IIIcf-9 F6PD-IIIfh-16 F6PL-0a-j-2

Nabibigyang 12.19 Nagagamit ang Naibibigay ang Nakapagbibigay Nagagamit ang OPAC Nasusuri ang Nagagamit ang wika
kahulugan ang Nagagamit ang iba’t ibang salita kahulugan ng ng sariling tauhan at bilang tugon sa sariling
kilos ng mga magagalang na bilang pang-uri at pamilyar at di- hinuha bago, tagpuan sa pangangailangan at
tauhan sa pananalita sa pang-abay sa pamilyar na salita sa habang at napanood na sitwasyon
6
napakinggang iba’t ibang pagpapahayag ng pamamagitan ng matapos ang maikling pelikula
kuwento sitwayson sariling ideya paglalarawan pagbasa
-pagpapahayag
ng ideya
F6PN-IIIg-19 F6PS-IIIg-1 F6WG-IIIg-11 F6PT-IIIg-1.11 F6PB-IIIg-17 F6EP –IIIg-11 F6PU-IIIg-6 F6PL-0a-j-6

Nakapagbibigay Naipapahayag Nagagamit nang Naibibigay ang Nahuhulaan Nakakakuha ng Nakabubuo ng Napatutunayan ang
ng angkop na ang sariling wasto ang mga kahulugan ng ang maaaring impormasyon sa isang poster mensaheng inihahatid
pamagat sa opinyon o pangatnig pamilyar at at di- mangyari sa pamamagitan ng ng teksto
7
napakinggang reaskyon sa pamilyar na salita sa teksto gamit pahapyaw na pagbasa
talata isang pamamagitan ng ang dating
napakinggang pagbibigay ng karanasan/kaal
balita isyu o halimbawa aman

Pagsasalita Pagbasa
Pakikinig
Wika)
usapan
F6PN-IIIh-8.4 F6PS-IIIh-6.6 F6WG-IIIh-11 F6PT-IIIh-1.10 F6PB-IIIh- F6PD-IIIfh-16 F6PL-0a-j-3

Napagsusunod- Naisasalaysay Nagagamit nang Naibibigay ang 5.5 Nasusuri ang Naipamamalas ang
sunod na muli ang wasto ang kahulugan ng Napagsunod- tauhan at paggalang sa ideya,
kronolohikal ang napakinggang pangatnig sa pamilyar at di – sunod ang mga tagpuan sa damdamin at kultura ng
8
mga pangyayari teksto gamit ang pakikipag pamilyar na salita sa pangyayari sa napanood na may akda ng tekstong
sa napakinggang sariling salita talastasan pamamagitan ng kuwento sa maikling pelikula napakinggan o nabasa
teksto pormal na depinisyon pamamagitan
ng dugtungan
F6PN-IIIi-19 F6WG-IIIi-10 F6PT-IIIi-1.16 F6PB-IIIi-2 F6EP–IIIai-8 F6PU-IIIi-2.3 F6PL-0a-j-2
Nakapagbibigay Nagagamit nang Naibibigay ang Nakasusunod Nagagamit ang Nakasusulat ng Nagagamit ang wika
ng lagom o buod wasto ang pang- kahulugan ng sa nakasulat na nakalarawang balangkas liham bilang tugon sa sariling
ng tekstong angkop pamilyar at di - panuto upang maipakita ang pangangailangan at
9
napakinggan pamilyar na salita sa nakalap na sitwasyon
pamamagitan ng pag- impormasyon o datos
uugnay sa ibang
asignatura
F6PN-IIIj-12 F6PS-IIIj-3.1 F6WG-IIIj-12 F6PT-IIIj-15 F6PB-IIIj-19 F6PD-IIIc-j-15 F6PL-0a-j-7
Nakapagbibigay Naibabahagi ang Nagagamit nang Nakabubuo ng mga Nasusuri kung Nakapag-uulat Naipakikita ang hilig sa
ng hinuha sa isang wasto ang pang- bagong salita gamit ang pahayag ay tungkol sa pagbasa
10 kalalabasan ng pangyayaring angkop at ang panlapi at opinyon o pinanood
mga pangyayari nasaksihan pangatnig salitang-ugat katotohanan
sa alamat na
napakinggan

IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa
Pakikinig
Wika)
Naipamamalas Naipamamalas ang kakayahan at tatas Naisasagawa ang mapanuring pagbasa sa Naipamamalas ang iba’t Napauunlad ang Naipamamalas Naipamamalas ang
PANGNILALAMAN
ang kakayahan sa sa pagsasalita at pagpapahayag ng iba’t ibang uri ng teksto at napapalawak ibang kasanayan upang ksanayan sa ang kakayahan pagpapahalaga at
PAMANTAYANG
mapanuring sariling ideya, kaisipan, karanasan at ang talasalitaan maunawaan ang iba’t pagsulat ng iba’t sa mapanuring ksanayan sa paggamit
uri ng panitikan
Nakagagawa ng Nakapagsasagawa ng radio Naiguguhit ang mensahe ng binasang Nagagamit ang iba’t Nakasusulat ng Nakagagawa ng Napapahalagan ang
dayagram, broadcast/teleradyo, sabayang bigkas, teksto at nakagagawa ng orihinal na rap ibang babasahin ayon iskrip para sa sarili at orihinal wika at panitikan sa
PAMANTAYAN SA
dioarama at reader’s theatre o dula-dulaan batay sa mensahe ng binasang teksto sa pangangailangan radio na pamamagitan ng
PAGGANAP
likhang sining broadcasting o dokumentaryo o pagsali sa usapan at

batay sa isyu o teleradyo, maikling pelikula talakayan, paghiram sa
paksang editoryal, aklatan, pagkukuwento,
napakinggan lathalain o balita pasgulat ng tula at
kuwento

talata
F6PN-IVa-1.2 F6PS-IVa-3.1 F6WG-IVa-j-13 F6PT-IVa-1.7 F6PB-IVa-1 F6EP –Iva-12 F6PU-IVa-2.1 F6PL-0a-j-1

Naisasagawa Naibabahagi ang Nagagamit sa Naibibigay ang Naiuugnay ang Nakapipili ng angkop na Nakasusulat ng Naipagmamalaki ang
angnapakinggang isang usapan at iba’t kahulugan ng binasa sa sariling aklat batay sa sariling sanaysay na sariling wika sa
hakbang ng isang pangyayaring ibang sitwasyon pamilyar at di karanasan pangangailangan at naglalarawan pamamagitan ng
gawain nasaksihan ang mga uri ng pamilyar na salita sa interes paggamit nito
1
pangungusap pamamagitan ng
depinisyon
F6PN-IVb-4 F6WG-IVb-i-10 F6PT-IVb-j-14 F6PB-IVb-10 F6PU-IV F6PD-IVb-17 F6PL-0a-j-3

Naiuugnay ang Nakagagawa ng Napapangkat ang Nasasabi ang b-2.1 Naiuugnay ang Naipamamalas ang
sariling patalastas at mga salitang paksa ng Nakasusulat ng sariling paggalang sa ideya,
2 karanasang sa usapan gamit ang magkakaugnay binasang ulat karanasan sa damdamin at kultura ng
napakinggang iba’t ibang bahagi sanaysay napanood may akda ng tekstong
teksto ng pananalita napakinggan o nabasa
F6PS-IVc-1 F6WG-IVa-j-13 F6PT-IVc-1.10 F6PB-Ivc-e-22 F6EP –Ivc-7.1 F6PU-IVc-2.11 F6PL-0a-j-1

3 Naipahahayag Nagagamit sa Naibibigay ang Nasusuri ang Nagagamit ang iba’t Nakasusulat ng Naipagmamalaki ang
ang sariling usapan at iba’t kahulugan ng pagkakaiba ng ibang bahagi ng bahagi ng sariling wika sa

Pagsasalita Pagbasa
Pakikinig
Wika)
opinyon o ibang sitwasyon pamilyar at di kathang isip at pahayagan ayon sa balitang pang- pamamagitan ng
reaskyon sa ang mga uri ng pamilyar na salita sa di-kathang isip pangangailangan isport paggamit nito
isang pangungusap pamamagitan ng teksto (fiction at
napakinggang pormal na depinisyon non-fiction)
balita isyu o
usapan
F6PN-IVd-3.1 F6PS-IVd- F6WG-Ivaj-13 F6PT-IVd-1.11 F6PB-Ivd-j-21 F6PD-Ivd-h-19 F6PL-0a-j-4

Nasasagot ang 12.24 Nagagamit sa Naibibigay ang Naibibigay ang Nasusuri ang Napapahalagahan ang
mga literal na Nagagamit ang usapan at iba’t kahulugan ng impormasyong estilong ginamit mga tekstong
tanong tungkol sa magagalang na ibang sitwasyon pamilyar at di hinihingi ng ng gumawa ng pampanitikan sa
4 napakinggang pananalita sa ang mga uri ng pamilyar na salita nakalarawang pelikula pamamagitan ng
talata pagpapahayag pangungusap pamamagitan ng balangkas paglahol sa mga
ng damdamin pagbibigay ng gawaing kaugnay nito
halimbawa
F6PS-IVe-9 F6WG-IVa-j-13 F6PT-IVe-4.4 F6PB-Ivc-e-22 F6PU-IV F6PD-IVe-i-21 F6PL-0a-j-5

Naibibigay ang Nagagamit sa Nabibigyang- Nasusuri ang e-2.12.1 Napagha Naibabahagi ang
maaaring usapan at iba’t kahulugan ang pagkakaiba ng Nakasusulat ng hambing- karanasan sa pagbasa
solusyon sa ibang sitwasyon idyoma o teksto (fiction at iskrip para sa hambing ang upang makahikayat ng
5 isang suliranin ang mga uri ng matalinghagang salita non-fiction) radio iba’t ibang uri ng pagmamahal sa
na pangungusap broadcasting pelikula pagbasa ng panitikan
naobserbahan sa
paligid
F6PN-IVf-10 F6PS-IVf-6.6 F6WG-Ivb-i-10 F6PB-IVf-5.6 F6EP –IVf-8 F6PU-IVf-2.3 F6PL-0a-j-2

Nakagagawa ng Naisasalaysay Nakagagawa ng Napagsunod- Nagagamit ang Nakasusulat ng Nagagamit ang wika
dayagram ng muli ang patalastas at sunod ang mga nakalarawang liham sa editor bilang tugon sa sariling
ugnayang sanhi at napakinggang usapan gamit ang pangyayari sa balangkas upang pangangailangan at
6
bunga ng mga teksto gamit ang iba’t ibang bahagi kuwento maipakita ang nakalap sitwasyon
pangyayari / sariling salita ng pananalita na impormasyon o
problema- datos
solusyon
F6PS-IVg- F6WG-IVb-i-10 F6PT-IVg-1.13 F6PB-IVg-20 F6EP-IVg-6 F6PL-0a-j-6
12.25 Nakagagawa ng Naibibigay ang Nakapagtatanong Nagagamit ang Napatutunayan ang
Nagagamit ang patalastas at kahulugan ng tungkol sa pangkalahatang mensaheng inihahatid
magagalang na usapan gamit ang pamilyar at di impormasyong sanggunian sa ng teksto
7
pananalita sa iba’t ibang bahagi pamilyar na salita sa inilahad sa pagtitipon ng mga
pagsali sa isang ng pananalita pamamagitan ng dayagram, tsart, datos na kailangan
usapan paglalarawan mapa at graph
F6PN-IVh-8.4 F6PS-IVh- F6WG-Iva-j-13 F6PT-IVb-j-14 F6PB-IVh-3.1.2 F6PD-IVd-h-19 F6PL-0a-j-3

Napagsusunod- 12.19 Nagagamit sa Napapangkat ang Nasasagot ang Nasusuri ang Naipamamalas ang
8 sunod ang mga Nagagamit ang usapan at iba’t mga salitang mga tanong estilong ginamit paggalang sa ideya,
pangyayari sa magagalang na ibang sitwasyon magkakaugnay tungkol sa ng gumawa ng damdamin at kultura ng
napakinggang pananalita sa ang mga uri ng binasang ulat pelikula may akda ng tekstong

Pagsasalita Pagbasa
Pakikinig
Wika)
kasaysayan pagbibigay ng pangungusap napakinggan o nabasa
reaksyon
F6PS-IVi-j-11 F6WG-IV-b-i-10 F6PT-IVi-1.8 F6PB-IVi-3.2.2 F6PU-IV F6PL-0a-j-2

Nakalalahok sa Nakagagawa ng Naibibigay ang Nasasagot ang i-2.12.2 Nagagamit ang wika
mga gawaing patalastas at kahulugan ng mga tanong na Nakasusulat ng bilang tugon sa sariling
kailangan ang usapan gamit ang pamilyar at di bakit at paano sa iskrip para sa pangangailangan at
madamdaming iba’t ibang bahagi pamilyar na salita sa tekstong pang- teleradyo sitwasyon
9 pagpapahayag ng pananalita pamamagitan ng impormasyon
tulad ng sitwasyong
sabayang pinaggamitan
pagbigkas,
reader’s theater
at dula-dulaan
F6PS-IVi-j-11 F6WG-IVa-j-13 F6PT-IVb-j-14 F6PB-IVd-j-21 F6PU –IVj-13 F6PD-IVd-j-24 F6PL-0a-j-7
Nakalalahok sa Nagagamit sa Napapangkat ang Naibibigay ang Nagagamit nang Nakagagawa ng Naipakikita ang hilig sa
mga gawaing usapan at iba’t mga salitang impormasyong wasto ang silid- sariling maikling pagbasa sa
kailangan ang ibang sitwasyon magkakaugnay hinihingi ng aklatan pelikula pamamagitan ng pagpili
madamdaming ang mga uri ng nakalarawang (pangkatang ng babasahing angkop
10 pagpapahayag pangungusap balangkas gawain) sa edad at kultura
tulad ng
sabayang
pagbigkas,
reader’s theater
at dula-dulaan

BAITANG 7
UNANG MARKAHAN
TEMA Mga Akdang Pampanitikan: Salamin ng Mindanao

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa sa mga akdang pampanitikan ng Mindanao
PAMANTAYAN SA PAGGANAP Naisasagawa ng mag-aaral ang isang makatotohanang proyektong panturismo
PANITIKAN Kuwentong-bayan, Pabula, Epiko, Maiking kuwento, Dula
Mga Pahayag na Nagbibigay ng mga Patunay
Mga Eskpresyon ng Posibilidad
Pang-ugnay na Ginagamit sa Pagbibigay ng Sanhi at Bunga
GRAMATIKA Pang-ugnay na Ginagamit sa Panghihikayat
Pang-ugnay na Ginagamit sa Paghahayag ng Saloobin
Mga Retorikal na Pang-ugnay
Mga Pangungusap na Walang Tiyak na Paksa
BILANG NG SESYON 40 sesyon/ 4 na Araw sa Loob ng Isang Linggo
MGA KASANAYANG PAMPAGKATUTO SA BAWAT DOMAIN
Pag-unawa Pag-unawa Paglinang Wika Estratehiya

Panonood Pagsasalita Pagsulat
sa Napakinggan sa Binasa ng Talasalitaan at Gramatika sa Pag-aaral
(PD) (PS) (PU)
(PN) (PB) (PT) (WG) (EP)
Kuwentong-bayan
(6 na sesyon)
F7PN-Ia-b-1 F7PB-Ia-b-1 F7PT-Ia-b-1 F7PD-Ia-b-1 F7PS-Ia-b-1 F7PU-Ia-b-1 F7WG-Ia-b-1 F7EP-Ia-b-1

Nahihinuha ang Naiuugnay ang Naibibigay ang Nasusuri gamit Naibabalita ang Naisusulat ang Nagagamit nang Nailalahad ang
kaugalian at mga pangyayari sa kasingkahulugan at ang graphic kasalukuyang mga patunay na wasto ang mga mga hakbang na
kalagayang binasa sa mga kasalungat na organizer ang kalagayan ng lugar ang kuwentong- pahayag sa ginawa sa pagkuha
panlipunan ng kaganapan sa iba kahulugan ng salita ugnayan ng na pinagmulan ng bayan ay salamin pagbibigay ng mga ng datos kaugnay
lugar na pang lugar ng ayon sa gamit sa tradisyon at alinman sa mga ng tradisyon o patunay ng isang
pinagmulan ng bansa pangungusap akdang kuwentong-bayang kaugalian ng lugar proyektong
kuwentong bayan pampanitikan nabasa, napanood na pinagmulan nito panturismo
batay sa mga batay sa napanood o napakinggan
pangyayari at na kuwentong-
usapan ng mga bayan
tauhan

(PD) (PS) (PU)
Pabula
(6 na sesyon)
F7PN-Ic-d-2 F7PB-Ic-d-2 F7PT-Ic-d-2 F7PD-Ic-d-2 F7PS-Ic-d-2 F7PU-Ic-d-2 F7WG-I-cd-2 F7EP-Ic-d-2
Nahihinuha ang Natutukoy at Napatutunayang Nailalarawan ang Naibabahagi ang Naipahahayag Nagagamit ang Naisasagawa ang
kalalabasan ng naipaliliwanag ang nagbabago ang isang kakilala na sariling pananaw at nang pasulat ang mga ekspresyong sistematikong
mga pangyayari mahahalagang kahulugan ng mga may pagkakatulad saloobin sa damdamin at naghahayag ng pananaliksik
batay sa akdang kaisipan sa salitang sa karakter ng pagiging karapat- saloobin tungkol sa posibilidad (maaari, tungkol sa pabula
napakinggan binasang akda naglalarawan batay isang tauhan sa dapat/ di karapat- paggamit ng mga baka, at iba pa) sa iba’t ibang lugar
sa ginamit na napanood na dapat ng paggamit hayop bilang mga sa Mindanao
panlapi animation ng mga hayop tauhang
bilang mga tauhan nagsasalita at
sa pabula kumikilos na
parang tao o vice
versa
Epiko
(7 sesyon)
F7PN-Id-e-3 F7PB-Id-e-3 F7PT-Id-e-3 F7PD-Id-e-3 F7PS-Id-e-3 F7PU-Id-e-3 F7WG-Id-e-3 F7EP-Id-e-3
Nakikilala ang Naipaliliwanag ang Naipaliliwanag ang Naipahahayag ang Naitatanghal ang Naisusulat ang Nagagamit nang Nagsasagawa ng
katangian ng mga sanhi at bunga ng kahulugan ng mga sariling nabuong iskrip ng iskrip ng wasto ang mga panayam sa mga
tauhan batay sa mga pangyayari simbolong ginamit pakahulugan sa informance o mga informance na pang-ugnay na taong may
tono at paraan ng sa akda kahalagahan ng kauri nito nagpapakita ng ginagamit sa malawak na
kanilang pananalita mga tauhan sa kakaibang pagbibigay ng kaalaman tungkol
napanood na katangian ng sanhi at bunga ng sa paksa
pelikula na may pangunahing mga pangyayari
temang katulad ng tauhan sa epiko (sapagkat, dahil,
akdang tinalakay kasi, at iba pa)
Maikling Kuwento
(7 sesyon)
F7PN-If-g-4
Naisasalaysay ang F7PB-If-g-4 F7PT-Id-e-4 F7PD-Id-e-4 F7PS-Id-e-4 F7PU-If-g-4 F7WG-If-g-4 F7EP-If-g-4
buod ng mga Naiisa-isa ang mga Natutukoy at Nasusuri ang isang Naisasalaysay nang Naisusulat ang Nagagamit nang Naisasagawa ang
pangyayari sa elemento ng naipaliliwanag ang dokyu-film o freeze maayos at wasto buod ng binasang wasto ang mga sistematikong
kuwentong maikling kuwento kawastuan/ story ang kuwento nang retorikal na pang- pananaliksik
napakinggan mula sa Mindanao kamalian ng pagkakasunod- maayos at may ugnay na ginamit tungkol sa paksang
pangungusap sunod ng mga kaisahan ang mga sa akda (kung, tinalakay
batay sa kahulugan pangyayari pangungusap kapag, sakali, at
ng isang tiyak na iba pa)
salita
(PD) (PS) (PU)
Dula
(7 sesyon)
F7PN-Ih-i-5 F7PB-Ih-i-5 F7PT-Ih-i-5 F7PD-Ih-i-5 F7PS-Ih-i-5 F7PU-Ih-i-5 F7WG-Ih-i-5
Nailalarawan ang Nasusuri ang Nagagamit sa Nailalarawan ang Naipaliliwanag ang Nabubuo ang Nagagamit ang
paraan ng pagka- sariling mga gawi at kilos nabuong patalastas patalastas tungkol mga pangungusap
pagsamba o ritwal makatotohanan ng pangungusap ang ng mga kalahok sa tungkol sa sa napanood na na walang tiyak na
ng isang pangkat mga pangyayari mga salitang hiram napanood na napanood na dulang paksa sa pagbuo
ng mga tao batay batay sa sariling dulang dulang panlansangan ng patalastas
sa dulang karanasan panlansangan panlansangan
napakinggan
Pangwakas na
Gawain
(8 sesyon)
F7PN-Ij-6 F7PB-Ij-6 F7PT-Ij-6 F7PD-Ij-6 F7PS-Ij-6 F7PU-Ij-6 F7WG-Ij-6 F7EP-Ij-6
Naiisa-isa ang mga Nasusuri ang Naipaliliwanag ang Naibabahagi ang Naiisa-isa ang mga Nabubuo ang isang Nagagamit nang Nailalahad ang
hakbang na ginawa ginamit na datos mga salitang isang halimbawa hakbang at makatotohanang wasto at angkop mga hakbang na
sa pananaliksik sa pananaliksik sa ginamit sa ng napanood na panuntunan na proyektong ang wikang ginawa sa pagkuha
mula sa isang proyektong paggawa ng video clip mula sa dapat gawin upang panturismo Filipino sa ng datos kaugnay
napakinggang mga panturismo proyektong youtube o ibang maisakatuparan pagsasagawa ng ng binuong
pahayag (halimbawa: panturismo website na ang proyekto isang proyektong
pagsusuri sa isang (halimbawa ang maaaring magamit makatotohanan at panturismo
promo coupon o paggamit ng mapanghikayat na
brochure) acronym sa proyektong
promosyon) panturismo

IKALAWANG MARKAHAN
TEMA Panitikang Bisaya: Repleksiyon ng Kabisayaan

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa sa mga akdang pampanitikan ng Kabisayaan
PAMANTAYAN SA PAGGANAP Naisusulat ng mag-aaral ang sariling awiting - bayan gamit ang wika ng kabataan
PANITIKAN Mga Bulong at Awiting Bayan , Alamat, Dula, Epiko, Maikling Kwento
Antas ng Wika Batay sa Pormalidad (balbal, kolokyal, lalawiganin, pormal)
Mga Pahayag sa Paghahambing
Mga Pahayag na Ginagamit sa Panghihikayat/ Pagpapatunay
GRAMATIKA
Mga Pang-uugnay sa Paglalahad at Pagsasalaysay
Mga Pang-ugnay sa Pagsusunod-sunod ng mga Pangyayari
Mga Panghalip na Anaporik at Kataporik
BILANG NG SESYON 40 na sesyon/ 4 na Araw sa Loob ng Isang Linggo

(PD) (PS) (PU)
Mga Bulong at
Awiting Bayan
(7 sesyon)
F7PN-IIa-b-7 F7PB-IIa-b-7 F7PT-IIa-b-7 F7PD-Iia-b-7 F7PS-IIa-b-7 F7PU-IIa-b-7 F7WG-IIa-b-7 F7EP-IIc-d-6
Naipaliliwanag ang Nabubuo ang Naiuugnay ang Nasusuri ang Naisasagawa ang Naisusulat ang Nasusuri ang antas Nalilikom ang
kaisipang nais sariling paghahatol konotatibong mensahe sa dugtungang sariling bersiyon ng ng wika batay sa angkop na
iparating ng o pagmamatuwid kahulugan ng salita napanood na pagbuo ng bulong isang awiting- pormalidad na pagkukunan ng
napakinggang sa ideyang sa mga pagtatanghal at/o awiting-bayan bayan sa sariling ginagamit sa mga impormasyon
bulong at nakapaloob sa pangyayaring lugar gamit ang pagsulat ng upang mapagtibay
awiting-bayan akda na nakaugalian sa wika ng kabataan awiting-bayan ang mga
sumasalamin sa isang lugar (balbal, kolokyal, paninidigan,
tradisyon ng mga lalawiganin, mabigyang-bisa
taga Bisaya pormal) ang mga
pinaniniwalaan, at
makabuo ng
sariling
kongklusyon

(PD) (PS) (PU)
Alamat
(6 na sesyon)
F7PN-IIc-d-8 F7PB-IIc-d-8 F7PT-IIc-d-8 F7PD-IIc-d-8 F7PS-IIc-d-8 F7PU-IIc-d-8 F7WG-IIc-d-8
Naihahayag ang Nahihinuha ang Naibibigay ang Naihahambing ang Nanghihikayat na Naisusulat ang Nagagamit nang
nakikitang kaligirang sariling binasang alamat sa pahalagahan ang isang alamat sa maayos ang mga
mensahe ng pangkasaysayan interpretasyon sa napanood na aral na nakapaloob anyong komiks pahayag sa
napakinggang ng binasang mga salitang paulit- alamat ayon sa sa binasang alamat paghahambing
alamat alamat ng ulit na ginamit sa mga elemento nito (higit/mas, di-
Kabisayaan akda gaano, di-gasino,
at iba pa)
Dula
(7 sesyon)
F7PN-IIe-f-9 F7PB-IIe-f-9 F7PT-IIe-f-9 F7PD-IIe-f-9 F7PS-IIe-f-9 F7PU-IIe-f-9 F7WG-IIe-f-9
Natutukoy ang Naibibigay ang Nabibigyang- Napanonood sa Naisasagawa ang Naisusulat ang Nagagamit nang
mga tradisyong sariling kahulugan ang mga youtube at isang panayam o isang editoryal na wasto ang angkop
kinagisnan ng mga interpretasyon sa salitang iba-iba ang natatalakay ang interbyu kaugnay nanghihikayat na mga pang-
taga-Bisaya batay mga tradisyunal na digri o antas ng isang halimbawang ng paksang kaugnay ng paksa ugnay sa pagbuo
sa napakinggang pagdiriwang ng kahulugan pestibal ng tinalakay ng editoryal na
dula Kabisayaan (pagkiklino) Kabisayaan nanghihikayat
(totoo/tunay,
talaga, pero/
subalit, at iba pa)
Epiko
(7 sesyon)
F7PN-IIg-h-10 F7PN-IIg-h-10 F7PN-IIg-h-10 F7PN-IIg-h-10 F7PN-IIg-h-10 F7PN-IIg-h-10 F7PN-IIg-h-10
Natutukoy ang Nailalarawan ang Naipaliliwanag ang Nasusuri ang isang Naisasagawa ang Naisusulat ang Nagagamit nang
mahahalagang mga natatanging pinagmulan ng indie film ng isahan/ isang tekstong maayos ang mga
detalye sa aspetong salita (etimolohiya) Kabisayaan batay pangkatang naglalahad tungkol pang-ugnay sa
napakinggang pangkultura na sa mga elemento pagsasalaysay ng sa pagpapahalaga paglalahad (una,
teksto tungkol sa nagbibigay-hugis nito isang pangyayari ng mga taga- ikalawa,
epiko sa sa panitikan ng sa kasalukuyan na Bisaya sa halimbawa, at iba
Kabisayaan Kabisayaan may pagkakatulad kinagisnang kultura pa)
(halimbawa: sa mga pangyayari
heograpiya, uri ng sa epiko
pamumuhay, at iba
pa)

(PD) (PS) (PU)
Maikling Kuwento
(7 sesyon)
F7PN-IIi-11 F7PB-IIi-11 F7PT-IIi-11 F7PD-IIi-11 F7PS-IIi-11 F7PU-IIi-11 F7WG-IIi-11
Nasusuri ang Nailalahad ang Nabibigyang - Nasusuri ang isang Naisasalaysay nang Naisusulat ang Nagagamit nang
pagkakasunod- mga elemento ng kahulugan ang mga dokyu-film o freeze maayos ang isang orihinal na wasto ang mga
sunod ng mga maikling kuwento salitang ginamit sa story batay sa pagkakasunod- akdang pang-ugnay sa
pangyayari sa ng Kabisayaan kuwento batay sa ibinigay na mga sunod ng mga nagsasalaysay pagsasalaysay at
napakinggang a) kontekstuwal na pamantayan pangyayari gamit ang mga pagsusunod-sunod
maikling kuwento pahiwatig, at elemento ng isang ng mga pangyayari
b) denotasyon at maikling kuwento (isang araw,
konotasyon samantala, at iba
pa)
Linggo 10
Pangwakas na
Gawain
(8 sesyon)
F7PN-IIi-12 F7PB-IIi-12 F7PT-IIi-12 F7PD-IIi-12 F7PS-IIj-12 F7PU-IIj-12 F7WG-IIj-12
Naibibigay ang Nasusuri ang Nabibigyang- Nasusuri ang Naitatanghal ang Naisusulat ang Nagagamit ang
mga mungkahi sa kulturang kahulugan ang mga kasiningan ng orihinal na awiting- orihinal na liriko ng mga kumbensyon
napakinggang nakapaloob sa talinghaga at napanood na bayan gamit ang awiting - bayan sa pagsulat ng
awiting-bayan ng awiting-bayan ginamit na wika ng awiting-bayan wika ng kabataan gamit ang wika ng awitin (sukat,
isinulat ng kapuwa kabataan sa gamit ang wika ng kabataan tugma, tayutay,
mag-aaral awiting-bayan kabataan talinghaga, at iba
(peer evaluation) pa)

IKATLONG MARKAHAN
TEMA Panitikang Luzon: Larawan ng Pagkakakilanlan

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa sa mga akdang pampanitikan ng Luzon
PAMANTAYAN SA PAGGANAP Naisasagawa ng mag-aaral ang komprehensibong pagbabalita (news casting) tungkol sa kanilang sariling lugar
Mga Tulang Panudyo, Awiting-bayan, Tugmang de Gulong, Palaisipan, Mito, Alamat, Kuwentong-bayan, Sanaysay,
PANITIKAN
Maikling Kuwento
Mga Suprasegmental at Di-berbal na Palatandaan ng Komunikasyon
Mga Salitang Hudyat ng Simula, Gitna at Wakas ng Akda
GRAMATIKA Mga Pahayag sa Paghihinuha ng Pangyayari
Mga Panandang Anaporik at Kataporik ng Pangngalan
Mga Pahayag na Pantugon sa Anumang Mensahe

sa Napakinggan sa Binasa ng Talasalitaan at Gramatika sa pag-aaral
(PD) (PS) (PU)
Mga Tulang
Panudyo, Tugmang F7PB-IIIa-c-13 F7PT-IIIa-c-13 F7PD-IIIa-c-13 F7PS-IIIa-c-13 F7PU-IIIa-c-13 F7WG-IIIa-c-13 F7EP-IIIa-c-7
de Gulong, Nailalahad ang Naipaliliwanag ang Nasusuri ang Nabibigkas nang Naisusulat ang Naiaangkop ang Nagagamit nang
Palaisipan/ pangunahing ideya kahulugan ng salita nilalaman ng may wastong ritmo sariling tula/awiting wastong tono o wasto ang mga
Bugtong ng tekstong sa pamamagitan napanood na ang ilang panudyo, tugmang intonasyon sa primarya at
(7 sesyon) nagbabahagi ng ng pagpapangkat dokumentaryo halimbawa ng de gulong at pagbigkas ng mga sekundaryang
F7PN-IIIa-c-13 bisang kaugnay ng tula/awiting palaisipan batay sa tula/awiting pinagkukunan ng
Naipaliliwanag ang pandamdamin ng tinalakay na mga panudyo, tugmang itinakdang mga panudyo, tulang de mga impormasyon
kahalagahan ng akda tula/awiting de gulong at pamantayan gulong at
paggamit ng panudyo, tugmang palaisipan palaisipan
suprasegmental F7PB-IIIa-c-14 de gulong at
(tono, diin, antala), Naihahambing ang palaisipan
at mga di-berbal mga katangian ng
na palatandaan tula/awiting
(kumpas, galaw ng panudyo, tugmang
mata/ katawan, at de gulong at
iba pa) sa tekstong palaisipan
napakinggan

(PD) (PS) (PU)
Mito/Alamat/
Kuwentong-bayan F7PB-IIId-e-15 F7PT-IIId-e-14 F7PD-IIId-e-14 F7PS-IIId-e-14 F7PU-IIId-e-14 F7WG-IIId-e-14
(6 na sesyon) Napaghahambing Naibibigyang- Naipaliliwanag ang Naisasalaysay nang Naisusulat ang Nagagamit nang
F7PN-IIId-e-14 ang mga katangian kahulugan ang tema at iba pang maayos at buod ng isang wasto ang angkop
Natutukoy ang ng mito/alamat/ mga salita sa tindi elemento ng magkakaugnay ang mito/alamat/ na mga pahayag sa
magkakasunod at kuwentong-bayan ng pag- mito/alamat/ mga pangyayari sa kuwentong-bayan panimula, gitna at
magkakaugnay na batay sa paksa, papakahulugan kuwentong-bayan nabasa o napanood nang may maayos wakas ng isang
mga pangyayari sa mga tauhan, batay sa napanood na mito/alamat/ na pagkakaugnay- akda
tekstong tagpuan, kaisipan na mga halimbawa kuwentong-bayan ugnay ng mga
napakinggan at mga aspetong nito pangyayari
pangkultura
(halimbawa:
heograpiya, uri ng
pamumuhay, at iba
pa) na nagbibigay-
hugis sa panitikan
ng Luzon
F7PB-IIId-e-16
Nasusuri ang mga
katangian at
elemento ng
mito,alamat at
kuwentong-bayan
Sanaysay
(6 na sesyon)
F7PN-IIIf-g-15 F7PB-IIIf-g-17 F7PT-IIIf-g-15 F7PD-IIIf-g-15 F7PS-IIIf-g-15 F7PU-IIIf-g-15 F7WG-IIIf-g-15
Nahihinuha ang Naibubuod ang Naipaliliwanag ang Nasusuri ang mga Naibabahagi ang Naisusulat ang Nasusuri ang mga
kaalaman at tekstong binasa sa kahulugan ng elemento at sosyo- ilang piling isang talatang pahayag na
motibo/pakay ng tulong ng salitang nagbibigay historikal na diyalogo ng tauhan naghihinuha ng ginamit sa
nagsasalita batay pangunahin at mga ng hinuha konteksto ng na hindi tuwirang ilang pangyayari sa paghihinuha ng
sa napakinggan pantulong na napanood na ibinibigay ang teksto pangyayari
kaisipan dulang kahulugan
pantelebisyon

(PD) (PS) (PU)
Maikling Kuwento/
Dula
(7 sesyon)
F7PN-IIIh-i-16 F7PB-IIIh-i-18 F7PT-IIIh-i-16 F7PD-IIIh-i-15 F7PS-IIIh-i-16 F7PU-IIIh-i-16 F7WG-IIIh-i-16 F7EP-IIIa-c-8
Napaghahambing Nahihinuha ang Nabibigyang- Naiaangkop sa Naisasagawa ang Naisusulat ang Nagagamit ang Nagagamit sa
ang mga katangian kahihinatnan ng kahulugan ang sariling katauhan mimicry ng buod ng piling wastong mga pananaliksik ang
ng mga tauhan sa mga pangyayari sa mga salita batay sa ang kilos, tauhang pinili sa tagpo gamit ang panandang kasanayan sa
napakinggang kuwento konteksto ng damdamin at nabasa o napanood kompyuter anaporik at paggamit ng
maikling kuwento pangungusap saloobin ng tauhan na dula kataporik ng bagong teknolohiya
sa napanood na pangngalan tulad ng kompyuter
dula gamit ang
mimicry
Pangwakas na
Gawain
(8 sesyon)
F7PN-IIIj-17 F7PB-IIIj-19 F7PT-IIIj-17 F7PD-IIIj-16 F7PS-IIIj-17 F7PU-IIIj-17 F7WG-IIIj-17 F7EP-IIIh-i-8
Nasusuri ang mga Natutukoy ang Nabibigyang Naimumungkahi Naisasagawa ang Nagagamit ang Nagagamit nang Nagagamit sa
salitang ginamit sa datos na kailangan kahulugan ang ang karagdagang komprehensi- angkop na mga wasto ang mga pagbabalita ang
pagsulat ng balita sa paglikha ng mga salitang impormasyon bong pagbabalita salita sa pag-uulat pahayag na kasanayan sa
ayon sa sariling ulat-balita ginamit sa ulat- tungkol sa mga (newscasting) tungkol sa sariling pantugon sa paggamit ng
napakinggang batay sa materyal balita hakbang sa tungkol sa sariling lugar/ bayan anumang mensahe makabagong
halimbawa na binasa pagsulat ng balita lugar/ bayan teknolohiya gaya
batay sa balitang ng kompyuter, at
napanood sa iba pa
telebisyon

IKAAPAT NA MARKAHAN
TEMA Ibong Adarna: Isang Obra Maestra

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mga mag-aaral ang pag-unawa sa Ibong Adarna bilang isang obra mestra sa Panitikang Pilipino
Naisasagawa ng mag-aaral ang malikhaing pagtatanghal ng ilang saknong ng koridong naglalarawan ng mga pagpapahalagang
PAMANTAYAN SA PAGGANAP
Pilipino
PANITIKAN Ibong Adarna (Korido)

(PD) (PS) (PU)
Ang Kaligirang
Pangkasaysayan ng
Ibong Adarna
(2 sesyon)
F7PN-IVa-b-18 F7PB-IVa-b-20 F7PT-IVa-b-18 F7PD-IVa-b-17 F7PSIVa-b-18 F7PU-IVa-b-18
Natutukoy ang Nailalahad ang Naibibigay ang Nagagamit ang Naibabahagi ang Naisusulat nang
mahahalagang sariling pananaw kahulugan at mga mga larawan sa sariling ideya sistematiko ang
detalye at mensahe tungkol sa mga katangian ng pagpapaliwanag ng tungkol sa mga nasaliksik na
ng napakinggang motibo ng may- “korido” pag-unawa sa kahalagahan ng impormasyon
bahagi ng akda akda sa bisa ng mahahalagang pag-aaral ng Ibong kaugnay ng
binasang bahagi ng kaisipang Adarna kaligirang
akda nasasalamin sa pangkasaysayan ng
napanood na Ibong adarna
bahagi ng akda
Ang Nilalaman ng
Ibong Adarna
(6 na sesyon)
F7PN-IVc-d-19 F7PB-IVc-d-21 F7PT-IVc-d-19 F7PD-IVc-d-18 F7PS-IVc-d-19 F7PU-IVc-d-19
Nagmumungkahi Nasusuri ang mga Nabibigyang -linaw Nailalahad ang Nailalahad ang Naisusulat ang
ng mga angkop na pangyayari sa akda at kahulugan ang sariling saloobin at sariling tekstong
solusyon sa mga na nagpapakita ng mga di-pamilyar na damdamin sa interpretasyon sa nagmumungkahi
suliraning narinig mga suliraning salita mula sa akda napanood na isang pangyayari ng solusyon sa
mula sa akda panlipunan na bahagi ng sa akda na isang suliraning
dapat mabigyang telenobela o serye maiuugnay sa panlipunan na may
solusyon na may kasalukuyan kaugnayan sa
(PD) (PS) (PU)
pagkakatulad sa kabataan
akdang tinalakay
(8 sesyon)
F7PN-IVe-f-20 F7PB-IVc-d-22 F7PT-IVc-d-20 F7PD-IVc-d-19 F7PS-IVc-d-20 F7PU-IVe-f-20

Naibabahagi ang Naiuugnay sa Nabibigyang- Nasusuri ang Naisasalaysay nang Naisusulat ang
sariling damdamin sariling karanasan kahulugan ang damdaming masining ang sariling damdamin
at saloobin sa ang mga mga salitang namamayani sa isang pagsubok na na may
damdamin ng karanasang nagpapahayag ng mga tauhan sa dumating sa buhay pagkakatulad sa
tauhan sa nabanggit sa damdamin pinanood na na napagtagumpa- naging damdamin
napakinggang binasa dulang yan dahil sa ng isang tauhan
bahagi ng akda pantelebisyon/ pananalig sa Diyos sa akda
pampelikula at tiwala sa
sariling kakayahan
(8 sesyon)
F7PN-IVe-f-21 F7PB-IVg-h-23 F7PT-IVc-d-21 F7PD-IVc-d-20 F7PS-IVc-d-21 F7PU-IVe-f-21
Nabibigyang- Nasusuri ang mga Nabibigyang- Nagagamit ang Nagagamit ang Naisusulat ang
kahulugan ang katangian at papel kahulugan ang karikatyur ng dating kaalaman at tekstong
napakinggang mga na ginampanan ng salita batay sa tauhan sa karanasan sa pag- naglalarawan sa
pahayag ng isang pangunahing kasing kahulugan paglalarawan ng unawa at isa sa mga tauhan
tauhan na tauhan at mga at kasalungat nito kanilang mga pagpapakahulu- sa akda
nagpapakilala ng pantulong na katangian batay sa gan sa mga
karakter na tauhan napanood na kaisipan sa akda
ginampanan nila bahagi ng akda
(8 sesyon)
F7PN-IVe-f-22 F7PB-IVh-i-24 F7PT-IVc-d-22 F7PD-IVc-d-21 F7PS-IVc-d-22 F7PU-IVe-f-22

Nahihinuha ang Natutukoy ang Nabubuo ang iba’t Nailalahad sa Naipahahayag ang Naisusulat nang
maaaring mangyari napapanahong ibang anyo ng pamamagitan ng sariling saloobin, may kaisahan at
sa tauhan batay sa mga isyung may salita sa mga larawang pananaw at pagkakaugnay-
napakinggang kaugnayan sa mga pamamagitan ng mula sa diyaryo, damdamin tungkol ugnay ang isang
bahagi ng akda isyung tinalakay sa paglalapi, pag-uulit magasin, at iba pa sa ilang talatang naglalahad
napakinggang at pagtatambal ang gagawing napapanahong isyu ng sariling
bahagi ng akda pagtalakay sa kaugnay ng isyung saloobin, pananaw
napanood na tinalakay sa akda at damdamin
napapanahong isyu

(PD) (PS) (PU)
Pangwakas na
Gawain
(8 sesyon)
F7PN-IVe-f-23 F7PB-IVh-i-25 F7PT-IVc-d-23 F7PD-IVc-d-22 F7PS-IVj-23 F7PU-IVe-f-23 F7WG-IVj-23 F7EP-IIIh-i-9
Nakikinig nang Nabibigyang-puna/ Nagagamit ang Naibibigay ang Nakikilahok sa Naisusulat ang Nagagamit ang Nananaliksik sa
mapanuri upang mungkahi ang angkop na mga mga mungkahi sa malikhaing orihinal na iskrip na mga salita at silid-aklatan/
makabuo ng nabuong iskrip na salita at simbolo sa napanood na pagtatanghal ng gagamitin sa pangungusap nang internet tungkol sa
sariling paghatol sa gagamitin sa pagsulat ng iskrip pangkatang ilang saknong ng pangkatang may kaisahan at kaligirang
napanood na pangkatang pagtatanghal korido na pangtatanghal pagkakaugnay- pangkasaysayan ng
pagtatanghal pagtatanghal naglalarawan ng ugnay sa Ibong Adarna
pagpapahalagang mabubuong iskrip
Pilipino F7EP-IVh-i-10
Naisasagawa ang
sistematikong
pananaliksik
tungkol sa mga
impormasyong
kailangan sa
pagsasagawa ng
iskrip ng
pangkatang
pagtatanghal

BAITANG 8
UNANG MARKAHAN
TEMA Salamin ng Kahapon...Bakasin Natin Ngayon

PAMANTAYANG PANGNILALAMAN Naipamamalas ang mag-aaral ng pag-unawa sa mga akdang pampanitikan sa Panahon ng mga Katutubo, Espanyol at Hapon
PAMANTAYAN SA PAGGANAP Nabubuo ang isang makatotohanang proyektong panturismo
PANITIKAN Karunungang-bayan (Salawikain, Sawikain, Kasabihan), Alamat, Epiko, Tula (kabilang ang Haiku/Senryu ng Hapon)
Paghahambing
Pang-abay na Pamanahon at Panlunan
GRAMATIKA Mga Eupemistikong Pahayag
Mga Hudyat ng Sanhi at Bunga ng mga Pangyayari
Mga Pahayag sa Pag-aayos ng Datos

(PD) (PS) (PU)
Karunungang-
bayan/Tula
(6 na sesyon)
F8PN-Ia-c-20 F8PB-Ia-c-22 F8PT-Ia-c-19 F8PD-Ia-c-19 F8PU-Ia-c-20 F8PS-Ia-c-20 F8WG-Ia-c-17

Nahuhulaan ang Naiuugnay ang Nabibigyang- Nakikilala ang Naibabahagi ang Naisusulat ang Nagagamit ang
mahahalagang mahahalagang kahulugan ang bugtong, sariling kuro-kuro sariling bugtong, paghahambing sa
kaisipan at sagot sa kaisipang mga talinghagang salawikain, sa mga detalye at salawikain, pagbuo ng alinman
mga karunungang- nakapaloob sa mga ginamit sawikain o kaisipang sawikain o sa bugtong,
bayang napakinggan karunungang-bayan kasabihan na nakapaloob sa kasabihan na salawikain,
sa mga pangyayari ginamit sa akda batay sa: angkop sa sawikain o
sa napanood na -pagiging totoo o kasalukuyang kasabihan
tunay na buhay sa pelikula o hindi totoo kalagayan (eupemistikong
kasalukuyan programang -may batayan o pahayag)
pantelebisyon kathang isip
lamang

(PD) (PS) (PU)
Alamat/Maikling
Kuwento
(6 na sesyon)
F8PN-Id-f-21 F8PB-Id-f-23 F8PT-Id-f-20 F8PD-Id-f-20 F8PS-Id-f-21 F8PU-Id-f-21 F8PN-Id-f-21

Nailalahad ang Nasusuri ang Naibibigay ang Nasusuri ang Nabubuo ang Nakasusulat ng
sariling pananaw sa pagkakabuo ng kahulugan ng pagkakatulad at angkop na sariling alamat Nagagamit nang
pagiging alamat batay sa mata- pagkakaiba ng pagpapasiya sa tungkol sa mga wasto ang mga
makatotohanan/ di- mga elemento nito talinghagang napanood na isang sitwasyon bagay na kaalaman sa pang-
makatotohanan ng pahayag sa alamat sa gamit ang: maaaring abay na
mga puntong alamat binasang alamat -pamantayang ihambing sa sarili pamanahon at
binibigyang diin sa pansarili panlunan sa
napakinggan -pamantayang pagsulat ng sariling
itinakda alamat
Epiko
(7 sesyon)
F8PN-Ig-h-22 F8PB-Ig-h-24 F8PT-Ig-h-21 F8PD-Ig-h-21 F8PS-Ig-h-22 F8PU-Ig-h-22 F8WG-Ig-h-22

Nakikinig nang may Napauunlad ang Nakikilala ang Nauuri ang mga Nagagamit ang Naisusulat ang Nagagamit ang
pag-unawa upang : kakayahang kahulugan ng pangyayaring may iba’t ibang teknik talatang: mga hudyat ng
- mailahad ang umunawa sa binasa mga piling salita/ sanhi at bunga sa pagpapalawak -binubuo ng sanhi at bunga ng
layunin ng sa pamamagitan pariralang ginamit mula sa napanood ng paksa: magkakaugnay at mga pangyayari
napakinggan ng: sa akdang epiko na video clip ng -paghahawig o maayos na mga (dahil,sapagkat,kay
- maipaliwanag ang - paghihinuha batay ayon sa: isang balita pagtutulad pangungusap a,bunga nito, iba
pagkakaugnay- sa mga ideya o -kasing - -pagbibigay - nagpapa-hayag pa)
ugnay ng mga pangyayari sa akda kahulugan at depinisyon ng sariling
pangyayari -dating kaalaman kasalungat na -pagsusuri palagay o kaisipan
kaugnay sa binasa kahulugan -nagpapakita ng
-talinghaga simula, gitna,
wakas

(PD) (PS) (PU)
Pangwakas na
Gawain
(8 sesyon)
F8PN-Ii-j-23 F8PB-Ii-j-25 F8PT-Ii-j-22 F8PD-Ii-j-22 F8PS-Ii-j-23 F8PU-Ii-j-23 F8WG-Ii-j-23 F8EP-Ii-j-7

Naibabahagi ang Naipaliliwanag ang Nabibigyang- Naiisa-isa ang mga Nakagagawa ng Nagagamit sa Nagagamit nang Nailalathala ang
sariling opinyon o mga hakbang sa kahulugan ang hakbang ng sariling hakbang pagsulat ng maayos ang mga resulta ng isang
pananaw batay sa paggawa ng mga salitang di pananaliksik mula ng pananaliksik resulta ng pahayag sa pag- sestimatikong
napakinggang pag- pananaliksik ayon maunawaan sa video clip na nang naayon sa pananaliksik ang aayos ng datos pananaliksik na
uulat sa binasang datos kaugnay ng mga napanood sa lugar at panahon awtentikong datos (una, isa pa, iba nagpapakita ng
hakbang sa youtube o iba ng pananaliksik na nagpapakita ng pa) pagpapahalaga sa
pananaliksik pang pahatid pagpapahalaga sa katutubong
pangmadla katutubong kulturang Pilipino
kulturang Pilipino

IKALAWANG MARKAHAN
TEMA Sandigan ng Lahi... Ikarangal Natin

Naipamamalas ng mag-aaral ng pag-unawa sa mga akdang pampanitikang lumaganap sa Panahon ng Amerikano, Komonwelt
at sa Kasalukuyan
PAMANTAYAN SA PAGGANAP Naisusulat ang sariling tula sa alinmang anyong tinalakay tungkol sa pag-ibig sa tao, bayan o kalikasan
PANITIKAN Tula, Balagtasan, Sarswela, Sanaysay at Maikling Kuwento
Mga Hudyat ng Pagsang-ayon at Pagsalungat (Wastong Anyo ng Pandiwa sa Iba’t ibang Aspekto)
GRAMATIKA Kaantasan ng Pang-uri
Iba’t ibang Paraan ng Pagpapahayag

(PD) (PS) (PU)
Tula
(7 sesyon)
F8PN-IIa-b-24 F8PB-IIa-b-24 F8PT-IIa-b-23 F8PD-IIa-b-23 F8PS-IIa-b-24 F8PU-IIa-b-24 F8WG-IIa-b-24 F8EP-IIa-b-8

Naihahambing ang Napipili ang mga Natutukoy ang Nasusuri ang paraan Nabibigkas nang Naisusulat ang Nagagamit ang mga Nagagamit ang
sariling saloobin at pangunahin at payak na salita ng pagbigkas ng wasto at may dalawa o higit pang angkop na salita sa kaalaman at
damdamin sa pantulong na mula sa salitang tula ng mga damdamin ang saknong ng tulang pagbuo ng orihinal na kasanayan sa
saloobin at kaisipang nakasaad maylapi kabataan sa tula may paksang tula paggamit ng
damdamin ng sa binasa kasalukuyan batay katulad sa paksang internet sa
nagsasalita sa napanood tinalakay pananaliksik
(maaaring sa tungkol sa mga
youtube o sa klase) anyo ng tula
Balagtasan
(8 sesyon)
F8PN-IIc-d-24 F8PB-IIc-d-25 F8PT-IIc-d-24 F8PD-IIc-d-24 F8PS-IIc-d-25 F8PU-IIc-d-25 F8WG-IIc-d-25

Nabubuo ang mga Naibibigay ang Naipaliliwanag ang Naipaliliwanag ang Nangangatuwi- Naipakikita ang Nagagamit ang mga
makabuluhang opinyon at mga eupimistiko o papel na ranan nang kasanayan sa hudyat ng pagsang-
tanong batay sa katuwiran tungkol masining na ginagampanan ng maayos at mabisa pagsulat ng isang ayon at pagsalungat
napakinggan sa paksa ng pahayag na ginamit bawat kalahok sa tungkol sa iba’t tiyak na uri ng sa paghahayag ng

(PD) (PS) (PU)
balagtasan sa balagtasan napanood na ibang sitwasyon paglalahad na may opinyon
balagtasan pagsang-ayon at
pagsalungat
Sarswela
(8 sesyon)
F8PN-IIe-f-25 F8PB-IIe-f-25 F8PT-IIe-f-25 F8PD-IIe-f-25 F8PS-IIe-f-26 F8PU-IIe-f-26 F8WG-IIe-f-26 F8EP-IIe-f-9

Naisasalaysay ang Naipahahayag ang Naibibigay ang Napahahalaga-han Naitatanghal ang Nasusuri nang Nagagamit ang iba’t Naisasagawa ang
magkakaugnay na pangangatuwiran kasing-kahulugan ang kulturang ilang bahagi ng pasulat ang papel ibang aspekto ng sistematikong
pangyayari sa sa napiling at kasalungat na Pilipino na alinmang na ginagampanan pandiwa sa pananaliksik
napakinggan alternatibong kahulugan ng masasalamin sa sarsuwelang ng sarsuwela sa isasagawang tungkol sa paksa
solusyon o mahihirap na pinanood na nabasa, pagpapataas ng pagsusuri ng gamit ang iba’t
proposisyon sa salitang ginamit sa sarsuwela napanood o kamalayan ng mga sarsuwela ibang batis ng
suliraning inilahad akda napakinggan Pilipino sa kultura impormasyon
sa tekstong binasa ng iba’t ibang resorses
rehiyon sa bansa
Sanaysay
(6 na sesyon)
F8PN-IIf-g-25 F8PB-IIf-g-26 F8PT-IIf-g-26 F8PD-IIf-g-26 F8PS-IIf-g-27 F8PU-IIf-g-27 F8WG-IIf-g-27

Nahihinuha ang Naipaliliwanag ang Naikiklino (clining) Naiuugnay ang Nailalahad nang Napipili ang isang Nagagamit ang iba’t
nais ipahiwatig ng tema at ang mga piling tema ng napanood maayos ang napapanahong ibang paraan ng
sanaysay na mahahalagang salitang ginamit sa na programang pansariling paksa sa pagsulat pagpapahayag (pag-
napakinggan kaisipang akda pantelebisyon sa pananaw, opinyon ng isang sanaysay iisa-isa,
nakapaloob sa akdang tinalakay at saloobin paghahambing, at iba
akda kaugnay ng pa) sa pagsulat ng
akdang tinalakay sanaysay
Maikling Kuwento
(7 sesyon)
F8PN-IIg-h-26 F8PB-IIg-h-27 F8PT-IIg-h-27 F8PD-IIg-h-27 F8PS-IIg-h-28 F8PU-IIg-h-28 F8WG-IIg-h-28 F8EP-IIg-h-10

Nabibigyang- Naiuugnay ang Nabibigyang Nasusuri ang Naipaliliwa-nag Pasulat na Nabibigyang- Nakikipanayam sa
katangian ang mga mga kaisipan sa kahulugan ang mga katangian ng tauhan ang sariling wawakasan ang katangian ang piling mga taong may
(PD) (PS) (PU)
tauhan batay sa akda sa mga simbolo at batay sa itinanghal kaisipan at maikling kuwento tauhan sa maikling malawak na
napakinggang kaganapan sa pahiwatig na na monologo na pananaw nang sa pagbubuod kuwento gamit ang kaalaman at
paraan ng kanilang sarili, lipunan, at ginamit sa akda nakabatay sa ilang malinaw at o pagbibigay ng mga kaantasan ng karanasan tungkol
pananalita daigdig bahagi ng maikling makabuluhan makabuluhang pang-uri sa paksa
kuwento obserbasyon
Pangwakas na
Gawain
(8 sesyon)
F8PN-IIi-j-27 F8PB-IIi-j-28 F8PT-IIi-j-28 F8PD-IIi-j-28 F8PS-IIi-j-29 F8PU-IIi-j-29 F8WG-IIi-j-29

Nabibigyang Naihahambing ang Natutukoy ang Nasusuri ang tono Nabibigkas nang Naisusulat ang Nagagamit nang
interpretasyon ang anyo at mga nakakubling at damdamin ng madamdamin ang isang orihinal na wasto ang masining
tulang elemento ng tulang kahulugan sa mga tula batay sa tulang isinulat tulang may apat o na antas ng wika sa
napakinggan binasa sa iba pang talinghaga sa tula napanood at narinig higit pang saknong pagsulat ng tula
anyo ng tula na paraan ng sa alinmang
pagbigkas anyong tinalakay,
gamit ang paksang
pag-ibig sa kapwa,
bayan o kalikasan

IKATLONG MARKAHAN
TEMA Kontemporaryong Panitikan Tungo sa Kultura at Panitikang Popular

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ng pag-unawa sa kaugnayan ng panitikang popular sa kulturang Pilipino
Ang mag-aaral ay nakabubuo ng kampanya tungo sa panlipunang kamalayan sa pamamagitan ng multimedia (social media
awareness campaign)
Popular na babasahin (pahayagan, komiks, magasin, kontemporaryong dagli), komentaryong panradyo, dokumentaryong
PANITIKAN
pantelebisyon, pelikula
Mga Salitang Gamit sa Komunikasyong Impormal
Mga Hudyat ng Konsepto ng Pananaw
GRAMATIKA
Mga Hudyat ng Kaugnayang Lohikal
Tamang Gamit ng mga Komunikatibong Pahayag

(PD) (PS) (PU)
Popular na
babasahin
(8 sesyon)
F8PN-IIIa-c-28 F8PB-IIIa-c-29 F8PT-IIIa-c-29 F8PD-IIIa-c-29 F8PS-IIIa-c-30 F8PU-IIIa-c-30 F8WG-IIIa-c-30

Nabibigyang- Naihahambing ang Nabibigyang- Naiuugnay ang Nailalahad nang Nagagamit ang Nagagamit sa iba’t
reaksiyon ang tekstong binasa sa kahulugan ang tema ng tinalakay maayos at mabisa iba’t ibang ibang sitwasyon
narinig na opinyon iba pang teksto mga lingo na na panitikang ang nalikom na estratehiya sa ang mga salitang
ng kausap tungkol batay sa: ginagamit sa popular sa temang datos sa pangangalap ng ginagamit sa
sa isang isyu - paksa mundo ng tinatalakay sa pananaliksik mga ideya sa impormal na
- layon multimedia napanood na pagsulat ng balita, komunikasyon
- tono programang komentaryo, at iba (balbal, kolokyal,
- pananaw pantelebisyon o pa banyaga)
- paraan ng video clip
pagkakasulat
- pagbuo ng salita
- pagbuo ng talata
- pagbuo ng
pangungusap
(PD) (PS) (PU)
Kontemporaryong
Programang
Panradyo
(8 sesyon)
F8PN-IIId-e-29 F8PB-IIId-e-30 F8PT-IIId-e-30 F8PD-IIId-e-30 F8PS-IIId-e-31 F8PU-IIId-e-31 F8WG-IIId-e-31
Napag-iiba ang Naiisa-isa ang mga Nabibigyang Naiuugnay ang Nailalahad nang Naisusulat nang Nagagamit ang
katotohanan (facts) positibo at kahulugan ang balitang napanood maayos at wasto wasto ang isang mga angkop na
sa hinuha negatibong mga salitang sa balitang ang pansariling dokumentaryong ekspresyon sa
(inferences), pahayag ginagamit sa radio napakinggan at papanaw, opinyon panradyo paghahayag ng
opinyon at broadcasting naibibigay ang at saloobin konsepto ng
personal na sariling opinyon pananaw (ayon,
interpretasyon ng tungkol sa mga ito batay, sang-ayon
kausap sa, sa akala, iba
pa)
Kontemporaryong
Programang
Pantelebisyon
(8 sesyon)
F8PN-IIIe-f-30 F8PB-IIIe-f-31 F8PT-IIIe-f-31 F8PD-IIIe-f-31 F8PS-IIIe-f-32 F8PU-IIIe-f-32 F8WG-IIIe-f-32

Nailalahad sa Nahihinuha ang Natutukoy ang Nasusuri ang isang Naipapahayag sa Nagagamit sa Nagagamit nang
sariling paksa, layon at mga tamang salita programang lohikal na paraan pagsulat ng isang wasto ang mga
pamamaraan ang tono ng akdang sa pagbuo ng isang napanood sa ang mga pananaw dokumentaryong ekspresyong
mga napakinggang nabasa puzzle na may telebisyon ayon sa at katuwiran pantelebisyon ang hudyat ng
pahayag o kaugnayan sa itinakdang mga mga ekspresyong kaugnayang lohikal
mensahe paksa pamantayan nagpapakita ng (dahilan-bunga,
kaugnayang lohikal paraan-resulta)
Pelikula
(8 sesyon)
F8PN-IIIg-h-31 F8PB-IIIg-h-32 F8PT-IIIg-h-32 F8PD-IIIg-h-32 F8PS-IIIg-h-33 F8PU-IIIg-h-33 F8WG-IIIg-h-33

Nailalahad ang Nasusuri ang Nabibigyang Naihahayag ang Naipaliliwanag ng Nasusulat ang Nagagamit ang
sariling bayas o napanood na kahulugan ang sariling pananaw pasulat ang mga isang suring- kahusayang
pagkiling tungkol pelikula batay sa: mga salitang tungkol sa kontradiksyon sa pelikula batay sa gramatikal (may
sa interes at - paksa/tema ginagamit sa mahahala-gang napanood na mga itinakdang tamang bantas,
pananaw ng - layon mundo ng pelikula isyung mahihinuha pelikula sa pamantayan baybay,
nagsasalita - gamit ng mga sa napanood na pamamagitan ng magkakaugnay na
salita pelikula mga komunikati- pangungusap/
(PD) (PS) (PU)
- mga tauhan bong pahayag talata sa pagsulat
ng isang suring-
pelikula
Pangwakas na
Gawain
(8 sesyon)
F8PN-III-ij-32 F8PB-IIIi-j-33 F8PT-IIIi-j-33 F8PD-IIIi-j-33 F8PS-IIIi-j-34 F8PU-IIIi-j-34 F8WG-IIIi-j-34

Naisa-isa ang mga Nasusuri ang mga Naipaliliwanag ang Naipakikita sa Nailalapat ang Nabubuo ang isang Nagagamit ang
hakbang sa hakbang sa pagbuo mga salitang isang powerpoint tamang damdamin malinaw na (social angkop na mga
pagbuo ng isang ng isang angkop na gamitin presentation ang sa mga pahayag na awareness komunikatibong
social awareness kampanyang sa pagbuo ng isang mga angkop na binuo para sa campaign tungkol pahayag sa pagbuo
campaign tungkol panlipunan ayon sa kampanyang hakbang sa kampanyang sa isang paksa na ng isang social
sa isang paksa binasang mga panlipunan pagbuo ng isang panlipunan maisasagawa sa awareness
batay sa impormasyon kampanyang tulong ng campaign
napakinggang panlipunan batay multimedia
paliwanag sa tema, panahon
at tiyak na
direksyon ng
kampanya

IKAAPAT NA MARKAHAN
TEMA Florante at Laura: Isang Obra Maestrang Pampanitikan ng Pilipinas

Naipamamalas ng mag-aaral ang pag-unawa sa isang dakilang akdang pampanitikan na mapagkukunan ng mahahalagang
kaisipang magagamit sa paglutas ng ilang suliranin sa lipunang Pilipino sa kasalukuyan
Ang mag-aaral ay nakabubuo ng makatotohanang radio broadcast na naghahambing sa lipunang Pilipino sa panahon
ni Balagtas at sa kasalukuyan
PANITIKAN Florante at Laura

(PD) (PS) (PU)
(Linggo 1-2)
F8PN-IVa-b-33 F8PB-IVa-b-33 F8PT-IVa-b-33 F8PD-IVa-b-33 F8PS-IVa-b-35 F8PU-IVa-b-35 F8WG-IVa-b-35

Nahihinuha ang Natitiyak ang Nabibigyang - Napaghahambing Naipahahayag ang Naibibigay ang Nailalahad ang
kahalagahan ng kaligirang kahulugan ang ang mga sariling pananaw at sariling puna sa damdamin o
pag-aaral ng pangkasaysayan ng matatalinghagang pangyayari sa damdamin sa ilang kahusayan ng may- saloobin ng may-
Florante at Laura akda sa pahayag sa binasa napanood na pangyayari sa akda sa paggamit akda, gamit ang
batay sa pamamagitan ng: teleserye at ang binasa ng mga salita at wika ng kabataan
napakinggang mga - pagtukoy sa kaugnay na mga pagpapakahulugan
pahiwatig sa akda kalagayan ng pangyayari sa sa akda
lipunan sa binasang bahagi ng
panahong akda
nasulat ito
- pagtukoy sa
layunin ng
pagsulat ng akda
- pagsusuri sa
epekto ng akda
pagkatapos itong
isulat

(PD) (PS) (PU)
(Linggo 3-4)
F8PN-IVc-d-34 F8PB-IVc-d-34 F8PT-IVc-d-34 F8PD-IVc-d-34 F8PS-IVc-d-36 F8PU-IVc-d-36 F8WG-IVc-d-36
Nailalahad ang Nasusuri ang mga Nabibigyang- Nailalahad ang Nabibigkas nang Naisusulat sa isang Nagagamit ang
mahahalagang pangunahing kahulugan ang : sariling karanasan madamdamin ang monologo ang mga ilang tayutay at
pangyayari sa kaisipan ng bawat -matatalinghagang o karanasan ng iba isinulat na pansariling talinghaga sa isang
napakinggang kabanatang binasa ekspresyon na maitutulad sa monologo tungkol damdamin tungkol simpleng tulang
aralin - tayutay napanood na sa iba’t ibang sa: tradisyunal na may
- simbolo palabas sa damdamin - pagkapoot temang pag-ibig
telebisyon o - pagkatakot
pelikula na may - iba pang
temang pag-ibig, damdamin
gaya ng sa akda
(Linggo 4-5)
F8PN-IVd-e-35 F8PB-IVd-e-35 F8PT-IVd-e-35 F8PD-IVd-e-35 F8PS-IVd-e-37 F8PU-IVd-e-37 F8WG-IVd-e-37
Nasusuri ang mga Naipaliliwanag ang Nabibigyang- Naibabahagi ang Nabibigkas nang Naisusulat ang Nalalapatan ng
katangian at tono sariling saloobin/ kahulugan ang nadarama matapos madamdamin ang ilang saknong himig ang isinulat
ng akda batay sa impresyon tungkol mahihirap na mapanood ang mga sauladong tungkol sa pag-ibig na orihinal na tula
napakinggang mga sa mahahalagang salitang mula sa isang music video berso ng Florante sa anyo ng isang na may tamang
bahagi mensahe at aralin batay sa na may temang at Laura makabuluhang tula anyo at kaisahan
damdaming hatid denotatibo at katulad ng aralin
ng akda konotatibong
kahulugan
(Linggo 6-7)
F8PN-IVf-g-36 F8PB-IVf-g-36 F8PT-IVf-g-36 F8PD-IVf-g-36 F8PS-IVf-g-38 F8PU-IVf-g-38 8WG-IVf-g-38

Nailalarawan ang Nailalahad ang Nabibigyang- Nagbibigay Natatalakay ang Nakasusulat ng Nagagamit nang
tagpuan ng akda mahahalagang kahulugan ang reaksyon sa isang aralin gamit ang sariling talumpating wasto ang mga
batay sa pangyayari sa mga piling salita na programang estratehiya ng : nanghihikayat salitang
napakinggan aralin di -lantad ang pantelebisyon na - Simula tungkol sa isyung nanghihikayat
kahulugan batay sa may paksang - Pataas na pinapaksa sa
pagkakagamit sa katulad ng araling aksyon binasa
pangungusap binasa - Kasukdulan
- Kakalasan
- Wakas

(PD) (PS) (PU)
(Linggo 7-8)
F8PN-IVg-h-37 F8PB-IVg-h-37 F8PT-IVg-h-37 F8PD-IVg-h-37 F8PS-IVg-h-39 F8PU-IVg-h-39 F8WG-IVg-h-39

Nailalahad ang Nasusuri ang mga Naibibigay ang Naibabahagi ang Pasalitang Nasusulat ang Nagagamit ang
damdaming sitwasyong kahulugan ng isang senaryo mula naihahambing ang isang islogan na mga hudyat ng
namamayani sa nagpapakita ng salitang di pamilyar sa napanood na mga pangyayari sa tumatalakay sa pagsusunod-sunod
mga tauhan batay Iba’t ibang gamit ang teleserye, pelikula lipunang Pilipino sa paksa ng aralin ng mga hakbang
sa napakinggan damdamin at kontekswal na o balita na kasalukuyang na maisasagawa
motibo ng mga pahiwatig tumatalakay sa panahon upang magbago
tauhan kasalukuyang ang isang bayan
kalagayan ng
bayan
(Linggo 9-10)
Pangwakas na
Gawain
F8PN-IVi-j-38 F8PB-IVi-j-38 F8PT-IVi-j-38 F8PD-IVi-j-38 F8PS-IVi-j-40 F8PU-IVi-j-40 F8WG-IVi-j-40 F8EP-IVi-j-11
Mapanuring Natutukoy ang Nabibigyang pansin Nailalapat sa isang Matalinong Naipahahayag ang Naisusulat at Nasasaliksik ang
nakikinig upang mga hakbang sa ang mga angkop radio broadcast nakikilahok sa mga pansariling naisasagawa ang mga hakbang sa
matalinong pagsasagawa ng na salitang dapat ang mga talakayan sa klase paniniwala at isang makatotoha- pagsasagawa ng
makalahok sa mga isang kawili-wiling gamitin sa isang kaalamang pagpapahalaga nang radio isang radio
diskusiyon sa klase radio broadcast radio broadcast natutuhan sa gamit ang mga broadcast na broadcast
batay sa nasaliksik napanood sa salitang naghahambing sa
na impormasyon telebisyon na naghahayag ng lipunang Pilipino sa
tungkol dito programang pagsang-ayon at panahong naisulat
nagbabalita pagsalungat (Hal.: ang Florante at
totoo-ngunit) Laura at sa
kasalukuyan

BAITANG 9
UNANG MARKAHAN
TEMA Mga Akdang Pampanitikan ng Timog Silangang Asya

PAMANTAYANG PANGNILALAMAN Naipamamalas ang mag-aaral ng pag-unawa at pagpapahalaga sa mga akdang pampanitikan ng Timog-Silangang Asya
Ang mag-aaral ay nakapagsasagawa ng malikhaing panghihikayat tungkol sa isang book fair ng mga akdang pampanitikan
ng Timog-Silangang Asya
PANITIKAN Maikling Kuwento, Nobela, Tula, Sanaysay at Dula
Mga Ekspresyon sa Paghahayag ng Opinyon/Pananaw
GRAMATIKA
Mga Paraan ng Pagpapahyag ng Emosyon
Mga Ekspresyon sa Paglalahad ng Katotohanan

(PD) (PS) (PU)
Linggo 1-2
(Maikling Kuwento)
F9PN-Ia-b-39
Nasusuri ang mga F9PB-Ia-b-39 F9PT-Ia-b-39 F9PD-Ia-b-39 F9PS-Ia-b-41 F9PU-Ia-b-41 F9WG-Ia-b-41
pangyayari, at ang Nabubuo ang Nabibigyang- Naihahambing ang Nasusuri ang Napagsusunod- Nagagamit ang
kaugnayan nito sa sariling paghatol o kahulugan ang ilang piling maikling kuwento sunod ang mga mga pang-ugnay
kasalukuyan sa pagmamatuwid sa mahirap na pangyayari sa batay sa: pangyayari na hudyat ng
lipunang Asyano mga ideyang salitang ginamit sa napanood na - Paksa pagsusunod-sunod
batay sa nakapaloob sa akda batay sa telenobela sa ilang - Mga tauhan ng mga pangyayari
napakinggang akda akda denotatibo o piling kaganapan - Pagkakasunod-
konotatibong sa lipunang Asyano sunod ng mga
kahulugan sa kasalukuyan pangyayari
- estilo sa
pagsulat ng
- awtor
- iba pa

(PD) (PS) (PU)
Linggo 3-4
(Nobela)
F9PN-Ic-d-40 F9PB-Ic-d-40 F9PT-Ic-d-40 F9PD-Ic-d-40 F9PS-Ic-d-42 F9PU-Ic-d-42 F9WG-I-cd-42 F9EP-Ic-d-12

Nauuri ang mga Nasusuri ang Nabibigyan ng Nasusuri ang Madamdaming Naisusulat ang Nagagamit ang Nakasasaliksik
tiyak na bahagi sa tunggaliang tao vs. sariling pinanood na nabibigkas ang isang pangyayari mga pahayag na tungkol sa iba pang
akda na sarili sa binasang interpretasyon ang teleseryeng Asyano palitang-diyalogo na nagpapakita ng ginagagamit sa nobela ng Timog-
nagpapakita nobela mga pahiwatig na batay sa itinakdang ng napiling bahagi tunggaliang tao pagbibigay-opinyon Silangang Asya
pinakamataas ng ginamit sa akda pamantayan ng binasang nobela vs. sarili (sa tingin / akala /
katotohanan, pahayag / ko, iba
kabutihan at pa)
kagandahan batay
sa napakinggang
bahagi ng nobela
Linggo 5
(Tula)
F9PN-Ie-41 F9PB-Ie-41 F9PT-Ie-41 F9PD-Ie-41 F9PS-Ie-43 F9PU-Ie-43 F9WG-Ie-43 F9EP-Ie-13
Naiuugnay ang Nailalahad ang Natutukoy at Nasusuri mula sa Nabibigkas nang Naisusulat ang Naipapahayag ang Nasasaliksik sa
sariling damdamin sariling pananaw at naipaliliwanag ang youtube ang ilang maayos at may ilang taludtod sariling internet ang ilang
sa damdaming naihahambing ito magkakasingka- halimbawa ng damdamin ang tungkol sa emosyon/damda- halimbawang tula
inihayag sa sa pananaw ng iba hulugang pahayag pagbigkas ng tula, isinulat na sariling pagpapahalaga sa min sa iba’t ibang sa Timog-Silangang
napakinggang tula tungkol sa sa ilang taludturan isahan man o taludturan pagiging paraan at pahayag Asya
pagkakaiba-iba o sabayan mamamayan ng
pagkakatulad ng bansang Asya
paksa sa mga
tulang Asyano
Linggo 6
(Sanaysay)
F9PN-If-42 F9PB-If-42 F9PT-If-42 F9PD-If-42 F9PS-If-44 F9PU-If-44 F9WG-If-44

Nasusuri ang Nasusuri ang Naipaliliwanag ang Nasusuri ang Nakikilahok sa Naisusulat ang Nagagamit ang
sariling ideya at padron ng pag-iisip salitang may higit paraan ng isasagawang sariling opinyon mga pang-ugnay
ideya ng iba kapag (thinking pattern) sa isang kahulugan pagpapahayag ng debate o kauri nito tungkol sa mga sa pagpapahayag
nakikita ang sarili sa mga ideya at mga ideya at dapat o hindi dapat ng sariling
sa katauhan ng opinyong inilahad opinyon sa taglayin ng pananaw
nagsasalita sa binasang napanood na kabataang Asyano
sanaysay debate o kauri nito

(PD) (PS) (PU)
Linggo 7-8
(Dula)
F9PN-Ig-h-43 F9PB-Ig-h-43 F9PT-Ig-h-43 F9PD-Ig-h-43 F9PS-Ig-h-45 F9PUIg-h-45 F9PS-Ig-h-45

Nabubuo ang Nailalapat sa sarili, Naipaliliwanag ang Napahahalagahan Nabibigkas nang Nasusuri ang Nagagamit ang
kritikal na bilang isang kahulugan ng salita ang napanood na may paglalapat sa pagiging mga ekspresyong
paghusga sa Asyano, ang habang nababago dula sa sariling katauhan makatotohanan ng nagpapahayag ng
karakterisasyon ng pangunahing ang estruktura nito pamamagitan ng ang ilang diyalogo ilang pangyayari sa katotohanan (sa
mga tauhan at sa kaisipan ng dulang pagpili at ng napiling tauhan isang dula totoo, talaga,
epekto nito sa binasa pagpapaliwanag ng sa binasang dula tunay, iba pa)
pagiging masining bahaging
ng akda batay sa naibigan
napakinggang mga
pahayag
Linggo 9-10
(Pangwakas na
Output)
F9PN-Ii-j-44 F9PB-Ii-j-44 F9PT-Ii-j-44 F9PD-Ii-j-44 F9PS-Ii-j-46 F9PU-Ii-j-46 F9WG-Ii-j-46 F9EP-Ii-j-14

Napaghahambing Naibabahagi ang Naililista at Nasusuri ang Pasalitang nasusuri Batay sa isang Nagagamit ang Nasasaliksik ang
ang mga sariling pananaw nabibigyang- napanood na ang alinmang akda iskrip na nabuo ng mga ekspresyong mga hakbang sa
napakinggang sa resulta ng kahulugan ang halimbawa ng sa Timog-Silangang pangkat, nanghihikayat sa pagsasagawa ng
pasalitang isinagawang sarbey mahihirap na pasalitang Asya na kabilang naitatanghal sa malikhaing malikhaing
panghihikayat na tungkol sa tanong salitang nakita sa panghihikayat sa sa isinagawang isang book fair ang pagtatanghal ng panghihikayat sa
isinagawa ng na: ”Alin sa mga alinmang akda ng pamamagitan ng book fair malikhaing book fair isang book fair
bawat pangkat sa babasahin ng Timog-Silangang pagpili at panghihikayat na
isang book fair Timog-Silangang Asya na napiling pagpapaliwanag ng basahin ang
Asya ang iyong basahin sa bahaging alinmang akda sa
nagustuhan?” isinagawang book Naibigan Timog-Silngang
fair Asya

IKALAWANG MARKAHAN
TEMA Mga Akdang Pampanitikan ng Silangang Asya

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mga mag-aaral ang pag-unawa sa mga piling akdang tradisyonal ng Silangang Asya
PAMANTAYAN SA PAGGANAP Ang mag-aaral ay nakasusulat ng sariling akda na nagpapakita ng pagpapahalaga sa pagiging isang Asyano
PANITIKAN Tanka at Haiku, Pabula, Sanaysay, Maikling Kuwento at Dula
Mga Suprasegmental na Antala/Hinto, Diin at Tono
GRAMATIKA Mga Pahayag na Ginagamit sa Pagpapahayag ng Emosyon at Sariling Opinyon/Pananaw, Paninindigan at Mungkahi
Mga Pang-ugnay na Ginagamit sa Pagsulat ng Sanaysay, Maikling Kuwento at Dula

(PD) (PS) (PU)
Linggo 1-2
(Tanka at Haiku)
F9PN-IIa-b-45 F9PB-IIa-b-45 F9PT-IIa-b-45 F9PD-IIa-b-45 F9PS-IIa-b-47 F9PU-IIa-b-47 F9WG-IIa-b-47 F9EP-IIa-b-15
Nasusuri ang tono Nasusuri ang Nabibigyang- Napaghahambing Nabibigkas ang Naisusulat ang Nagagamit ang Nasasaliksik ang
ng pagbigkas ng pagkakaiba at kahulugan ang ang sariling isinulat na tanka payak na tanka at suprasegmental na kulturang
napakinggang pagkakatulad ng matatalingha-gang damdamin at ang at haiku haiku sa tamang antala/hinto, diin at nakapaloob sa
tanka at haiku estilo ng pagbuo salitang ginamit sa damdamin ng nang may wastong anyo at sukat tono sa pagbigkas tanka at haiku ng
ng tanka at haiku tanka at haiku bumibigkas batay sa antala/hinto, at ng tanka at haiku Silangang Asya
napanood na damdamin
paraan ng
pagbigkas ng tanka
at haiku
Linggo 3
(Pabula)
F9PN-IIc-46 F9PB-IIc-46 F9PT-IIc-46 F9PD-IIc-46 F9PS-IIc-48 F9PU-IIc-48 F9WG-IIc-48 F9EP-IIc-16
Nahihinuha ang Nabibigyang-puna Naiaantas ang Naipakikita ang Naipakikita ang Muling naisusulat Nagagamit ang Nasasaliksik ang
damdamin ng mga ang kabisaan ng mga salita transpormasyong kakaibang ang isang pabula iba’t ibang pagkakatulad at
tauhan batay sa paggamit ng hayop (clining) batay sa nagaganap sa katangian ng sa paraang ekspresyon sa pagkakaiba ng mga
diyalogong bilang mga tauhan tindi ng emosyon tauhan batay sa pabula sa babaguhin ang pagpapahayag ng pabula sa alinmang
napakinggan na parang taong o damdamin pagbabagong pamamagitan ng karakter ng isa sa damdamin bansa sa Asya
nagsasalita at pisikal isahang pasalitang mga tauhan nito
kumikilos emosyonal pagtatanghal
intelektuwal

(PD) (PS) (PU)
Linggo 4
(Sanaysay)
F9PN-IId-47 F9PB-IId-47 F9PT-IId-47 F9PD-IId-47 F9PS-IId-49 F9PU-IId-49 F9WG-IId-49 F9EP-IId-17

Naipaliliwanag ang Naipaliliwanag ang Naipaliliwanag ang Nabibigyang-puna Naipahahayag ang Naisusulat ang Nagagamit ang Nasasaliksik ang
pananaw ng may- mga: mga salitang di ang paraan ng sariling pananaw isang talumpating angkop na mga ibat ibang
akda tungkol sa - kaisipan lantad ang pagsasalita ng tungkol sa isang naglalalahad ng pahayag sa halimbawa ng
paksa batay sa - layunin kahulugan batay taong naninindigan napapanahong isyu sariling pananaw pagbibigay ng talumpati
napakinggan - paksa; at sa konteksto ng sa kanyang mga sa talumpating tungkol sa ordinaryong
paraan ng pangungusap saloobin o opinyon nagpapahayag ng napapanahong isyu opinyon,
pagkakabuo ng sa isang talumpati matibay na o paksa matibay na
sanaysay paninindigan paninindigan at
mungkahi
Linggo 5-6
(Maikling Kuwento)
F9PN-IIe-f-48
Nasusuri ang F9PB-IIe-f-48 F9PT-IIe-f-48 F9PD-IIe-f-48 F9PS-IIe-f-50 F9PU-IIe-f-50 F9WG-IIe-f-50 F9EP-IIe-f-18
maikling kuwento Nahihinuha ang Nabibigyang- Napaghahambing Naisasalaysay ang Nailalarawan ang Nagagamit ang Nasasaliksik ang
batay sa estilo ng kulturang kahulugan ang ang kultura ng ilang sariling karanasan sariling kultura sa mga pahayag sa tradisyon,
pagsisimula, nakapaloob sa mga imahe at bansa sa Silangang na may kaugnayan anyo ng maikling pagsisimula, paniniwala at
pagpapadaloy at binasang kuwento simbolo sa Asya batay sa sa kulturang salaysay pagpapadaloy at kaugalian ng mga
pagwawakas ng na may katutubong binasang kuwento napanood na bahagi nabanggit sa pagtatapos ng Asyano batay sa
napakinggang kulay ng teleserye o nabasang isang kuwento maikling kuwento
salaysay pelikula kuwento ng bawat isa
Linggo 7-8
(Dula)
F9PN-IIg-h-48 F9PB-IIg-h-48 F9PT-IIg-h-48 F9PD-IIg-h-48 F9PS-IIg-h-51 F9PU-IIg-h-51 F9WG-IIg-h-51 F9EP-IIg-h-19

Nauuri ang mga Nasusuri ang Naipaliliwanag ang Napaghaham-bing Naisasadula nang Naisusulat ang Nagagamit ang Nasasaliksik ang
tiyak na bahagi at binasang dula salitang may higit ang mga napanood madamdamin sa isang maikling dula mga angkop na kulturang
katangian ng isang batay sa sa isang na dula batay sa harap ng klase ang tungkol sa pang-ugnay sa nakapaloob sa
dula batay sa pagkakabuo at kahulugan mga katangian at nabuong maikling karaniwang buhay pagsulat ng alinmang dula sa
napakinggang mga elemento nito elemento ng bawat dula ng isang grupo ng maikling dula sa Silangang Asya
diyalogo o pag- isa Asyano
uusap

(PD) (PS) (PU)
Linggo 9-10
(Pangwakas na
Output)
F9PN-IIi-j-49 F9PB-IIi-j-49 F9PT-IIi-j-49 F9PD-IIi-j-49 F9PS-IIi-j-52 F9PU-IIi-j-52 F9WG-IIi-j-52

Naipahahayag ang Naipaliliwanag ang Nabibigyang- Naihahayag ang Naisasalaysay sa Naisusulat ang Nagagamit ang
damdamin at pag- naging bisa ng kahulugan ang sariling pananaw isang sariling akda na linggwistikong
unawa sa nabasang akda sa mahihirap na tungkol sa kumperensiya nagpapakita ng kahusayan sa
napakinggang sariling kaisipan at salita batay sa ibinahaging sariling ang naisulat na pagpapahalaga sa pagsulat ng sariling
akdang orihinal damdamin konteksto ng akda sa napanood sariling akda pagiging Asyano akda na
pangungusap na kumperensiya nagpapakita ng
pagpapahalaga sa
pagiging isang
Asyano

IKATLONG MARKAHAN
TEMA Mga Akdang Pampanitikan ng Kanlurang Asya

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikang ng Kanlurang Asya
PAMANTAYAN SA PAGGANAP Ang mag-aaral ay masining na nakapagtatanghal ng kulturang Asyano batay sa napiling mga akdang pampanitikang Asyano
PANITIKAN Parabula, Elehiya/Awit, Maikling Kuwento, Alamat, Epiko, Sanaysay
Matatalinghagang Pahayag
Mga Pang-uring Nagpapasidhi ng Damdamin
GRAMATIKA
Mga Pang-abay na Pamanahon, Panahunan at Pamaraan

(PD) (PS) (PU)
Linggo 1
(Parabula)
F9PN-IIIa-50 F9PB-IIIa-50 F9PT-IIIa-50 F9PD-IIIa-50 F9PS-IIIa-53 F9PU-IIIa-53 F9WG-IIIa-53 F9EP-IIIa-20
Nahihinuha and Napatutunayang Nabibigyang- Natutukoy at Naisasadula ang Naisusulat ang Nagagamit nang Nakapananaliksik
mga katangian ng ang mga kahulugan ang naipaliliwanag ang nabuong orihinal sariling parabula wasto sa tungkol sa mga
parabula batay sa pangyayari sa matatalingha-gang mensahe ng na parabula tungkol sa isang pangungusap ang pagpapahalagang
napakinggang binasang parabula pahayag sa napanood na pagpapahalagang matatalinghagang kultural sa
diiskusyon sa klase ay maaaring parabula parabulang kultural sa pahayag Kanlurang Asya
maganap sa tunay isinadula Kanlurang Asya
na buhay sa
kasalukuyan
Linggo 2-3
(Elehiya/Awit)
F9PN-IIIb-c-51 F9PB-IIIb-c-51 F9PT-IIIb-c-51 F9PD-IIIb-c-50 F9PS-IIIb-c-53 F9PU-IIIb-c-53 F9WG-IIIb-c-53
Naipahahayag ang Nasusuri ang mga Nabibigyang- Nabibigyang-puna Nalalapatan ng Nakasusulat ng Nagagamit ang
sariling damdamin elemento ng kahulugan ang ang nakitang himig sa isinulat na sariling elehiya mga angkop na
kapag ang sarili ay elehiya batay sa: mga salitang may paraan ng elehiyang orihinal para sa isang pang-uri na
nakita sa katauhan - Tema natatagong pagbigkas ng mahal sa buhay nagpapasidhi ng
o katayuan ng - Mga tauhan kahulugan elehiya o awit damdamin
may- akda o - Tagpuan
(PD) (PS) (PU)
persona sa narinig - Mga mahihiwa-
na elehiya at awit tigang kaugalian
o tradisyon
- Wikang ginamit
- Pahiwatig o
simbolo
- Damdamin
Linggo 4-5
(Maikling Kuwento)
F9PN-IIId-e-52 F9PB-IIId-e-52 F9PT-IIId-e-52 F9PD-IIId-e-51 F9PS-IIId-e-54 F9PU-IIId-e-54 F9WG-IIId-e-54

Nasusuri ang mga Napatutunayang Natutukoy ang Naiuugnay sa Nasusuri at Muling naisusulat Nagagamit ang
tunggalian (tao vs. ang mga pinagmulan ng kasalukuyan ang naipaliliwanag ang ang maikling angkop na pang-
tao, at tao vs. pangyayari at/o salita (etimolohiya) mga tunggaliang mga katangian ng kuwento nang may ugnay na hudyat
sarili) sa kuwento transpormasyong (tao vs. tao at tao binasang kuwento pagbabago sa ng pagsusunod-
batay sa nagaganap sa vs. sarili) na may uring ilang pangyayari at sunod ng mga
napakinggang pag- tauhan ay napanood na pangkatauhan mga katangian ng pangyayari sa
uusap ng mga maaaring mangyari programang batay sa sinuman sa mga lilikhaing kuwento
tauhan sa tunay na buhay pantelebisyon pagkakabuo nito tauhan
Linggo 6
(Alamat)
F9PN-IIIf-53 F9PB-IIIf-53 F9PT-IIIf-53 F9PD-IIIf-52 F9PS-IIIf-55 F9PS-IIIf-55 F9WG-IIIf-55

Nabibigyang- Napatutunayan ang Naipaliliwanag ang Nabubuo ang Naitatanghal sa Naisusulat ang Nagagamit ang
kahulugan ang pagiging pagbabagong balangkas ng isang pagbabalita sariling wakas sa mga pang-abay na
kilos, gawi at makatotohanan/ di nagaganap sa pinanood na ang nabuong naunang alamat pamanahon ,
karakter ng mga makatotohanan ng salita dahil sa alamat sariling wakas na binasa panlunan at
tauhan batay sa akda paglalapi pamaraan sa
usapang pagbuo ng alamat
napakinggan

(PD) (PS) (PU)
Linggo 7-8
(Epiko)
F9PN-IIIg-h-54 F9PB-IIIg-h-54 F9PT-IIIg-h-54 F9PD-IIIg-h-53 F9PS-IIIg-h-56 F9PS-IIIg-h-56 F9PS-IIIg-h-56 F9EP-IIIg-h-21

Nahuhulaan ang Nailalarawan ang Nabibigyang- Naipakikita sa iba’t Natutukoy at Naitatanghal sa Nagagamit ang Nasasaliksik sa
maaaring mangyari natatanging kahulugan ang ibang larawang- nabibigyang- anyo ng mga angkop na iba’t ibang
sa akda batay sa kulturang Asyano mga salita batay sa guhit ang katangian ang isa informance ang salita sa reperensiya ang
ilang pangyayaring na masasalamin sa kontekstong kakaibang sa mga itinuturing isang itinuturing paglalarawan ng kinakailangang
napakinggan epiko pinaggamitan katangian ng epiko na bayani ng na bayani ng kulturang Asyano mga impormas-
batay sa mga alinmang bansa sa alinmang bansa sa at bayani ng yon/datos
pangyayari at Kanlurang Asya Kanlurang Asya sa Kanlurang Asya
tunggaliang kasalukuyan
naganap dito
Linggo 9-10
(Pangwakas na
Output)
F9PN-IIIi-j-55 F9PB-IIIi-j-55 F9PT-IIIi-j-55 F9PD-IIIi-j-54 F9PS-IIIi-j-57 F9PS-IIIi-j-57

Naipadarama ang Naiisa-isa at Nabibigyang- Nailalahad ang Naipakikita sa Nabubuo ng plano
pagmamalaki sa napahahalagahan kahulugan ang mga puna at isang masining na at kaukulang iskrip
pagiging Asyano ang kulturang mga salitang may mungkahi tungkol pagtatanghal ang tungkol sa
dahil sa mga Asyano bunga ng kaugnayan sa sa napanood na kulturang Asyano isasagawang
napakinggan nabasang mga kultura sa tulong pagtatanghal na masasalamin sa pagtatanghal ng
akdang ng word binasang mga kulturang Asyano
pampanitikang association akdang
Kanlurang Asyano pampanitikan ng
Kanlurang Asyano

IKAAPAT NA MARKAHAN
TEMA Noli Me Tangere sa Puso ng mga Asyano

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mga mag-aaral ang pag-unawa sa isang obra maestrang pampanitikan ng Pilipinas
Ang mag-aaral ay nakikilahok sa pagpapalabas ng isang movie trailer o storyboard tungkol sa isa ilang tauhan
ng Noli Me Tangere na binago ang mga katangian (dekonstruksiyon)
PANITIKAN Noli Me Tangere

(PD) (PS) (PU)
F9PN-IVa-b-56 F9PB-IVa-b-56 F9PT-IVa-b-56 F9PD-IVa-b-55 F9PS-IVa-b-58 F9PU-IVa-b-58 F9WG-Iva-b-57 F9EP-IVa-b-21

Batay sa Nailalarawan ang Natutukoy ang Napatutunayang Nailalahad ang Naitatala ang Nagagamit ang Nalalagom ang
napakinggan, mga kondisyong mga kontekstuwal ang akda ay may sariling pananaw, nalikom na datos mga angkop na mahahalagang
natitiyak ang panlipunan sa na pahiwatig sa pagkakatulad / kongklusyon, at sa pananaliksik salita / ekspresyon impormasyong
kaligirang panahong isinulat pagbibigay- pagkakaiba sa ilang bisa ng akda sa sa: nasaliksik para sa
pangkasaysayan ng ang akda at ang kahulugan napanood na sarili at sa - paglalarawan sariling
akda sa mga epekto nito telenobela nakararami - paglalahad ng pagpapakahu-
pamamagitan ng: matapos maisulat sariling pananaw lugan at gamit
- pagtukoy sa hanggang sa - pag-iisa-isa
layunin ng may- kasalukuyan - pagpapatunay
akda sa
pagsulat nito
- pag-isa-isa sa
mga kondisyon
ng lipunan sa
panahong
isinulat ito
- pagpapatunay
sa pag-iral pa
ng mga
kondisyong ito
sa kasalukuyang
panahon sa
lipunang Pilipino

(PD) (PS) (PU)
F9PN-IVc-57 F9PB-IVc-57 F9PT-IVc-57 F9PD-IVc-56 F9PS-IVc-59 F9PU-IVc-59 F9WG-IVc-59
Nakikilala ang mga Nahihinuha ang Nabibigyang- Nahuhulaan ang Madamdaming Naisusulat ang Nagagamit ang
tauhan batay sa katangian ng mga kahulugan ang maaaring maging nabibigkas ang isang makahulugan tamang pang-uri sa
napakinggang tauhan at matatalinghagang wakas ng buhay ng nabuong monologo at masining na pagbibigay-
pahayag ng bawat natutukoy ang pahayag bawat tauhan tungkol sa isang monologo tungkol katangian
isa kahalagahan ng batay sa napanood tauhan sa isang piling
bawat isa sa na parade of tauhan
nobela characters
F9PN-IVd-58 F9PB-IVd-58 F9PT-IVd-58 F9PD-IVd-57 F9PS-IVd-60 F9PU-IVd-60 F9WG-Ivd-60 F9EP-IVd-22
Naibabahagi ang Nailalahad ang Napapangkat ang Napaghahambing Nailalarawan ang Naitatanghal ang Nagagamit ang Naitatala ang mga
sariling damdamin sariling pananaw mga salita ayon sa ang kalagayan ng mga pagbabagong mga tunggaliang mga angkop na impormasyong
sa tinalakay ng sa kapangyarihan antas ng lipunan noon at nagaganap sa sarili naganap sa mga ekspresyon sa nakuha sa
mga pangyayaring ng pag-ibig sa pormalidad ng ngayon batay sa matapos mabasa tauhan sa tulong pagpapahayag ng: isinagawang
naganap sa buhay magulang, sa gamit nito (level of sariling karanasan ang akda ng isinulat na iskrip - damdamin panayam sa mga
ng tauhan kasintahan, sa formality) at sa napapanood ng Mock Trial - matibay na taong may lubos
kapwa at sa bayan sa telebisyon at /o paninindigan na kaalaman
pelikula - ordinaryong tungkol sa aralin
pangyayari
F9PN-IVe-f-59 F9PB-IVe-f-59 F9PT-IVe-f-59 F9Pd-IVe-f-58 F9PS-IVe-f-61 F9PU-IVe-f-61 F9EP-IVe-f-23
Natitiyak ang Naipaliliwanag ang Naipaliliwanag ang Batay sa naririnig/ Nasusuri kung ang Nakikibahagi sa
pagkamakatoto- mga kaugaliang iba’t ibang paraan nababasa sa pahayag ay pagsulat at
hanan ng akdang binanggit sa ng pagbibigay- multimedia, nagbibigay ng pagtatanghal ng
napakinggan sa kabanata na pahiwatig sa nailalahad ang mga opinyon o pagsasadula ng
pamamagitan ng nakatutulong sa kahulugan hinaing ng mga nagpapahayag ng ilang isyung
pag-uugnay sa pagpapayaman ng piling tauhan na damdamin binanggit sa akda
ilang pangyayari sa kulturang Asyano siya ring hinaing ng na makatotohanan
kasalukuyan mamamayan sa pa rin sa
kasalukuyan kasalukuyan
F9PN-IVg-h-60 F9PB-IVg-h-60 F9PT-IVg-h-60 F9PD-IVg-h-59 F9PS-IVg-h-62 F9PU-IVg-h-62 F9WG-IVg-h-62 F9EP-IVe-f-25

Naibabahagi ang Naipaliliwanag ang Nabibigyang- Naihahambing ang Naipaliliwanag ang Naitatanghal ang Nagagamit ang Nasasaliksik ang
sariling damdamin mga kaisipang kahulugan ang mga katangian ng kahalagahan ng scenario building mga angkop na mga pagkukunan
tungkol sa narinig nakapaloob sa mahihirap na salita isang ina noon at pagtupad sa tungkol kay Sisa sa ekspresyon sa: ng impormasyon
na naging aralin gaya ng: batay sa sa kasalukuyan tungkulin ng ina at makabagong pagpapaliwa-nag upang mapagtibay
kapalaran ng pamamalakad ng kasingkahulugan at batay sa napanood ng anak panahon paghahambing ang paninindigan
tauhan sa nobela pamahalaan kasalungat na na dulang pagbibigay ng at makabuo ng
at ng isang paniniwala sa Diyos kahulugan pantelebisyon o opinyon matibay na
kakilalang may kalupitan sa pampelikula kongklusyon at
(PD) (PS) (PU)
karanasang katulad kapuwa rekomendasyon
ng nangyari sa kayamanan
tauhan - kahirapan at
iba pa
F9PN-IVi-j-61 F9PB-IVi-j-61 F9PT-IVi-j-60 F9PD-IVi-j-60 F9PS-IVi-j-63 F9PU-IVi-j-63 F9WG-IVi-j-63
Pangwakas Nailalahad ang Naipaliliwanag ang Nasusuri ang Naipahahayag Naitatanghal ang Nagagamit ang
na Gawain sariling pananaw kahulugan ng salita pinanood na kung paano dulang panteatro mga kasanayang
tungkol sa pag-ibig sa pamamagitan dulang panteatro nakatulong ang na pumapaksa sa komunikatibo
Naibabahagi ang ng pagbibigay ng na naka-video clip karanasan ng mga ilang (linggwistik,
sariling damdamin halimbawa tauhan upang napapanahong sosyolinggwistik,
sa naging mapabuti ang isyung panlipunan diskorsal at
kapalaran ng sariling ugali, sa kasalukuyan istratedyik) sa
tauhan sa akda at pagpapahalaga at lahat ng mga
ang pag-unawa sa buong katauhan gawain sa klase
damdamin ng
tauhan batay sa
napakinggang
talakayan

BAITANG 10
UNANG MARKAHAN
TEMA Panitikang Mediterranean

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan
Ang mag-aral ay nakabubuo ng kritikal na pagsusuri sa mga isinagawang critque tungkol sa alimang akdang pampanitikang
Mediterranean
PANITIKAN Mitolohiya, Parabula, Sanaysay, Epiko/Tula, Maikling Kuwento, Nobela (isang kabanata)
Paggamit ng Pandiwa Bilang Aksiyon, Pangyayari at Karanasan
Mga Pang-ugnay sa Pagsasalaysay
Pagsusuri sa Gamit ng Pananaw sa Isang Pahayag
GRAMATIKA
Mga Hudyat sa Pagsusunod-sunod ng mga Pangyayari
Panghalip Bilang Panuring
Mga Pahayag na Ginagamit sa Pag-uugnay ng mga Pangyayari
BILANG NG SESYON 40 Sesyon/4 na Araw sa Loob ng isang Linggo

(PD) (PS) (PU)
Mitolohiya
(4 na sesyon)
F10PN-Ia-b-62 F10PB-Ia-b-62 F10PT-Ia-b-61 F10PD-Ia-b-61 F10PS-Ia-b-64 F10PU-Ia-b-64 F10WG-Ia-b-57 F10EP-Ia-b-27
Naipahahayag Naiuugnay ang Naiuugnay ang Natutukoy ang Naipahahayag Naisusulat ang Nagagamit ang Naisasagawa ang
mahalagang mga kaisipang kahulugan ng salita mensahe at layunin nang malinaw ang sariling mitolohiya angkop na pandiwa sistematikong
kaisipan sa nakapaloob sa batay sa kayarian ng napanood na sariling opinyon sa batay sa paksa ng bilang aksiyon, pananaliksik sa
napakinggan akda sa nangyayari nito cartoon ng isang paksang tinalakay akdang binasa pangyayari at iba’t ibang
sa: mitolohiya karanasan pagkukunan ng
sarili impormasyon
pamilya (internet, silid-
pamayanan aklatan, at iba pa)
lipunan
daigdig

(PD) (PS) (PU)
Parabula
(4 na sesyon)
F10PN-Ib-c-63 F10PB-Ib-c-63 F10PT-Ib-c-62 F10PD-Ib-c-62 F10PS-Ib-c-65 F10PU-Ib-c-65 F10WG-Ib-c-58
Nasusuri ang tiyak Nasusuri ang Nabibigyang- puna Nahihinuha ang Naipakikita ang Naisusulat nang Nagagamit ang
na bahagi ng nilalaman, ang estilo ng may- nilalaman, kakayahan sa may maayos na angkop na mga
napakinggang elemento at akda batay sa mga elemento at pagsasalita sa paliwanag ang piling pang-ugnay
parabula na kakanyahan ng salita at kakanyahan ng paggamit ng mga kaugnay na collage sa pagsasalaysay
naglalahad ng binasang akda ekspresyong pinanood na akda berbal at di-berbal na may kaugnayan (pagsisimula,
katotohanan, gamit ang mga ginamit sa akda gamit ang mga na estratehiya sa paksa pagpapadaloy ng
kabutihan at ibinigay na tanong estratehiyang mga pangyayari,
kagandahang-asal binuo ng guro at pagwawakas)
mag-aaral
Sanaysay
(4 na sesyon)
F10PN-Ic-d-64 F10PB-Ic-d-64 F10Pt-Ic-d-63 F10PD-Ic-d-63 F10PS-Ic-d-66 F10PU-Ic-d-66 F10WG-Ic-d-59 F10EP-Ia-b-28
Naipaliliwanag ang Nabibigyang- Natutukoy ang Natatalakay ang Naibabahagi ang Naitatala ang mga Nagagamit ang Nasasaliksik ang
pangunahing paksa reaksiyon ang mga mga salitang mga bahagi ng sariling reaksiyon impormasyon angkop na mga mahahalagang
at pantulong na kaisipan o ideya sa magkakapareho o pinanood na sa ilang tungkol sa isa sa pahayag sa impormasyon
mga ideya sa tinalakay na akda magkakaugnay ang nagpapakita ng mahahalagang napapanahong pagbibigay ng gamit ang silid-
napakinggang kahulugan mga isyung ideyang isyung pandaigdig sariling pananaw aklatan, internet,
impormasyon sa pandaigdig nakapaloob sa at iba pang batis
radyo o iba pang binasang akda sa ng mga
anyo ng media pamamagitan ng impormasyon
brain storming
Epiko/Tula
(8 sesyon)
F10PN-Ie-f-65 F10PB-Ie-f-65 F10PT-Ie-f-64 F10PD-Ie-f-64 F10PS-Ie-f-67 F10PU-Ie-f-67 F10WG-Ie-f-60
Nahihinuha kung Naibibigay ang Nabibigyang-puna Natutukoy ang Nababasa nang Naisusulat ang Nagagamit ang
bakit itinuturing na sariling ang bisa ng mga bahaging paawit ang ilang paglalahad na angkop na mga
bayani sa kanilang interpretasyon paggamit ng mga napanood na piling saknong ng nagpapahayag ng hudyat sa
lugar at kung bakit ang salitang tiyakang binasang akda pananaw tungkol pagsusunod-sunod
kapanahunan ang mga suliranin ay nagpapahayag ng nagpapakita ng sa pagkakaiba-iba, ng mga pangyayari
piling tauhan sa ipinararanas ng matinding ugnayan ng mga pagkakatulad at
epiko batay sa may-akda sa damdamin tauhan sa puwersa ng mga epikong
napakinggang pangunahing ng kalikasan pandaigdig
usapan/ tauhan ng epiko
diyalogo
(PD) (PS) (PU)
F10PB-Ie-f-66 F10PT-Ie-f-65
Napapangatuwi- Naipaliliwanag ang
ranan ang mga mga alegoryang
dahilan kung bakit ginamit sa
mahala-gang binasang akda
akdang pandaigdig
na sumasalamin ng
isang bansa ang
epiko
Maikling Kuwento
(4 sesyon)
F10PN-If-g-66 F10PB-If-g-67 F10PT-If-g-66 F10PD-If-g-65 F10PS-If-g-68 F10PU-If-g-68 F10WG-If-g-61 F10EP-If-g-29
Naipagpaliliwanag Napapatunayang Nabibigyang- Napahahalagahan Nakikibahagi sa Naisusulat ang Nagagamit ang Nakagagamit ng
ng ilang ang mga kahulugan ang ang napanood na round table paliwanag tungkol angkop na mga internet para sa
pangyayaring pangyayari sa akda mahihirap na salita pagtatanghal ng discussion kaugnay sa isyung panghalip bilang pananaliksik
napakinggan na ay maaaring o ekspresyong isang akda sa ng mga isyung pandaigdig na panuring sa mga
may kaugnayan sa maganap sa tunay ginamit sa akda pamamagitan ng pandaigdig iniuugnay sa buhay tauhan
kasalukuyang mga na buhay batay sa konteksto paghanap ng ng mga Pilipino
pangyayari sa ng pangungusap simbolong
daigdig nakapaloob dito
Nobela
(4 na sesyon)
F10PN-Ig-h-67 F10PB-Ig-h-68 F10PT-Ig-h-67 F10PD-Ig-h-66 F10PS-Ig-h-69 F10PU-Ig-h-69 F10WG-Ig-h-62
Naibibigay ang Nasusuri ang Nakikilala ang Naihahambing ang Nailalarawan ang Naisasadula ang Nagagamit ang
katangian ng isang binasang kabanata pagkakaugnay- ilang pangyayari sa kultura ng mga isang pangyayari angkop na mga
tauhan batay sa ng nobela bilang ugnay ng mga napanood na dula tuhan na sa tunay na buhay hudyat sa
napakinggang isang akdang salita ayon sa sa mga pangyayari masasalamin sa na may pagsusunod-sunod
diyalogo pampanitikan sa antas o tindi ng sa binasang kabanata pagkakatulad sa ng mga pangyayari
pananaw kahulugang kabanata ng mga piling
humanismo o ipinahahayag nito nobela pangyayari sa
alinmang angkop (clining) kabanata ng
na pananaw nobela

(PD) (PS) (PU)
Pangwakas na
Gawain
(8 sesyon)
F10PN-Ii-j-68 F10PB-Ii-j-69 F10PT-Iij-68 F10PD-Ii-j-67 F10PS-Ii-j-70 F10PU-Ii-j-70 F10PN-Ii-j-63
Naibabahagi ang Naibubuod sa isang Naibibigay ang Naimumungkahi Nailalahad nang Naisusulat ang Nagagamit ang
sariling opinyon o critique ang sariling kaugnay na mga ang mga dapat malinaw sa isang isang critique ng komunikatibong
pananaw batay sa panunuri ng konsepto ng piling isaalang-alang sa simposyum ang alinmang akdang kasanayan sa
napakinggan alinmang akdang salitang pagagsasagawa ng nabuong critique pampanitikang paggamit ng
pampanitikang critique at isang simposyum ng alinmang Mediterranean wikang Filipino
Mediterranean simposyum batay sa nakita sa akdang isang simposyum
aklat o iba pang pampanitikang
batis ng Mediterranean
impormasyon

IKALAWANG MARKAHAN
TEMA Panitikan ng mga Bansa sa Kanluran

PAMANTAYANG PANGNILALAMAN Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan ng mga bansang kanluranin
PAMANTAYAN SA PAGGANAP Ang mag-aaral ay nakapaglalathala ng sariling akda sa hatirang pangmadla ( social media)
PANITIKAN Sanaysay, Tula, Mitolohiya, Dula, Maikling Kuwento at Nobela
Pagpapalawak ng Pangungusap
Paggamit ng Matatalinghagang Pananalita
Pokus ng Pandiwa: Tagaganap at Layon
GRAMATIKA
Pokus ng Pandiwa: Pinaglalaanan at Kagamitan
Pokus ng Pandiwa: Direksiyon at Sanhi
Panunuring Pampanitikan

(PD) (PS) (PU)
Mitolohiya
(6 na sesyon)
F10PN-IIa-b-71 F10PB-IIa-b-73 F10PT-IIa-b-71 F10PD-IIa-b-69 F10PS-IIa-b-73 F10PU-IIa-b-73 F10WG-IIa-b-66
Nailalahad ng mga Nasusuri ang Naisasama ang Nabubuo ang Naipapahayag ang Pasulat na Nagagamit ng
pangunahing paksa nilalaman, salita sa iba pang sistematikong mahahalagang naihahambing ang wasto ang pokus
at ideya batay sa elemento at salita upang panunuri sa kaisipan at mitolohiya mula sa ng pandiwa:
napakinggang kakanyahan ng makabuo ng ibang mitolohiyang pananaw tungkol bansang kanluranin tagaganap at layon
usapan ng mga binasang kahulugan napanood sa mitolohiya sa mitolohiyang sa pagsulat ng
tauhan mitolohiya (collocation) Pilipino paghahambing
F10PB-IIa-b-74
Naiuugnay ang
mahahalagang
kaisipan sa binasa
sa sariling
karanasan
Dula
(4 na sesyon)
(PD) (PS) (PU)
F10PN-IIa-b-72 F10PB-IIa-b-75 F10PT-IIa-b-72 F10PD-IIa-b-70 F10PS-IIa-b-74 F10PU-IIa-b-74 F10WG-IIa-b-67

Nailalahad ang Naihahambing ang Naipaliliwanag ang Naipaliliwanag ang Naibabahagi ang Naisusulat nang Nagagamit ng
kultura ng lugar na kultura ng bansang kahulugan ng salita katangian ng mga sariling damdamin wasto ang ang wasto ang pokus
pinagmulan ng pinagmulan ng batay sa tao sa bansang at saloobin sa sariling damdamin ng pandiwa
kuwentong-bayan akda sa alinmang pinagmulan nito pinagmulan ng isang pangkatang at saloobin tungkol (pinaglalaaanan at
sa napakinggang bansa sa daigdig (epitimolohiya) kuwentong-bayan talakayan ang sa sariling kultura kagamitan) sa
usapan ng mga batay sa napanood sariling kultura kung pagsulat ng sariling
tauhan na bahagi nito kung ihahahambing sa damdamin at
ihahahambing sa kultura ng ibang saloobin tungkol sa
kultura ng ibang bansa batay sa sariling kultura
bansa batay sa kung
nabasang dula ihahahambing sa
kultura ng ibang
bansa
Tula
(5 sesyon)
F10PN-IIc-d-70 F10PB-IIc-d-72 F10PT-IIc-d-70 F10PS-IIc-d-72 F10PU-IIc-d-72 F10WG-IIc-d-65
Naibibigay ang Nasusuri ang mga Naibibigay ang Nagagamit ang Naisusulat ang Nagagamit ang
puna sa estilo ng elemento ng tula kahulugan ng kasanayan at sariling tula na may matatalinghagang
napakinggang tula matatalinghagang kakayahan sa hawig sa paksa ng pananalita sa
pananalita na malinaw at tulang tinalakay pagsulat ng tula
ginamit sa tula mabisang
pagbigkas ng tula
Maikling Kuwento
(5 sesyon)
F10PN-IIe-73 F10PB-IIe-76 F10PT-IIe-73 F10PD-IIe-71 F10PS-IIe-75 F10PU-IIe-75 F10WG-IIc-d-68
Nasusuri sa Nabibigyang- Naitatala ang mga Nahihinuha sa mga Naisasalaysay nang Naisusulat ang Nagagamit ang
diyalogo ng mga reaksiyon ang salitang bahaging pinanood masining at may sariling maikling pokus ng pandiwa:
tauhan ang pagiging magkakatulad at ang pakikipag- damdamin ang kuwento tungkol sa tagaganap at layon
kasiningan ng akda makatotohanan/ magkakaugnay sa ugnayang isinulat na maikling nangyayari sa sa isinulat na
di-makatotohanan kahulugan pandaigdig kuwento kasalukuyang may sariling kuwento
ng mga pangyayari kaugnayan sa mga
sa maikling kaganapan sa
kuwento binasang kuwento

(PD) (PS) (PU)
Nobela
(5 sesyon)
F10PN-IIf-74 F10PB-IIf-77 F10PT-IIf-74 F10PD-IIf-72 F10PS-IIf-76 F10PU-IIf-76 F10WG-IIf-69 F10EP-IIf-31
Naisasalaysay ang Nasusuri ang Nabibigyang- Nabubuo ang Naisusulat ang Naitatanghal ang Nagagamit ang Nagagamit ang
mga tunggalian sa nobela bilang kahulugan ang sariling wakas ng suring-basa ng pinakamadulang angkop at iba’t ibang batis ng
pagitan ng mga akdang mahihirap na salita, napanood na nobelang nabasa o bahagi ng nobela mabisang mga impormasyon sa
tauhan batay sa pampanitikan sa kabilang ang mga bahagi ng teleserye napanood pahayag sa pananaliksik
kanilang mga pananaw realismo terminong na may paksang pagsasagawa ng tungkol sa mga
pananalita o alinmang angkop ginagamit sa kaugnay ng binasa suring –basa o teroyang
na pananaw/ panunuring panunuring pampanitikan
teoryang pampanitikan pampanitikan
pampanitikan
F10PB-IIf-78
Naihahambing ang
akda sa iba pang
katulad na genre
batay sa tiyak na
mga elemento nito
Sanaysay
(5 sesyon)
F10PN-IIg-h-69 F10PB-IIg-h-70 F10PT-IIg-h-69 F10PD-IIg-h-68 F10PS-IIg-h-71 F10PU-IIg-h-71 F10WG-IIg-h-64
Naiuugnay nang Naiuugnay ang Nabibigyang- Nasusuri ang Naipahahayag Naisusulat ang Nasusuri ang
may panunuri sa mga argumentong kahulugan ang napanood na nang may isang talumpati kasanayan at
sariling saloobin at nakuha sa mga mga salitang di pagbabalita batay katalinuhan ang tungkol sa isang kaisahan sa
damdamin ang artikulo sa lantad ang sa: sariling kaalaman kontrobersyal na pagpapalawak ng
naririnig na balita, pahayagan, kahulugan sa - paksa at opinyon tungkol isyu pangungusap
komentaryo, magasin, at iba pa tulong ng word - paraan ng sa isang paksa sa
talumpati, at iba pa sa nakasulat na association pagbabalita isang talumpati
akda - at iba pa
F10PB-IIi-j-71
Naibibigay ang
sariling pananaw o
opinyon batay sa
binasang anyo ng
sanaysay
(talumpati o
editoryal)
(PD) (PS) (PU)
Pangwakas na
Gawain
(7 sesyon) F10PB-IIi-j-79 F10PT-IIg-h-75 F10PD-IIg-h-73 F10PS-IIi-j-77 F10PU-IIi-j-77 F10WG-IIi-j-70
F10PN-IIg-h-75 Nabibigyang-puna Natutukoy at Natutukoy ang Naibabahagi nang Naisusulat ang Nagagamit ang
Matalinong ang mga nababasa nabibigyang- mga popular na buong sigla ang sariling akda at kahusayan san
nakikinig upang sa mga social kahulugan ang anyo ng panitikan inilathalang sariling nailalathala ito sa gramatikal at
makalahok sa media (pahayagan, mga salitang na karaniwang akda alinmang social diskorsal na
mapanuring TV, internet tulad karaniwang nakikita sa mga media) pagsulat ng isang
talakayan sa klase ng fb, e-mail, at nakikita sa social social media organisado at
iba pa) media makahulugang
akda

IKATLONG MARKAHAN
TEMA Panitikan ng Africa at Persia

PAMANTAYANG PANGNILALAMAN Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYAN SA PAGGANAP Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
PANITIKAN Mitolohiya, Anekdota, Tula, Epiko/Maikling Kuwento, Sanaysay , Nobela
Paggamit ng Pamantayan sa Pagsasaling-wika
Gramatika, Diskorsal at Strategic na Kasanayan sa Pagsulat
Pagsusuri sa mga Simbolismo at Matatalinghagang Pahayag
GRAMATIKA
Pagpapakahulugan ng Iba’t Ibang Damdamin
Pagamit ng Tuwiran at Di-Tuwirang Pahayag sa Paghahatid ng Mensahe
Panunuring Pampelikula

(PD) (PS) (PU)
Mitolohiya
(5 sesyon)
F10PN-IIIa-76 F10PB-IIIa-80 F10PT-IIIa-76 F10PD-IIIa-74 F10PS-IIIa-78 F10PU-IIIa-78 F10WG-IIIa-71
Naipaliliwanag ang Nasusuri ang mga Naibibigay ang Nabibigyang-puna Napangangatuwi- Naisusulat ang Nagagamit nang
pagkakaiba at kaisipang pinagmulan ng ang napanood na ranan ang sariling pagsusuri ng angkop ang mga
pagkakatulad ng nakapaloob sa salita (etimolohiya) video clip reaksiyon tungkol akdang binasa sa pamantayan sa
mitolohiya ng mitolohiya batay sa akdang binasa naging pagsasaling-wika
Africa at Persia sa: sa pamamagitan impluwensya nito
- suliranin ng akda ng debate/ sa sarili at sa mga
- kilos at gawi pagtatalo) kamag-aral na
ng tauhan kinapanayam
- desisyon ng
tauhan

(PD) (PS) (PU)
Anekdota
(5 sesyon)
F10PN-IIIb-77 F10PB-IIIb-81 F10PT-IIIb-77 F10PD-IIIb-75 F10PS-IIIb-79 F10PU-IIIb-79 F10WG-IIIb-72
Nahihinuha ang Nasusuri ang Nabibigyang - Naibibigay ang Naisasalaysay ang Naisusulat ang Nagagamit ang
damdamin ng binasang anekdota kahulugan ang sariling opinyon nabuong anekdota isang orihinal na kahusayang
sumulat ng batay sa: salita batay sa tungkol sa sa isang diyalogo komik strip ng gramatikal,
napakinggang paksa ginamit na panlapi anekdotang aside, soliloquy o anekdota diskorsal at
anekdota tauhan napanood sa you monolog) strategic sa
tagpuan tube pagsulat at
motibo ng awtor pagsasalaysay ng
paraan ng pagsulat orhinal na
at iba pa anekdota
Tula
(5 sesyon)
F10PN-IIIc-78 F10PB-IIIc-82 F10PT-IIIc-78 F10PD-IIIc-76 F10PS-IIIc-80 F10PU-IIIc-80 F10WG-IIIc-73
Nasusuri ang Nabibigyang- Naiaantas ang mga Nasusuri ang Masigasig at Naisusulat ang Nauuri ang iba’t
kasiningan at bisa kahulugan ang iba’t salita ayon sa napanood na matalinong sariling tula na ibang tula at ang
ng tula batay sa ibang simbolismo antas ng sabayang nakikilahok sa mga lalapatan din ng mga elemento nito
napakinggan at matatalingha- damdaming pagbigkas o kauri talakayan himig
gang pahayag sa ipinahahayag ng nito batay sa:
tula bawat isa - kasiningan ng
akdang
binigkas
- kahusayan sa
pagbigkas
- at iba pa
Epiko/ Maikling
Kuwento
(5 sesyon)
F10PN-IIId-e-79 F10PB-IIId-e-83 F10PT-IIId-e-79 F10PD-IIId-e-77 F10PS-IIId-e-81 F10PU-IIId-e-81 F10WG-IIId-e-
Naiuugnay ang Naiuugnay ang Naihahanay ang Nabibigyang-puna Mapanuring Pasulat na 74
suliraning mga pahayag sa mga salita batay sa ang napanood na naihahayag ang nasusuri ang Nagagamit ang
nangingibabaw sa lugar, kondisyon kaugnayan ng mga teaser o trailer ng damdamin at damdaming wastong mga
napakinggang ng panahon at ito sa isa’t isa pelikula na may saloobin tungkol sa nakapaloob sa pahayag sa
bahagi ng akda sa kasaysayan ng paksang katulad ng kahalagahan ng akdang binasa at pagbibigay-
pandaigdigang akda binasang akda akda sa: ng alinmang socila kahulugan sa
pangyayari sa - sarili media damdaming
(PD) (PS) (PU)
lipunan - panlipunan nangingibabaw sa
- pandaigdig akda
Sanaysay
(5 sesyon)
F10PN-IIIf-g-80 F10PB-IIIf-g-84 F10PT-IIIf-g-80 F10PD-IIIf-g-78 F10PS-IIIf-g-82 F10PU-IIIf-g-82 F10WG-IIIf-g-75
Naipaliliwanag ang Naihahambing ang Naibibigay ang Naibibigay ang Naisasagawa ang Naisusulat ang Nagagamit ang
mga likhang pagkakaiba at katumbas na salita sariling reaksiyon isang radyong isang talumpati na angkop na mga
sanaysay batay sa pagkakatulad ng ng ilang salita sa sa pinanood na pantanghalan pang-SONA tuwiran at di-
napakinggan sanayasay sa akda (analohiya) video na hinango tungkol sa SONA tuwirang pahayag
ibang akda sa youtube ng Pangulo ng sa paghahatid ng
Pilipinas mensahe
Nobela
(5 sesyon)
F10PN-IIIh-i-81 F10PB-IIIh-i-85 F10PT-IIIh-i-81 F10PD-IIIh-i-79 F10PS-IIIh-i-83 F10PU-IIIh-i-83 F10WG-IIIh-i-76
Natutukoy ang Nasusuri ang Napag-uugnay ang Nasusuri ang Naitatanghal ang Naisusulat ang Nagagamit ang
tradisyong binasang kabanata mga salitang nag- napanood na iskrip ng nabuong iskrip ng isang angkop na mga
kinamulatan ng ng nobela batay sa aagawan ng excerpt ng isang puppet show puppet show na pang-ugnay sa
Africa at/o Persia pananaw / kahulugan isinapelikulang naglalarawan sa pagpapaliwanag sa
batay sa teoryang nobela tradisyong panunuring
napakinggang pampanitikan na kinamulatan sa pampelikula nang
diyalogo angkop dito Africa at/o Persia may kaisahan at
pagkakaugnay ng
mga talata
Pangwakas na
Gawain
(8 sesyon)
F10PN-IIIj-82 F10PD-IIIj-80 F10PS-IIIj-84 F10PU-IIIj-84 F10WG-IIIj-77 F10EP-IIf-32
Naibibigay ang Natataya ang Naitatanghal nang Naisusulat ang Nabibigyang-puna Nagagamit ang
puna tungkol sa napanood na may panghihikayat iskrip ng isang ang pagtatanghal iba’t ibang batis ng
napakinggang pagtatanghal batay ang nabuong iskrip pagtatanghal gamit ang mga impormasyon
pagtatanghal sa napagkaisahang tungkol sa kultura ekspresyong tungkol sa
mga pamantayan at kagandahan ng naghahayag ng magagandang
bansang Africa at sariling pananaw katangian ng
Persia bansang Africa at/o
Persia

IKAAPAT NA MARKAHAN
TEMA El Filibusterismo sa Nagbabagong Daigdig

Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa nobelang El Filibusterismo bilang isang obra maestrang
pampanitikan
Ang mag-aaral ay nakapagpapalabas ng makabuluhang photo/video documentary na magmumungkahi ng solusyon sa isang
suliraning panlipunan sa kasalukuyan
PANITIKAN El Filibusterismo

(PD) (PS) (PU)
Kailigirang
Pangkasaysayan ng
El Filibusterismo
F10PN-IVa-b-83 F10PB-IVa-b-86 F10PT-IVa-b-82 F10PD-IVa-b-81 F10PS-IVa-b-85 F10PU-IVa-b-85 F10WG-IVa-b-78 F10EP-IIf-33
Nasusuri ang Natitiyak ang Naiuugnay ang Napahahalagahan Naisasalaysay ang Naisusulat ang Naipamamalas ang Nagagamit ang
pagkakaugnay ng kaligirang kahulugan ng salita ang napanood magkakaugnay na buod ng kaligirang kahusayang iba-ibang
mga pangyayaring pangkasaysayan ng batay sa kaligirang pagpapaliwanag na mga pangyayari sa pangkasaysayan ng magtala ng reperensya/ batis
napakinggan akda sa pangkasaysayan kaligirang pagkakasulat ng El EL Filibusterismo mahahalagang ng impormasyon sa
tungkol sa pamamagitan ng: nito pangkasaysayan ng Filibusterismo batay sa ginawang impormasyon mula pananaliksik
kaligirang - pagtukoy sa mga pagkakasulat ng El timeline sa iba’t ibang
pangkasaysayan ng kondisyon sa Filibusterismo sa pinagkukunang
El Filibusterismo panahong isinulat pamamagitan ng sanggunian
ang akda pagbubuod nito
- pagpapatunay ng gamit ang timeline
pag-iral ng mga
kondisyong ito sa
kabuuan o ilang
bahagi ng akda
- pagtukoy sa
layunin ng may-
akda sa pagsulat
ng akda

(PD) (PS) (PU)
Ang Nilalaman ng
El Filibusterismo
F10PN-IVb-c-84 F10PB-IVb-c-87 F10PT-IVb-c-83 F10PD-IVb-c-82 F10PS-IVb-c-86 F10PU-IVb-c-86 F10WG-IVb-c-79
Nasusuri ang Natutukoy ang Nabibigyang- Naiuugnay sa Naibabahagi ang Naisusulat ang Nagagamit sa
pagkakaayos ng papel na ginam- kahulugan ang kasalukuyang mga ginawang buod ng binasang pagbubuod ang
napakinggang panan ng mga matatalingha-gang pangyayaring pagsusuri sa mga kabanata tamang mekaniks
buod ng mga tauhan sa akda sa pahayag na napanood sa video napakinggang sa pagsulat
kabanata ng pamamagitan ng: ginamit sa clip ang pangyayari buod ng binasang (baybay, bantas, at
nobela - pagtunton sa biansang kabanata sa panahon ng akda batay sa: iba pa), gayundin
mga pangyayari ng nobela pagkakasulat ng - katangian ng ang wastong pag-
- pagtukoy sa akda mga tauhan uugnay ng mga
mga - pagkamakato- pangungusap/
tunggaliang tohanan ng mga talata
naganap pangyayari
- pagtiyak sa - tunggalian sa
tagpuan bawat kabanata
- pagtukoy sa
wakas
F10PN-IVd-e-85 F10PB-IVd-e-88 F10PT-IVd-e-84 F10PD-IVd-e-83 F10PS-IVd-e-87 F10PU-IVd-e-87 F10WG-IVd-e-80

Naipahahayag ang Nasusuri ang mga Nabibigyang- Naiuugnay ang Naipahahayag ang Naisusulat ang Naipahahayag ang
sariling paniniwala kaisipang lutang kahulugan ang kaisipang sariling paniniwala pagpapaliwanag ng sariling paniniwala
at pagpapahalaga sa akda (Diyos, matatalinghagang namayani sa at pagpapahalaga sariling mga at pagpapahalaga
kaugnay ng mga bayan, kapwa-tao, pahayag sa pinanood na tungkol sa mga paniniwala at gamit ang angkop
kaisipang magulang) pamamagitan ng bahagi ng binasang kaisipang pagpapahalaga na mga salitang
namayani sa akda pagbibigay ng akda sa mga namayani sa akda kaugnay ng mga hudyat sa
F10PB-IVd-e-89 halimbawa kaisipang kaisipang paghahayag ng
Natatalakay ang namayani sa namayani sa akda saloobin/
mga kaisipang ito: binasang akda damdamin
- kabuluhan ng
edukasyon
- pamamalakad
sa pamahalaan
- pagmamahal
sa:
- Diyos
- Bayan
- Pamilya
(PD) (PS) (PU)
- kapwa-tao
- kabayanihan
- karuwagan
- paggamit ng
kapangyarihan
- kapangyarihan
ng salapi
- kalupitan at
pagsasaman-
tala sa kapwa
- kahirapan
- karapatang
pantao
- paglilibang
- kawanggawa
- paninindigan sa
sariling
prinsipyo
- at iba pa
F10PN-IVf-90
Naipaliliwanag ang
kabuluhan ng mga
kaisipang lutang sa
akda kaugnay ng :
- karanasang
pansarili
- gawaing
pangkomunidad
- isyung
pambansa
- pangyayaring
pandaigdig
F10PN-IVg-h-86 F10PB-IVg-h-91 F10PT-IVg-h-85 F10PD-IVg-h-84 F10PS-IVg-h-88 F10PU-IVg-h-88 F10WG-IVg-h-81

Nabibigyang- puna Nailalapat ang mga Naipaliliwanag ang Naipaliliwanag ang Naiuulat ang Naisusulat ang Nagagamit ang
ang narinig na tiyak na lapit at kahulugan ng mga pagkakatulad ng ginawang maayos na angkop na mga
paghahambing sa pananaw sa salitang hiram sa mga pangyayari sa paghahambing ng paghahambing ng salitang
akda sa ilang pagsusuri ng akda wikang Espanyol napanood na binasang akda sa binuong akda sa naghahambing
(PD) (PS) (PU)
akdang nabasa, pelikula sa ilang ilang katulad na iba pang katulad
napanood o napag- F10PB-IVh-i-92 pangyayari sa akda, gamit ang na akdang binasa
aralan Natitiyak ang nobela napiling graphic
pagkamakato- organizer
tohanan ng akda
sa pamamagitan
ng pag-uugnay ng
ilang pangyayari sa
kasalukuyan
F10PN-IVi-j-87 F10PB-IVi-j-93 F10PT-IVi-j-86 F10PD-IVi-j-85 F10PS-IVi-j-89 F10PU-IVi-j-89 F10WG-IVg-h-82

Nasusuri ang Nasusuri ang Nabibigyan ng Nsusuri ang Naisasagawa ang Naisusulat ang Nagagamit ang
napakinggang nobela batay sa kaukulang aestetikong angkop na paglalarawan ng angkop at masining
paglalahad ng pananaw/ pagpapakahulu- katangian ng pagsasatao ng mga mahahalagang na paglalarawan ng
sariling damdamin teoryang: gan ang napanood na tauhan ng nobela pangyayari sa tao, pangyayari at
ng mga tauhan na romantisismo mahahalagang bahagi ng nobela na damdamin
may kaugnayan sa: humanismo pahayag ng awtor/ isinapelikulang isinaalang- alang
mga hilig/interes naturalistiko mga tauhan nobela ang artistikong
kawilihan at iba pa gamit ng may-akda
kagalakan/ sa mga salitang
kasiglahan F10PB-IVi-j-94 panlarawan
pagkainip/ Nabibigyang-
pagkayamot pansin, sa tulong
pagkatakot ng mga tiyak na
pagkapoot bahagi ang ilang
pagkaaliw/ katangiang klasiko
pagkalibang sa akda
- at iba pa
F10PB-IVi-j-95
Nagagamit ang
malalim at
mapanuring pag-
unawa sa akda
upang
mapahalagahan at
kalugdan ito nang
(PD) (PS) (PU)
lubos
F10PB-IVi-j-96
Naipakikita ang
pakikiisa at
pakikisangkot ng
mga tauhan sa
mga kaganapan o
pangyayari sa akda
sa pamamagitan
ng pagiging:
sensitibo
pagkamaha-bagin
F10PS-IVi-j-90 F10PB-IVi-j-83
Pangkatang Nailalarawan
pagsasadula ng angmga tauhan at
nobela na pangyayari sa
isinasaalang-alang tulong ng mga
ang sumusunod: pang-uring umaakit
- paggamit ng sa imahinasyon at
wikang mga pandama
nauunawaan ng
kabataan sa
makabagong
panahon
- pag-uugnay ng
mga isyung
panlipunan
nang panahon
ni Jose Rial na
makatotoha-
nan pa rin sa
kasalukuyan
paggamit ng
iba’t ibang
makabagong
paraan ng
pagsasadula
GLOSSARY
Communicative Activity Based Language Approach o CABLA ay isang paraan ng pagtuturo ng wika sa pamamagitan ng pagbibigay ng mga
CABLA
panuto sa target na wika upang maisagawa ng mga mag-aaral o ng tagapakinig.
Isang pamamaraang ginagamit sa pagsasalaysay muli ng napakinggan o nabasang kuwento sa pamamagitan ng pagsasabi ng mga
Dugtungan
pangyayari nito nang may tamang pagkakasunod-sunod. w
Estratehiya sa Pag-aaral Mga kakayahan upang mapalawak ang kakayahan ng mag-aaral.
Kaalaman sa Aklat at Kakayahan na maunawaan ng ugnayan ng teksto at larawan at ang limbag ay may kahulugan (Strickland & Schickedanz, 2004). Kasama
Limbag din 140itto ang pagkakaunawa ng mga babala, paalala at logo na makikita sa ating kapaligiran (Kassow, 2006).
Pag-unawa na ang bawat tunog ay may katumbas na letra, at ang bawat salita ay binubuo ng pantig, ang bawat pangungusap ay binubuo
Kamalayang Ponolohiya
ng mga salita.
Kasanayan sa paggamit ng wika sa pasalita o pasulat na pakikipagtalastasan na isinasaalang –alang ang mga tuntunin sa grammar, sa
Kasanayan ng Wika
pagbaybay ng mga salita sa Filipino
Online Public Access Catalog o OPAC. Ito ay isang online na sistema ng card catalog o talaan ng mga print at non-print na kagamitan sa
OPAC
loob ng silid-aklatan.
Palabigkasan at Pagkilala Pagkaunawa na ang mga nakalimbag na salita ay binubuo ng mga letra na may kaniya-kaniyang tunog at pinagsasama-sama upang
sa Salita makabuo ng mga salitang may kahulugan
Isang gawaing naug-uugat mula sa pagtatamo ng kasanayan at kung paano ginagamit ang wika hanggang sa ang kasanayang ito ay aktwal
Pagsulat at
na magamit sa paraang pasulat (Rivers, 1975) na isinasaalang alang ang mga pamantayan sa mabisang pagpapahayag ng naiisip at
Pagbaybay/Komposisyon
nadarama.
Isang aktibong proseso sa pagbuo ng kahulugan (Anderson at Pearson, 1984; Spiro 1980) sa pamamagitan ng pag-uugnay ng tagabasa ng
Pag-unawa sa Binasa
bagong impormasyong hango sa binasang teksto sa kaniyang dating kaalaman at karanasan.
Kakayahang matukoy at maunawaan kung ano ang sinasabi ng kausap (Yagang, 1993). Nakapaloob sa kasanayan na ito ang pag-unawa sa
Pag-unawa sa
diin at bigkas, balarila at talasalitaan at pagpapakahulugan sa nais iparating ng tagapagsalita (Howatt at Dakin, 1974, binanggit kay
Napakinggan
Yagang).
Kasanayan upang maangkin ng mga mag-aaral ang kakayahang mabibigay ang kahulugan alinsunod sa gamit nito sa loob at labas ng isang
Pag-unlad ng Talasalitaan
konteskto at magamit nang buong husay sa pakikipagtalastasan. (Channell, 1988)
Isang uri ng tekstong pang-impormasyon na naglalayon na maitala at mailarawan ang mga nakaraang karanasan nang may tamang
Recount pagkakasunod-sunod. Kalimitan na ang kasali ang sumulat ng teksto sa pangyayaring isinasaad.
Kakayahang magamit nang wasto ang wika sa pagsasalita, makabasa ng mga babasahin na angkop sa kaniyang edad at baiting nang may
Tatas
otomasiti.
Tekstong Pang- Kalipunan ng mga babasahing nagbibigay ng tunay at makatotohanang kaalaman tungkol sa kapaligiran (Duke & Bennett-Armistead, 2003).
impormasyon Ilan sa halimbawa nito ay procedural, expository, explanation, discussion at recount.
Wikang Binibigkas Paggamit ng wika sa pasalitang pakikipagtalastasan na bunga ng masusing pakikinig sa tagapagsalita.

CODE BOOK LEGEND
Sample: F4EP-If-h-14
Learning Area and Estratehiya sa Pag-aaral EP

Strand/ Subject or Filipino
Specialization Kaalaman sa Aklat at Limbag AL
First Entry F4
Kamalayang Ponolohiya KP
Grade Level Baitang 4
Komposisyon KM
Domain/Content/ Pagpapahalaga sa Wika at Panitikan PL

Uppercase Letter/s Estratehiya sa Pag-aaral EP
Component/ Topic
Pagsasalita/ Wikang Binibigkas PS
-
Pagsulat at Pagbaybay PU
Roman Numeral
Quarter Unang Markahan I
*Zero if no specific quarter Pagunawa sa Binasa PB
Lowercase Letter/s
*Put a hyphen (-) in between Ika-anim hanggang Pag-unlad/ Paglinang ng Talasalitaan PT
Week f-h
letters to indicate more than a ikawalong linggo
specific week Pakikinig/ Pag-unawa sa Napakinggan PN
- Palabigkasan at Pagkilala sa Salita PP

Nakasusulat ng
balangkas ng binasang Panonood PD
Arabic Number Competency 14
teskto sa anyong
pangungusap o paksa Wika at Gramatika/ Kayarian ng Wika WG

Pasig City
ENGLISH
December 2013
THE FRAMEWORK
K to 12 English Curriculum Guide December 2013 Page 2 of 171

I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed
by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself
(personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world
in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring
order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and
more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L 1) 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) 2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect
on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout
students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral
progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in
language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new
concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections,
anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners
achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other
people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-
standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional
and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on
and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school
and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed
as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the
members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems
later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them ove r the cell phones, emails
and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention
span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus
for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills
in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage
in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
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 socio-
cultural 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
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.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium
of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English
language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and
ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural
diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which
allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through language
and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing
and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural
process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around
learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written
language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor
potentials and become independent learners who are good consumers and constructors of meaning.

COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described
as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety
of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience.
They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a
way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to
know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of
contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat

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

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

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

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

literature
Study strategies
Viewing

Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social, academic,
and physical context.

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

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

KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.

GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
Grade Level Standards
other social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1OL-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details  EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs  EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character  EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4
1-5 c. events  EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology  EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings  EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
and 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 EN10L-IIIb-c 1.3.3
6-10 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
solution experiences
10. Retell a story listened to

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

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

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

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2OL-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2OL-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categori environmental  EN2G-Ia- are related to dialogues, Engage in a
family including books, ze sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
1-5
EN2OL-Ih-j- b. settings Discriminate  EN2G-Id-e-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the  left to right (declarative, spoken at home
etc.) character  top to interrogative and in school
feelings and bottom )
traits  return EN2VD-Id-e-1
d. Identify sweep Identify the
cause and/or English
equivalent of

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

WEEK LC PA BPK AK V
OL G A SS
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2OL-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2G-If-j-7.4 EN2OL-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h- EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish 4 Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from non- English relating not present in animals, fruits, colors, shapes, retelling and
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and
query and directions with Supply words orientation pictures, realia English
clarification) picture cues that rhyme with and other ICT-
6-10 given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement EN2G-Ih-2.4 English words
knowledge based Supply rhyming skills (transfer Recognize nouns from other
on new words in skills) in simple languages
knowledge response to  left to right sentences spoken at home
formed spoken words  top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2  return Recognize the EN2V-Ii-j-1
Relate sweep 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 G A SS
EN1OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN1V-IIa-3 EN2G-IIa-e- EN2OL-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
 EN1OL- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
IIa-b-1.3.3 characters, and Recognize the Identify the words in reporting,
Talk about events) common terms in name and sound retelling, EN1V-IIb-c- summarizing,
one’s English relating of each conversation, 12.1 retelling and
activities/res EN2OL-IIa-j- to part of book consonant etc. Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title meaning of
at home and Listen to a page, etc.) book EN2AK-IIa-e-3 words using
in school variety of media orientation Give the clues (Total
and including books, beginning letter Physical
community audiotapes EN2BPK-IId-e- of the name of Response
 EN1OL- videos and other 5 each picture through realia,
IIc-d-1.3.4 age-appropriate Recognize pictures, body
1-5
Talk about publications and proper eye movements,
topics of a. Note movement skills context clues
interest important (transfer skills) etc.)
(likes and details  left to right EN1V-IId-e-6
dislikes) pertaining to  top to Derive meaning
a. character bottom from repetitive
b. settings  return language
c. events sweep structures
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause and/or

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

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

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

Language
n
a. Note EN2WC- and tell EN2AK- question EN2V-
importan IIIc-1.10 what they IIIa-c-1.2 mark) IIIc-d-
t details b. Completi do Name the 13.2
pertainin ng a pictures Recognize
g to Lost and that begin that some
a. Found its name words have
characte Poster with a opposite
r EN2WC- particular meaning
b. settings IIIc-1.11 consonant (antonyms)
c. events c. Filling in
b. Give the blanks EN2AK-
correct in a IIIa-c-4
sequenc letter Give the
e of EN2WC- beginning
three IIIc-1.12 consonant
events d. Drawing sound of
c. Infer the and the name
characte writing of each
r some picture
feelings words
and on a
traits birthday
d. Identify card
cause EN2WC-
and/or IIIc-1.13
effect of e. Writing
events some
e. Identify words
the about a
speaker characte
in the r
EN2OL- story or EN2RC- EN2PA- EN2PW- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 poem IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and f. Predict 2.10 Produce Read 2.11 Spell words Nouns Give the
respond to possible Note the sounds words with Read aloud with short Give meaning of
texts to ending details in of English short e phrases, e sound in naming short e
clarify of a sentences letters sound in sentences CVC words for words
4-6 meanings story and stories using the CVC and stories pattern persons,
heard while read (controlled letter pattern consisting places,
drawing on g. Relate words, sounds of (e.g. pen, of short e EN2S- things
personal story short e, a.. Mother men, . . .) words with IIId-j-4
experience events .) that they Tongue as appropriate Spell words EN2G-
s to one’s read reference EN2PW- speed, with short IIId-2.4
IIId-f-9 accuracy e and a Use

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

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

4th Quarter (Beginning Reading and Writing)
Language
Compre Compre Compo logical Print
hension hension sition Awareness Knowledge ment
n
EN2LC- EN2LC- (Note: The EN2WC- EN2OL- EN2BPK- EN2PW- EN2F- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 IVa-d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronouns Give the Participate/ Arrange
texts understand read in e the common a words in phrases, with short meaning of engage in words
identifying ing of should be generating concept of terms in CVC sentences e and a  EN2G- short a a read- alphabetica
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words along of lly by the
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 texts (e.g. 1st letter
key themes and on the prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to PWR activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make lesson.)  EN2WC- in English cover, title EN2PW- some sight pronoun Give the text)
predictions IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- s(e.g. I, meaning of
2 N2RC- brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
IVa-2.2 ming words entation pictures speed, Spell words she, it, words with
State  EN2WC- with short accuracy with short we, short e and
details of IVb-1.2 a words and proper e, a and i they) in a sounds
text during webbing expression sound in dialogue
and after  EN2WC- CVC s
reading) IVc-1.3 pattern
EN2OL- EN2LC- EN2RC- drawing EN1PA- (see PWR) EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 IVc-d-6.2; IVc-d- IVc-d-3
Participate Use an Give the Produce EN2S- 4.2.3 Interpret
in choral understand sequence speech IVa-e-3.1 Use simple
3 speaking ing of of three sounds Spell 2- demonstrat maps of
and echo incidents, events in (sounds syllable ive unfamiliar
reading of characters stories and letter words with pronouns places,
short and read names) short e, a (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PW- and i sound these/ symbols
rhymes validate IVd-2.8 IVd-g-1.6 IVd-13 in CVC those)
and stories predictions Infer/ Express Differentiat pattern
with predict idea e and read (see PWR)
4 repeated outcomes through correctly
patterns illustrations the short e
and or and a
refrains in storyboard words
English (pan- pen,
EN2OL- EN2LC- EN2RC- EN2PA- man-men,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 tan-iten
5 Listen and Use Use clues Produce etc.)
respond to personal to make the sounds

Language
n
texts to experience and justify of English EN2PW-
clarify s to make predictions letters IVd-14
meanings predictions before, using the Write the
heard while about text during and letter names of
drawing on viewed and after sounds of pictures
personal listened to reading Mother with the
experience (titles, Tongue as short a, e
s pictures,) reference words.
EN2PW-
IVd-e-
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
EN2OL- EN2PW- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create and syllable phrases,
participate words sentences
in oral consisting and stories
dramatic of short e consisting
activities and a of short e,
6 (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression

Language
n
EN2LC- EN2PW- EN2F- EN2G- EN2V-
IVg-3.15 IVg-h-16 IVg-j-4.2 IVg-h-7 IVg-21
Recognize Read short Read Prepositio Give the
the i words in phrases, ns meaning of
difference CVC sentences EN2G- short i
between pattern and stories IVg-i-7.3 words
“made-up” (pin, big, consisting Use the
and “real” fit . . .) of 2- most
in) texts syllable frequently
7 listened to EN2PW- short e, a, occurring
IVg-h-2.8 and i words preposition
Match and some (e.g. on,
pictures sight words over,
with short i with under, to,
words appropriate from,
speed, above,
EN2PW- accuracy etc.)
IVh-17.2 and proper
Differentiat expression
EN2OL- EN2LC- e and read EN2V- EN2SS-
IVh-j-1.6 IVh-3.1 correctly IVh-j-22 IVh-1.2
Dramatize Identify the short e, Give the Interpret
familiar important a and i meaning of pictographs
8 stories, details in words 2-syllable
rhymes expository (pan- pen- words with
and poems text pin, bag- short e , a
listened beg-big) and i
EN2LC- EN2PW- sounds
IVi-j-2.6 IVi-14.1 EN2G-
Retell Write the IIIi-j-5 ;
and/or names of Adjective
reenact pictures s
events with the
from a short a, e EN2G-
story and i IIIi-j-5.1
9 words. Describe
EN2OL- people,
IIa-j-1.1 EN2PW- objects,
Listen to a IVi- things and
variety of 10.1.1- places
media Read using
including phrases, simple
books, short adjectives
audiotapes sentences (color,

Language
n
videos and and short shape,
other age- stories size,
appropriate consisting height,
publication of short e, weight,
s and a and i length,
a. Note words and distance,
importa the Who, etc.)
nt What and
details Where
pertaini questions
ng to about them
a. EN2PW-
charact IVj-15.2
er Read 2-
b. syllable
settings words
c. consisting
events of short a,
b. Give e and i
the words
correct (pigpen,
sequen magnet . .
ce of .)
three
events EN2PW-
c. Infer IVj-2.8
the Match the
10 charact 2-syllable
er words with
feelings the correct
and pictures
traits
d. Identify EN2PW-
cause IVj-18
and/or Write
effect correctly
of the 2-
events syllable
e. Identify words that
the name the
speaker pictures
in the
story or
poem

Language
n
f. Predict EN2PW-
possibl IVj-
e 10.1.2-
ending Read
of a phrases,
story sentences
read and short
g. Relate stories
story consisting
events of two
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

GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
structure in oral and written communication, and reads with comprehension
WEE PWR
OL LC RC WC Phonics and F G V A SS
K Listening Reading Writing/ Word Vocabulary
Oral Language
Compre hension Comprehension Composition Recognition and
Fluency Grammar Develop ment
Attitude Study Strategy
Spelling
EN3FL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text EN3PW-Ia-b- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b- EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will 7 3.5.1 Sentences 01 Participate/eng Arrange words
conversations knowledge read should be Review Read grade 3 Give the age in a read- with a different
controlled
1 with peers in a based on the
depending on the
reading and level texts EN3G-Ia-1.1 meaning of along of texts first letter in
variety of stories to be PWR lesson.) writing short consisting of 2- Distinguish words used in (e.g. poetry, alphabetical
school settings read e, a and i syllable words sentences from stories repetitive text) order
Read simple words in CVC with short non-sentences listened to
EN3FL-Ib-3.6 Listen to a sentences and pattern vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories with at least Sentences Monitor and
in a literary and and EN3PW-Ib-d- 95-100% EN1V-Ib-23 self-correct
conversational expository EN3RC-I0- 19 accuracy EN3G-Ib-1.4 Show one’s
manner texts 2.2 Read words Construct understanding comprehension
EN3LC-Ia-j- a. note details with short o EN3F-Ia-j- simple of meaning of by scanning
EN3OL-Ib- 2.1 regarding sounds in CVC 1.10.1 sentences short o words and skimming
1.19 a. note character, pattern and Read aloud through
Express one’s important setting and phrases and from familiar EN3G-Ib- drawing, EN3SS-Ia-e-
2 ideas by details plot sentences prose and 1.4.1 actions, and 1.1
presenting a EN3LC-Ia-j- EN3RC-I0- containing poetry Use a using them in Follow
skit 2.7 2.10 these words Consisting of declarative sentences instructions
b. sequence b. sequence 3 Long vowel sentence given orally
BEAM ENG3 DLP 55 at least 3 events EN3PW-Ib-d- words with
Writing Utterances
In A Given Situation
events (Note: different 19.1 fluency, EN3G-Ib-
Comic Strip using comprehension Recognize appropriate 1.4.1.1
Presented signal skills may recur more common rhythm, pacing Differentiate a
words in different sight words in and intonation declarative
quarters) order to read from an

WEE PWR
Oral Language
Spelling
EN3LC-Ia-j- simple phrases interrogative
2.6 and sentences sentence
c. retell some
parts of the EN3G-Ib-1.6
story Use proper
EN3LC-Ia-j- punctuation for
3.15 declarative and
d. differentiat interrogative
e real from sentences
make-
believe EN3G-Ib-
EN3LC-Ia-j- 1.4.7
2.8 Construct
e. infer declarative and
feelings interrogative
and traits sentences
of
characters EN3G-Ib-
EN3LC-Ia-j- 1.4.8
2.16 Identify an
f. identify exclamatory
cause and sentence
EN3OL-Ic-1.3 effect EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant EN3LC-Ia-j- 2.1 Identify an Show
information 2.17 Describe imperative understanding
g. draw literary sentence of meaning of
conclusions elements of short u words
texts including EN3G-Ic-1.3 through
Listen to characters Use different drawing,
poems and setting and plot kinds of actions, and
3 EN3LC-Ic- sentences (e.g. using them in
2.18 declarative, sentences
a. identify the interrogative,
rhyming exclamatory,
words imperative)
EN3LC-Ic-
3.11 BEAM ENG3 DLP 39
Recodnizing ,
give a simple
Telling and Asking
paraphrase Sentences

WEE PWR
Oral Language
Spelling
BEAM ENG3 DLP 41

Recognizing
Imperative and
Exclamatory
Sentences
EN3OL-Id- EN3F-Id-e- EN3G-Id-1
1.8 Recount 1.10 Sentences
specific/signific Read aloud
ant events short EN3G-Id-1.6
stories/poems Use
consisting of appropriate
4
short a,e,i and punctuation
o words with marks (e.g.
speed, period, comma,
accuracy and question mark,
proper exclamation
intonation point)
EN3OL-Ie- EN3PW-Ie-3 EN3G-Ie-2 EN2V-Ie-14
1.10 Read words EN3F-Ie-j- Nouns Classify
Synthesize and with short u 4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns categories (e.g.
shared by speed and (e.g. people, animals, foods,
others proper animals, toys)
5 phrasing places,, things
sentences and events) in EN2V-Ie-j-
stories with simple 4.1 Show
short u words sentences understanding
and other of meaning of
words BEAM ENG3 DLP 17 2-syllable
Looking for Name
previously Words
words
studied consisting of
EN3RC-If-j- EN3PW-If-g- EN3G-If-2.2
2.8 17.1 Use common short e to u
6 EN3F-Ie-j- words through
Make and Differentiate and proper
4.2.1 drawing,
confirm words with nouns
Read with actions, and
predictions different EN2G-Ig-h-2
accuracy, using them in
about texts medial vowels .3
7 appropriate correctly in
(eg: cap- cop- Use plural form
speed and sentences
of regular
WEE PWR
Oral Language
Spelling
BEAM ENG3 DLP 50 cup; fan-fin, correct nouns by
Giving Appropriate
Ending For A Given
fun) intonation 2- adding /s/ or
Situation syllable words /es/ (e.g., dog,
EN3PW-Ig-h- consisting of dogs; wish,
20.1 short e to u wishes)
Read phrases, words
8 sentences and BEAM ENG3 DLP 19
Using Plural of
short stories Nouns
consisting of
short vowel
words and the
questions
about them
EN3OL-Ii-j- EN3PW-Ii-15 EN3G-Ii-j-2.4
1.10.3 Read 2-syllable Use plural from
Connect words of frequently
information consisting of occurring
9
heard to short e to u irregular nouns
personal sound (basket, (e.g. children,
experience hotdog, sunset, feet, teeth)
etc.)

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

2nd Quarter: Continuation of Beginning Literacy
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PW- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 IIa-b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting syllable EN3G-IIa- ng of read-along the same
directions controlled ideas represented blends (l, r of 2-syllable words with b-3.4 meaning of of texts first letter
BEAM ENG3 with picture depending through by written and s words with consonant Use the be- words with (e.g. poetry, but a
DLP 42 Using
Do/ Does in
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different
Asking lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second
Questions EN3LC- a. EN3WC- arranged in IIa-b-23 at least 95- were) blends letter in
2 IIc-e-1.1 EN3RC- IIa-1.1 a specific followed by 100% correctly in through alphabeti
BEAM ENG3
DLP 48 Activate IIa-b-2.19 brainstor order short vowel accuracy sentences drawing, cally order
Following Two- prior Rereads, ming sounds (e.g. actions,
step Direction knowledge monitors b. EN3WC- black, frog, EN3F-IIa- and using
based on and self- IIb-1.2 step) j-1.10.1 them in
new correct webbing Read aloud sentences
knowledge one’s c. EN3WC- EN3PWR- from EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3LC-IIc-
formed comprehens IIc-1.3 IIc-24 familiar d-3.4 6 2 3.6
ion drawing Read prose and Identify and Derive Revisit Follow one-
EN3LC- phrases, poetry use action meaning favorite to-three
IIa-j-2 EN3RC- EN3WC- sentences Consisting words in from books, step
Activate IIc-e-2.2 IId-h-3 and short of simple repetitive songs, directions
prior Note details Write at stories Long vowel sentences language rhymes
knowledge in a given least three consisting of words with structures EN3RC-
based on text sentences words with fluency, review IIc-d-2.15
the stories from various initial appropriate Use graphic
3 to be read EN3RC- familiar rhythm,
consonant organizers
IIa-b-2.8 sources blends pacing and to show
Listen to a Make simple intonation EN3G-IId- understandi
variety of predictions Write f-3.2 ng of texts
literary and different EN3F-IIa- Form and
expository Read simple forms of c-4.4 use the past
texts sentences simple Read with tense of
EN3LC- and levelled composition accuracy, frequently
IIa-j-2.1 stories and as a speed and occurring
response to proper regular
WEEK F S G A
Language
Compre Compre
Attitude Strategy
a. note EN3RC- stories/ phrasing verbs (walk
important II0-2.2 poems sentences – walked,
details a. note listened to and stories etc)
EN3LC- details EN3WC- with words
IIa-j-2.7 regarding IIa-j-4 beginning in EN3G-IIe-
b. sequence character a. draw and consonant f-3.2.1.1
at least 3 , setting write blends and Use verbs in
events and plot sentence other words simple
using EN3RC-II0 s about previously present
signal -2.10 one’s studied tense
EN3OL- words b. sequence drawing EN3PWR- EN3F-IId- EN3S-IId- EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events EN3WC- IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
4 1.17.1 IIa-j-2.6 (Note: IIa-j-5 Read words Read with Spell words Show Identify
Give one- c. retell different b. a note of with final accuracy, with ending understandi favorite
to-three some comprehensio advice blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
step parts of EN3WC- -lt, -nd, -nt, proper blends meaning of stories
recur in
directions the story IIa-j-6 IIe-f-4.1 -ft.. ) phrasing words with
different
EN3LC- quarters) c. Thank Identify preceded by sentences final
BEAM ENG3 IIa-j-3.15 you sounds and short e, a, and stories consonant
DLP 57 Givng d. differentia letter count i,o and u consisting of blends
Short
Commands or te real EN3WC- syllables in words (belt, words with through
5 Directions from IIa-j-7 words sand, raft) ending drawing,
make- d. descripti consonant actions,
believe ve blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PW- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and character for a Read Locate
retell s story phrases, information
information EN3LC- EN3WC- sentences using print
IIa-j-2.16 IIa-j-2.2 and short and non-
6 f. identify f. a diary stories print
cause and EN3WC- consisting of sources
effect IIa-j-9 words with
EN3LC- g. a short final
IIa-j-2.17 paragrap consonant
h, etc. blends and
WEEK F S G A
Language
Compre Compre
Attitude Strategy
g. draw other words
conclusio EN3WC- previously
ns IIi-j-2.6 studied and
Use the
EN3LC- appropriate questions
IIf-h- 2.8 punctuation about them
EN3WC- Make simple marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 inferences IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and about Read words Read with Spell words Use verbs in Show
share thoughts with initial accuracy, with simple understandi
experiences, and feelings and final speed and consonant present and ng of
film viewed based from consonant proper digraphs ch past tense meaning of
and story texts digraph ch phrasing and sh words with
read/listene viewed/ sentences BEAM ENG3 consonant
DLP 37 Using
d to as listened to and stories Present Tense
digraphs ch
springboard with words of the verb through
8 for writing EN3LC-IIi- consisting of drawing,
initial and BEAM ENG3 actions,
j-2.7 DLP 49 Using
Sequence a final ch and Simple Past and using
series of sh and Tense of them in
other words Regular Verbs sentences
events
viewed/ previously
listened to studied
EN3A-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi- EN3G-IIi- EN3V-IIi-
j-3 IIi-j-22.1 4.4.2 j-4.3 j-3.2.2 j-5.3
9 Retell Read 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
EN3RC- words with and stories consonant digraphs sh
IIi-j-2.10 consonant with words digraphs through
Sequence a digraph ch consisting of drawing,
10 series of and sh and l ch and sh actions,
events in a other words wordsand and using
literary previously other words them in
selection studied and previously sentences
the studied with
speed,
WEEK F S G A
Language
Compre Compre
Attitude Strategy
BEAM ENG3 questions accuracy
DLP 33-34
Sequencing
about them and proper
Events phrasing
3rd Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3LC- (Note: The EN3WC- EN3PW- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa- EN3A-IIIa- EN3SS-
IIIa-b-2.1 text that they IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 7 7 IIIa-1.3
Recall details will read Participate in Read words Read grade Spell words Use Recognize Identify Get
1 from texts should be generating with long a 3 level texts that were demonstrativ some words favorite information
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns represented authors and from index
listened to depending on prewriting ending in e) words with during word (this,/that, by common stories and table of
the PWR activities long vowel recognition these/those) abbreviations contents
EN3LC- lesson.) EN3WC- sound with at (e.g. Mr. EN3LC- EN3OL-
IIIb-2.19 IIIb-c-3 least 95- Ave., Oct.) IIIb- c-2.9 IIIb-i-1.2
Identify EN3RC-IIIa Write at least 100% Take part in Engage in a
possible 2.7.1 three accuracy EN1V-IIIa- creative variety of
solutions to Identify sentences c-13.1,13.2 responses to ways to share
problems several from various EN3F-IIIa- Give the stories like information
effects based familiar j-3.5.1 synonyms preparing (e.g. role
EN3LC- on a given sources Read grade and logs, journal playing,)
IIIb-4 cause 3 level texts antonyms of and other reporting,
2 Infer print consisting of somewords oral summarizing,
sources EN3RC-IIIa 2-syllable presentations retelling and
2.11 words with EN1V-IIIa- show and tell
EN3LC-IIIc- Make long vowel j-25
d-2.5 inferences sound with at Show
Validate ideas and draw least 95- understandin
made after conslusions 100% g of meaning
listening to a based on accuracy of long vowel
story texts words (a, i, o,
(pictures, title and u)
PWR
WEEK LC RC WC V
Recognition
EN3LC- and content EN3F-IIIa- through
IIIa-j-1.1 words) j-1.10.1 drawing,
Activate prior Read aloud actions, and
knowledge EN3RC-IIIa from familiar using them in
based on 2.13 prose and sentences
new Distinguish poetry
knowledge fact from Consisting of EN3V-IIIb-
formed opinion Long vowel d-13
words with Increase
EN3LC- EN3RC- fluency, vocabulary
IIIa-j-2 IIIa-b-2.13 appropriate through
Activate prior Identify rhythm, Synonyms
knowledge cause and pacing and (e.g.
based on the effect intonation quick/fast)
EN3OL- stories to be EN3PWR- EN3G-IIIc- and
IIIc-1.16.2 read. IIIc- d-4.2.3 antonyms
Listen and Listen to a 11,12,13 Use personal (e.g.
respond to variety of Read pronouns big/small)
others literary and sentences, (e.g. I, you,
expository stories and he, she, it,
3 texts poems we, they)
EN3LC- consisting of
IIIa-j-2.1 long a words
a. note and
important questions
details about them
EN3OL- EN3LC- EN3WC- EN3PWR- EN3A-IIId-
IIId-1.16.3 IIIa-j-2.7 IIId-e-2.6 IIId-24 h-6
Follow and b. sequence Use Read words Take books
4 at least 3
explain appropriate with long i from home to
processes events punctuation sound (long i school or
using marks ending in e) EN3F-IIIe- vice-versa for
EN3OL- signal EN3RC- EN3PWR- f-1.8 EN3S-IIIe- EN3G-IIIe- independent
IIIe-1.16.4 words IIIe-f-2.11 IIIe-25 Read with f-5 f-4.2.4 EN3V-IIIe- / shared
Express EN3LC- Make Read automaticity Spell some Use f13.6 extra reading
opinions and IIIa-j-2.6 inferences sentences, 100 2nd and irregularly - commonly Homonyms
5 c. retell 3rd grade (e.g.
feelings and draw stories and spelled words used
about other’s some conclusions poems high- (e.g. have, possessive flower/flour)
ideas parts of based from consisting of frequency/sig said, please, pronouns
the story texts long i words ht words because)
PWR
WEEK LC RC WC V
Recognition
EN3LC- and
IIIa-j-3.15 BEAM ENG3 DLP questions
66 Give an
d. differenti Appropriate
about them
ate real Ending to a Given
from Situation
EN3OL-IIIf- make- EN3PWR- EN3G-IIIf- EN3A-IIIf-
1.16.5 believe IIIf-26 g-5 g-1
Engage in EN3LC- Read words Adjectives Express
6
discussions IIIa-j-2.8 with long o feelings,
about specific e. infer sound (long a EN3G-IIIf- opinions
topics feelings ending in e) g-5.3.1 through
EN1LC- and traits EN3RC- EN3PWR- EN3F-IIIg- EN3S-IIIg- Use journals, logs
IIIg-h-3.2 of IIIg-j-2.5 IIIg-26.1 j-1.11 j-2.5 descriptive EN3V-IIIg- etc.
Ask and characters Use different Read Observe the Use adjectives h-13.7
respond to EN3LC- sources of sentences, use of capitalization Homographs
questions IIIa-j-2.16 information in stories and punctuations rules in word BEAM ENG3 DLP (e.g., read-
64 Identifying
7 about f. identify reading poems including and sentence Adjectives
read)
informational cause consisting of commas, level (e.g.
texts listened and Read simple long o words periods and proper and
to effect sentences And question common
(environment EN3LC- and levelled questions marks to nouns,
, health, IIIa-j-2.17 stories and about them guide reading beginning
how-to’s, g. draw EN3RC- EN3WC- EN3PWR- for fluency words in
etc.) conclusions III0-2.2 IIIh-2.4 IIIh-26.2 sentences)
a. note Complete Read words
EN3LC- details patterned with long u
8 IIIe-f-2.4 regarding poems using sound (long a
Propose character, appropriate ending in e)
several setting rhyming
predictions and plot words
EN3OL-IIIi- about EN3RC-III0 EN3PWR-
j-1.9 texts/stories -2.10 IIIi-26.3 EN3V-IIIi-j-
Compare and listened to b. sequence Read words 13.7
contrast 3 events with long a, i, Hyponyms-
information EN3LC- (Note: o, and u and type of (e.g.
9 IIIg-h-3.15 different guava - type
heard phrases,
Determine comprehension of fruit)
sentences
skills may recur
whether a and stories
in different
story is quarters) containing
these words.

PWR
WEEK LC RC WC V
Recognition
realistic or EN3PWR-
fantasy IIIj-27
Read
BEAM ENG3 DLP
69 Distinguishing
sentences,
Real and Fantasy stories and
poems
EN3LC-IIIi- consisting of
j-3.7 long u words
Identify and and
use the questions
elements of about them
an
10 informational EN3PWR-
/factual text IIIj-15
heard Read 2-
syllable
words
(fireman)
with long
vowel sound
BEAM ENG3 DLP
5 Identifying
Words with Initial
Consonant Blends

4th Quarter: Developing Reading and Writing
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PW- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3AT- IVa EN3SS- IVa
1 e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 –c-7 -1.3
Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl
information in use the simple story with vowel 3level texts that were correct favorite e written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational depending on (bay) vowel recognition (pail,pale) EN3SS-
2 show and /factual text the PWR digraphs and IVa-b -1.2.3
tell, radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 simple maps
broadcast/ EN3LC- IVb 95-100% Use clues of places
reporting/ -3.7.1 EN3RC-IVa- accuracy from the
poster Informational b-2.13 EN3PWR- context to EN3SS- IVc-
presenta Reports Identify IVc-2 EN3F-IVc- figure out d-1.2.7
tions) (School cause and Match words, d-1.4 what words Interpret a
events, effect phrases and Read aloud mean pictograph
EN3OL-IVa- sports, sentences from familiar
j-5 projects) EN3RC- IVa containing prose and EN3V-IVa-j-
Engage in a –b-2.14 these words poetry with 12.3
variety of EN3LC-IVc- Show with pictures fluency, Determine
ways to share 3.7.2 understandin appropriate what words
3 information Three-step rhythm, mean based
g of a story EN3PWR-
(e.g. role directions by present IVc-28 pacing and on how they
playing,) EN3LC- IVd ing them in Read stories intonation are used in a
reporting, -3.7.3 through containing sentence
summarizing, Conversation dramatization these words EN3F-IVa-j-
retelling and s , role playing and other 3.5.1
show and tell etc. words Read grade
(depending EN3LC-IVa- previously 3 level texts
on th e j-1.1 Read simple learned consisting of
selection Activate prior sentences EN3PWR- 2-syllable EN2S-IVd-f- EN3AT-IVd-
presented) knowledge and levelled IVd-e-22 words with 5 f- 2.9
4 based on stories and and 29 long vowel Spell some Take part in
new EN3RC-I0- Read words sound with at irregularly - creative
2.2 with vowel least 95- spelled words responses to

PWR
WEEK LC RC WC V
Recognition
EN3OL-IVa- knowledge a. note digraphs ea 100% (e.g. have, stories like EN3SS-
j-3.2 formed details and ee and accuracy said, please, preparing IVe-f -1.2.2
Ask and EN3LC-IVa- regarding phrases, because) logs, journal Interpret
5 respond to j-2 character, sentences EN3F-IVa-j- and other
simple
questions Activate prior setting and stories 1.10.1 oral
about knowledge and plot containing Read aloud presentations tables
informational based on the EN3RC-I0 - these words. from familiar
texts listened stories to be 2.10 EN2WC-IVf- EN3PW-IVf- prose and EN1V-IVf-g-
to read. b. sequence j-2.3 g-8 poetry 13.6
6 (environment Listen to a 3 events Make a card Read words Consisting of Use
, health, variety of (Note: for various with vowel Long vowel homonyms
how-to’s, etc) literary and different occasions digraphs words with correctly
expository comprehension (birthday, oo(food), oa fluency, (meat- meet,
skills may recur EN3S-IVg-i- EN3G-IVg-7 EN3AT-IVg- EN3SS-
EN3OL-IV texts Christmas, (road) appropriate 2.5 Preposition road, -rode) i-6 IVg-h -1.2.1
in different
a-j-1.9 EN3LC-IVa- quarters) New Year, rhythm, Use s Take books Interpret a
Compare and j-2.1 etc) EN3PWR- pacing and capitalization EN3V-IVg-i- from home to bar graphs
contrast a. note EN3RC - IVg-2 intonation rules in word EN3G-IVg- 9 school or
information important IVc-d-1.2 Match words, and sentence h-7.3 Use known vice-versa for
heard details Interpret phrases and EN2F-IVa-j- level (e.g. Use the most words to independent
EN3LC-IVa- simple maps sentences 1.8 proper and frequently perform / shared
j-2.7 of unfamiliar containing Read with common occurring artistic extra reading
b. sequence places, signs these words automaticity nouns, prepositions( theme-based
at least 3 and symbols with pictures 100 2nd and beginning e.g. towards, activities(e.g.
7 events 3rd grade words in beside,, into, interviews,
using EN3PWR- high- sentences) etc.) telephone
signal EN3RC - IVg-28 frequency/ conversation,
words IVe-g-1.2 Read stories sight words role-play,
EN3LC-IVa- Interpret etc.) using
containing
j-2.6 pictographs EN3FL-IVa- common
c. retell these words j-1.11 sight words
some and other Use
parts of words punctuations
the story previously including
EN3LC-IVa- learned commas,
j-3.15 periods and
d. differentia EN2PW- question EN1V-Ih-i-
te real IVh-i-6 marks to EN3G-IVh- 26
from Read words guide reading 5.6 Show
8
make- with vowel for fluency Give the understandin
believe diphthongs synonyms g of the

PWR
WEEK LC RC WC V
Recognition
EN3LC-IVa- EN3RC - Oy (boy), oi EN3F-IVi-j- and meaning of
j-2.8 IVh-j-1.2 (boil), ou 5 antonyms of words with
e. infer Interpret (out) Read poems common vowel
feelings simple graphs Ow (bow) with fluency, adjectives diphthongs
and traits and tables appropriate by using
of EN3PWR- rhythm,pacin EN3G-IVi-j- them in
characters IVi-2 g and 5.2 correct
EN3LC-IVa- Match these intonation Use the sentences in
j-2.16 words with degrees of correct
f. identify the adjectives in sentences
cause and appropriate making
effect pictures comparisons
EN3LC-IVa- (positive,
j-2.17 comparative,
g. draw EN3PWR- superlative)
conclusions IVi-21
Read EN3G-IVi-6
9 EN3LC- phrases, Adverbs
IVe-f-3.7. sentences
Personal EN3G-IVi-j-
and short
Recounts 6.1
(anecdotes, stories
Recognize
past consisting of adverbs of
experiences) these words manner
and other
EN3LC-IVg- words
h-3.7.5
previously
Explanation
studied
(life cycles,
water cycle)
EN3PWR- EN1V-IVj-
EN3LC-IVi- IVj-22 27
j-3.5 Recognize Read word
Restate facts and read with affixes
from some
10 informational irregularly
texts (climate spelled words
change, (e.g. such as
children’s enough,
through,
beautiful)
PWR
WEEK LC RC WC V
Recognition
rights, traffic
safety, etc.)
GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets
relevant information from various text types.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy
Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia-2.2 EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 1 2.1.1 Read aloud Compose clear 2.2.1 Observe
Identify the Speak clearly Use context Analyze a grade level and coherent Write 2-3 politeness at all
elements of a using clues narrative in texts with sentences connected times
fable appropriate (synonym) to terms of its accuracy rate using sentences
rate and voice find the setting of 95-100 appropriate
projection meaning of percent grammatical
unfamiliar structures:
1 EN4OL-Ia- words - Kinds of
1.14.2 nouns
Speak clearly BEAM ENG4 DLP
Module 2
using Using Synonyms
appropriate
pitch
EN4OL-Ia-
1.14.3

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
Speak clearly
with
appropriate
stress
EN4LC-Ib- EN4OL-Ib- EN4V-Ib-13. EN4RC-Ib- EN4F-Ib-4 EN4G-Ib-2.2 EN4WC-Ib- EN4A-Ib-16
2.2.2 1.14.1 1 2.1.2 Read with Compose clear 1.8.1 Observe
Identify the Speak clearly Use context Analyze a automaticity and coherent Revise writing politeness at all
elements of a using clues narrative in grade level sentences for clarity: times
myth appropriate (synonym) to terms of its frequently using -capitalization
rate and voice find the characters occurring appropriate -appropriate
projection meaning of content area grammatical punctuation
unfamiliar words structures: marks
EN4OL-Ib- words -kinds of nouns
1.14.2
2 Speak clearly
using
appropriate
pitch
EN4OL-Ib-
1.14.3
Speak clearly
with
appropriate
stress
EN4LC-Ic- EN4OL-Ic- EN4V-Ic-13.2 EN4RC-Ic- EN4F-Ic-4 EN4G-Ic- EN4WC-Ic- EN4A-Ic-16

2.2.3 1.14.4 Use context 2.1.3 Read with 2.3.1 1.8.2 Observe
Identify the Speak clearly clues Analyze a automaticity Compose clear Revise writing politeness at all
elements of a with (antonym) to narrative in grade level and coherent for clarity times
legend appropriate find the terms of its frequently sentences -spelling
intonation meaning of theme occurring using
unfamiliar content area appropriate
EN4OL-Ic- words words grammatical
1.14.5 structures:
3 BEAM ENG4 DLP
Speak clearly
Module 2
with Using Antonyms
-pluralization of
appropriate regular nouns
juncture
EN4OL-Ic-
1.14.6
Speak clearly
with
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
appropriate
tone
EN4OL-Ic-
1.14.7
Speak clearly
with correct
pronunciation
EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id- EN4F-Id-4 EN4G-Id- EN4WC-Id- EN4A-Id-16

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

Sequence a 1.13.1 Use context 2.1.5 Read with Compose clear 2.2.2 3.1.1 Observe
series of events Give oral clues Analyze a 3-4- automaticity and coherent Write a 3-4- Tell the uses of politeness at all
5 from stories directions (definition) to line poem in grade level sentences line poem in colors, lines times
listened to find the terms of its frequently using terms of its
meaning of elements occurring appropriate elements

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
unfamiliar (rhymes, sound content area grammatical and shapes in
words devices) words structures: still images
-noun phrases
EN4LC-If-2.8 EN4OL-If- EN4VD-If- EN4RC-If- EN4F-If-4 EN4G-If-2.5 EN4WC-If- EN4VC-If- EN4A-If-16
1.13.2 13.9 2.1.5 Read with Compose clear 1.8.2 3.1.1 Observe
Infer author’s Respond to Use context Analyze a 3-4- automaticity and coherent Revise writing Tell the uses of politeness at all
purpose questions clues line poem in grade level sentences for clarity colors, lines times
involving (definition) to terms of its frequently using -spelling and shapes in
EN4LC-If-2.8 directions find the elements occurring appropriate
moving
6 Share meaning of (rhymes, sound content area grammatical
inferences, unfamiliar devices) words structures: images
thoughts and words
feelings based -noun phrases
on texts
listened to
EN4LC-Ig-2.8 EN4V-Ig-13.9 EN4RC-Ig- EN4F-Ig-1.6 EN4G-Ig- EN4WC-Ig- EN4VC-Ig- EN4A-Ig-16

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

Module 12
Using the Simple
Past Form of the
Verb
EN4LC-Ih-2.8 EN4V-Ih- EN4RC-Ih- EN4F-Ih-1.13 EN4G-Ih- EN4WC-Ih- EN4VC-Ih- EN4A-Ih-16
Share 13.10 2.9.1 Read grade 3.2.2 1.8.1 3.1.1 Observe
inferences, Use context Infer the level text with Compose clear Revise writing Tell the uses of politeness at all
thoughts and clues theme of 98 words and coherent for clarity colors, lines times
8 feelings based (exemplificatio literary text correct per sentences and shapes in
on texts n) to find the minute using
moving images
listened to meaning of appropriate
unfamiliar grammatical
words structures:

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
-past tense of
verbs
EN4LC-Ii-2.8 EN4V-Ii- EN4RC-Ii- EN4F-Ii-1.13 EN4G-Ii- EN4WC-Ii- EN4VC-Ii- EN4A-Ii-16
13.10 2.9.1 Read grade 3.2.1 1.8.1 3.1.1 Observe
Share Use context Infer the level text with Compose clear Revise writing Tell the uses of politeness at all
inferences, clues theme of 98 words and coherent for clarity colors, lines times
thoughts and (exemplificatio literary text correct per sentences and shapes in
feelings based n) to find the minute using
moving
on texts meaning of appropriate
listened to unfamiliar grammatical images
words structures:
9 -present tense
of verbs
BEAM ENG4 DLP

Module 11
Using the Simple
Present Form of the
Verb
EN4LC-Ij-2.8 EN4V-Ij- EN4RC-Ij- EN4F-Ij-1.13 EN4G-Ij- EN4WC-Ij- EN4VC-Ij- EN4A-Ij-5

13.10 2.9.1 Read grade 3.2.1 2.2.2 3.1.1 Observe
Share Use context Infer the level text with Compose clear Write a 3-4- Tell the uses of politeness at all
inferences, clues theme of 98 words and coherent line poem in colors, lines times
thoughts and (exemplificatio literary text correct per sentences terms of its and shapes in
feelings based n) to find the minute using elements
10 moving images
on texts meaning of appropriate
listened to unfamiliar grammatical
words structures:
-present tense
of verbs

SECOND QUARTER
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IIa- EN4V-IIa-8.1 EN4RC-IIa- EN4F-IIa-4 Locate Compose clear EN4WS-IIa- Describe EN4A-IIa-16
3.3.1 Clarify meaning 2.17 Read with information and coherent 2.8.1 different forms Observe
Identify the of words using Raise questions automaticity from reference sentences Recognize the and politeness at
main idea and dictionaries based on text grade level materials using basic parts of a conventions all times
supporting heard frequently EN4SS-IIa- appropriate paragraph used in print,
details from BEAM ENG4 DLP occurring 1.4 grammatical non-print and
Module 2
text heard Using Dictionary
content area - Use structures: digital
words dictionaries EN4G-IIa- materials
and glossaries 2.3.1 EN4VC-IIa-
regular nouns 3.1.1
1 and (colors, lines,
EN4G-IIa-3.9 EN4VC-IIa-
verb 3.1.2
agreement layout,
EN4VC-IIa-
3.1.3
icons and
images,
EN4VC-IIa-
3.1.4
verbal use)
EN4LC-IIb- EN4V-IIb-8.1 EN4RC-IIb- EN4F-IIb-4 Locate Compose clear EN4WS-IIb- Describe EN4A-IIb-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.1.6.1 different forms Observe
Identify the of words using Identify automaticity from reference sentences Use and politeness at
main idea and dictionaries main idea, grade level materials using appropriate conventions all times
supporting key frequently EN4SS-IIb- appropriate graphic used in print,
details from sentences occurring 1.4 grammatical organizers for non-print and
2
text heard and content area - Use structures: pre-writing digital
supporting words dictionaries tasks materials
details of a and glossaries EN4G-IIb- EN4VC-IIb-
given 2.3.1 3.1.1
paragraph regular nouns (colors, lines,
and
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4G-IIb-3.9 EN4VC-IIb-
verb 3.1.2
agreement layout,
EN4VC-IIb-
3.1.3
icons and
images,
EN4VC-IIb-
3.1.4
verbal use
EN4LC-IIc- EN4V-IIc-8.2 EN4RC-IIc- EN4F-IIc-4 Locate Compose clear EN4WS-IIc- Describe EN4A-IIc-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.3 different forms Observe
Identify the of words using Identify automaticity from reference sentences Organize and politeness at
main idea and thesaurus main idea, grade level materials using ideas to form conventions all times
supporting key frequently EN4SS-IIc- appropriate coherent used in print,
details from sentences occurring 1.4 grammatical paragraphs non-print and
text heard and content area - Use structures: digital
supporting words dictionaries EN4G-IIc- materials
details of a and glossaries 1.2.1.2 EN4VC-IIc-
given - compound 3.1.1
3 paragraph subject (colors, lines,
EN4G-IIc-3.9 EN4VC-IIc-
and verb 3.1.2
agreement layout,
EN4VC-IIc-
3.1.3
icons and
images,
EN4VC-IIc-
3.1.4
verbal use
EN4LC-IId- EN4V-IId-8.2 EN4RC-IId- EN4F-IId-4 Locate Compose clear EN4WC-IId- EN4VC-IId- EN4A-IId-16
2.7.1 Clarify meaning 2.15.1 Read with information and coherent 2.8.2 3.7.1 Observe
Use of words using Make an automaticity from reference sentences Write a Tell the uses of politeness at
appropriate thesaurus outline grade level materials using paragraph colors, lines all times
graphic from a frequently EN4SS-IId- appropriate showing and shapes
organizers selection occurring 1.4 grammatical - time-order
4
(to show read content area - Use structures:
sequence of words dictionaries EN4G-IId-
events) and glossaries 1.2.1.2
- compound
subject
EN4G-IId-3.9
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
and verb
agreement
EN4LC-IIe- EN4V-IIe-8.3 EN4RC-IIe- EN4F-IIe-4 Locate Compose clear EN4WC-IIe- EN4VC-IIe- EN4A-IIe-16
3.15 Clarify meaning 3.1.9 Read with information and coherent 2.8.2 3.7.1 Observe
Use of words using Identify text- automaticity from reference sentences Write a Tell the uses of politeness at
appropriate online types grade level materials using paragraph colors, lines all times
graphic resources according to frequently EN4SS-IIe- appropriate showing and shapes
organizers purpose: occurring 1.4 grammatical - time-order
(to describe) -To classify or content area - Use structures:
describe words dictionaries
5
-To recall a and glossaries -pronoun
series of EN4G-IIe-
events 4.4.1
-To explain (number/
EN4G-IIe-
4.4.2
gender)
EN4LC-IIf- EN4OL-IIf- EN4V-IIf-8.3 EN4RC-IIf- EN4F-IIf-1.7 Compose clear EN4WC-IIf- EN4VC-IIf- EN4A-IIf-16
3.15 1.15.1 Clarify meaning 2.3 Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using Identify four level texts sentences Write a Tell the uses of politeness at
Identify poems/quotabl online figures of using using paragraph colors, lines all times
rhymes and e lines with resources speech intonation appropriate showing and shapes
sound devices ease and EN4RC-IIf- ,expression grammatical enumeration
in poems confidence 2.3.1 and structures:
Onomatopo EN4F-IIf-1.1 -pronoun-
6
eia punctuation reference
EN4RC-IIf- marks agreement
2.3.2 EN4G-IIf-
Assonance 4.4.1
EN4RC-IIf- (number/
2.3.3 EN4G-IIf-
alliteration) 4.4.2
gender)
EN4LC-IIg- EN4OL-IIg- EN4V-IIg-8.3 Identify EN4F-IIg-1.7 Compose clear EN4WC-IIg- EN4VC-IIg- EN4A-IIg-16
3.15 1.15.1 Clarify meaning figures of Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using speech four level texts sentences Write a Tell the uses of politeness at
Identify poems/quotabl online EN4RC-IIg- using using paragraph colors, lines all times
7 rhymes and e lines with resources 2.3.4 intonation appropriate showing and shapes
sound devices ease and simile ,expression grammatical enumeration
in poems confidence EN4RC-IIg- and structures:
2.3.5 EN4F-IIg-1.7
Metaphor
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
punctuation -pronoun-
EN4RC-IIg- marks reference
2.3.6 agreement
personificat EN4G-IIg-
ion 4.4.3
case,
EN4G-IIg-
4.4.4
kind
EN4OL-IIh- EN4V-IIh-8.3 EN4RC-IIh- EN4F-IIh-1.7 Compose clear EN4WC-IIh- EN4VC-IIh- EN4A-IIh-16
1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences Write a brief Tell the uses of politeness at
poems/quotabl online a news report using using news report colors, lines all times
e lines with resources intonation appropriate and shapes
ease and ,expression grammatical
confidence and structures:
EN4F-IIh-1.7 -pronoun-
8 punctuation reference
marks agreement
EN4G-IIh-
4.4.3
case,
EN4G-IIh-
4.4.4
kind
EN4OL-IIi- EN4V-IIi-8.3 EN4RC-IIi- EN4FL-IIi-1.7 Compose clear EN4WC-IIi- EN4VC-IIi- EN4A-Iii--16

Deliver familiar of words using Analyze lead of four level texts sentences Write a brief politeness at
poems/quotabl online a news report using using news report Tell the uses of all times
e lines with resources intonation appropriate colors, lines
and shapes
EN4F-IIi-1.7 -pronoun-
9
punctuation reference
marks agreement
EN4G-IIi-
4.4.3
case
EN4G-IIi-
4.4.4
kind

LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4OL-IIj- EN4V-IIj-8.3 EN4RC-IIj- EN4F-IIj-1.7 Compose clear EN4WC-IIj- EN4VC-IIj- EN4A-IIj--16
Deliver familiar of words using Analyze lead of four level texts sentences Write a brief Tell the uses of politeness at
poems/quotabl online a news report using using news report colors, lines all times
e lines with resources intonation appropriate and shapes
EN4F-IIj-1.7 -pronoun-
10 punctuation reference
marks agreement
EN4GS-IIj-
4.4.3
Case
EN4GS-IIj-
4.4.4
kind
THIRD QUARTER
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4LC-IIIa- EN4OL-IIIa- EN4V-IIIa- EN4RC-IIIa- EN4F-IIIa- EN4G-IIIa- EN4WC-IIIa- EN4VC-IIIa- EN4A-IIIa--
2.3 1.14 13.1 2.2 1.7 8.3 2.8.2 3.1 16
Distinguish Use verbal Synonym Note significant Read grade- Compose clear Write a Describe Observe
reality from cues in oral details four level texts and coherent paragraph various types politeness at all
fantasy public EN4V-IIIa- using sentences showing of viewing times
1 announcement 13.2 intonation using
s Antonym ,expression appropriate - time-order Materials
Use context and grammatical
clues (synonym punctuation structures:
and antonym) marks
to find the -Coordinate

LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
meaning of conjunctions
unfamiliar
words
EN4LC-IIIb- EN4OL-IIIb- EN4V-IIIa- EN4RC-IIIb- EN4F-IIIb- EN4SS-IIIb- EN4G-IIIb- EN4WC-IIIb- EN4VC-IIIb- EN4A-IIIb--
2.3 1.14 13.11 4.1 1.7 1.5.3 8.4 2.8.2 3.1 16
Distinguish Use verbal Identify shades Identify various Read grade- Use card Compose clear Write a Describe Observe
reality from cues in oral of meaning in text-types four level texts catalog to and coherent paragraph various types politeness at all
fantasy public words according to using locate sentences showing of viewing times
2 announcement structure intonation resources using
s -Enumeration ,expression appropriate - time-order Materials
and grammatical
punctuation structures:
marks -Subordinate
Conjunctions
EN4LC-IIIc- EN4OL-IIIc- Identify EN4RC-IIIc- EN4F-IIIc- EN4SS-IIIc- EN4G-IIIc- EN4WC-IIIc- EN4VC-IIIc- EN4A-IIIc--
2.16 1.14 different 4.2 1.7 1.4 5.5 2.8.2 3.1 16
Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe
Use indirect cues in oral content specific text-types four level texts information and coherent paragraph various types politeness at all
speech to public words according to using from sentences showing of viewing times
clarify the announcement -General structure intonation Dictionaries using
3 speaker’s ideas s EN4V-IIIc- -Time-order ,expression appropriate -time order Materials
20.1 (sequence, and grammatical
denotation recounts, punctuation structures:
EN4V-IIIc- process) marks -order of
20.2 adjectives
Connotation
EN4LC-IIId- EN4OL-IIId- Identify EN4RC-IIId- EN4F-IIId- EN4SS-IIId- EN4G-IIId- EN4WC-IIId- EN4VC-IIId- EN4A-IIId--
2.16 1.14 different 4.3 1.7 1.4 6.5 2.8.3 3.1 16
Use indirect Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe
speech to cues in oral content specific text-types four level texts information and coherent paragraph various types politeness at all
clarify the public words according to using from sentences showing of viewing times
speaker’s ideas announcement (Mathematics) structure intonation dictionaries using
enumeration Materials
4 s EN4V-IIId- ,expression appropriate
20.1 -Cause and and grammatical
denotation effect punctuation structures:
EN4V-IIId- marks -adverbs of
20.2 place and time
Connotation
EN4OL-IIIe- Identify EN4RC-IIIe- EN4F-IIIe- EN4SS-IIIe- EN4G-IIIe- EN4WC-IIIe- EN4VC-IIIe- EN4A-IIIe--

5 1.14 different 4.4 1.7 1.4 7.5 2.8.3 1.6/2.6 16
meanings of
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
Use verbal content specific Identify various Read grade- Locate Compose clear Write a Identify the Observe
cues in oral words text-types four level texts information and coherent paragraph visual elements politeness at all
public (Mathematics) according to using from sentences showing used in a times
announcement EN4V-IIIe- structure intonation Glossaries using print/non-print
enumeration
s 20.1 -Problem and ,expression appropriate materials
denotation solution and grammatical
EN4V-IIIe- punctuation structures:
20.2 marks -simple and
Connotation compound
prepositions
EN4OL-IIIf- Identify EN4RC-IIIf- EN4F-IIIf-1.7 EN4SS-IIIf- EN4G-IIIf- EN4WC-IIIf- EN4VC-IIIf- EN4A-IIIf--
1.14 different 4.5 Read grade- 1.3 7.2 2.8.4 1.6/2.6 16
Use verbal meanings of Identify various four level texts Locate Compose clear Write a one- Identify the Observe
cues in oral content specific text-types using information and coherent paragraph visual elements politeness at all
public words according to intonation from sentences essay on waste used in a times
announcement (Content – structure ,expression Indices using segregation print/non-print
6 s Science) -Comparison and appropriate materials
EN4V-IIIf- and contrast punctuation grammatical
20.1 marks structures:
denotation -prepositional
EN4V-IIIf- phrases
20.2
Connotation
EN4OL-IIIg- Identify EN4RC-IIIg- EN4F-IIIg- EN4SS-IIIg- EN4G-IIIg- EN4WC-IIIg- EN4VC-IIIg- EN4A-IIIg--
1.14 different 2.12 1.7 1.3 1.8.1 2.8.4 1.6/2.6 16
Use verbal meanings of Make Read grade- Locate Use a Write a one- Identify the Observe
cues in oral content specific generalizati four level texts information particular kind paragraph visual elements politeness at all
public words ons using from of sentence essay on waste used in a times
announcement (Science) intonation indices for a specific segregation print/non-print
7
s EN4V-IIIg- ,expression purpose materials
20.1 and -asking
denotation punctuation permission
EN4V-IIIg- marks
20.2
Connotation
EN4OL-IIIh- Identify EN4RC-IIIh- EN4F-IIIh- EN4SS-IIIh- EN4G-IIIh- EN4WC-IIIh- EN4VC-IIIh- EN4A-IIIh--
1.14 different 2.12 1.7 1.2.6 1.8.2 2.8.4 2.4 16
Use verbal meanings of Make Read grade- Interpret Use a Write a one- Make Observe
cues in oral content specific generalizations four level texts pictures particular kind paragraph connections politeness at all
8
public words using of sentence essay on waste between times
announcement (Health) intonation for a specific segregation information
s EN4V-IIIh- ,expression purpose viewed and
20.1 and
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
denotation punctuation - responding to personal
EN4V-IIIh- marks questions experiences
20.2
Connotation
EN4OL-IIIi- Identify EN4RC-IIIi- EN4F-IIIi-1.7 EN4SS-IIIi- EN4G-IIIi- EN4WC-IIIi- EN4VC-IIIi- EN4A-IIIi--
1.14 different 2.15.2 Read grade- 1.2.1 1.8.3 2.8.4 2.4 16
Use verbal meanings of Use four level texts Interpret Use a Write a one- Make Observe
cues in oral content specific appropriate using graphs particular kind paragraph connections politeness at all
public words graphic intonation of sentence essay on waste between times
announcement (Health) organizers for ,expression for a specific segregation information
9
s EN4V-IIIi- texts read and purpose viewed and
20.1 punctuation -making personal
denotation marks requests experiences
EN4V-IIIi-
20.2
Connotation
EN4OL-IIIj- Identify EN4RC-IIIj- EN4F-IIIj-1.7 EN4SS-IIIh- EN4G-IIIg- EN4WC-IIIj- EN4VC-IIIj- EN4A-IIIj--
1.14 different 2.15.2 Read grade- 1.7 1.8.4 2.8.4 2.4 16
Use verbal meanings of Use four level texts Locate Use a Write a one- Make Observe
cues in oral content specific appropriate using information particular kind paragraph connections politeness at all
public words graphic intonation from available of sentence essay on waste between times
announcement (Art) organizers for ,expression online for a specific segregation information
10
s EN4V-IIIj- texts read and resources purpose viewed and
20.1 punctuation -following and personal
denotation marks giving experiences
EN4V-IIIj- directions
20.2
Connotation

FOURTH QUARTER
RC
LC OL V F WC
Reading SS G VC A
Week Listening Oral Vocabulary Oral Reading Writing/
Comprehensio Study Strategy Grammar Viewing Attitude
Comprehension Language Development Fluency Composition
n
EN4LC-IVa- EN4OL-IVa- EN4V-IVa- EN4RC-IVa- EN4F-IVa-1.6 EN4SS-IVa- EN4G-IVa- EN4VC-IVa- EN4A-IVa--
2.10 1.24 13.1/13.2 5.1 Read aloud 1.8 1.8.5 2.6 16
Distinguish fact Express facts Use context Interpret the grade four Take down Use simple and Identify the Observe
from opinion and opinions clues messages of level texts with relevant compound visual elements politeness at all
from (synonym and the different accuracy rate information sentences to used in a times
1
informational antonym) to authentic texts of 95-100 enumerate print/non-print
text find the -Product percent ideas materials
meaning of labels
unfamiliar
words
EN4LC-IVb- EN4OL-IVb- EN4V-IVb-20 EN4RC-IVb- EN4F-IVb- EN4SS-IVb- EN4G-IVb- EN4VC-IVb- EN4A-IVb--5
2.10 1.24 Identify the 5.2 1.6 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts meaning of Interpret the Read aloud Take down Use simple and Identify the politeness at all
from opinion and opinions unfamiliar and messages of grade four relevant compound visual elements times
2
from multiple the different level texts with information sentences to used in a
informational meaning words authentic texts accuracy rate enumerate print/non-print
text -medical of 95-100 ideas materials
prescriptios percent
EN4LC-IVc- EN4OL-IVc- EN4V-IVc- EN4RC-IVc- EN4F-IVc-1.6 EN4SS-IVc- EN4G-IVc- EN4VC-IVc- EN4A-IVc--
2.10 1.24 12.4.1 5.3 Read aloud 1.8 1.8.6 1.4 16
Distinguish fact Express facts Identify the Interpret the grade four Take down Use simple and Make Observe
from opinion and opinions meaning of messages of level texts with relevant compound connections politeness at all
from unfamiliar the different accuracy rate information sentences to between times
informational words authentic texts of 95-100 show information
3 text according to -pamphlets percent sequence of viewed and
structure events/informa personal
(root words) tion experiences
BEAM ENG4 Module

2 Idetifying
Meaning Of
Unfamiliar Words

RC
LC OL V F WC
Reading SS G VC A
n
Through Structural
Analysis
EN4LC-IVd- EN4OL-IVd- EN4V-IVd- EN4RC-IVd- EN4F-IVd- EN4SS-IVd- EN4G-IVd- EN4VC-IVd- EN4A-IVd--
2.10 1.24 12.4.1 5.4 1.6 1.8 1.8.6 1.4 16
Distinguish fact Express facts Identify the Interpret the Read aloud Take down Use simple and Make Observe
from opinion and opinions meaning of messages of grade four relevant compound connections politeness at all
4 from unfamiliar the different level texts with information sentences to between times
informational words authentic texts accuracy rate show information
text according to (illustration of 95-100 sequence of viewed and
structure s, maps, percent events/ personal
-root words symbols) information experiences
EN4LC-IVe- EN4OL-IVe- EN4VD-IVe- EN4RC-IVe- EN4F-IVe- EN4SS-IVe- EN4G-IVe- EN4VC-IVe- EN4A-IVe--
2.10 1.25 11.5 2.22 1.13 1.8 1.8.7 1.7 16
Distinguish fact Use verbal Identify the Evaluate a Read grade Take down Use simple and Explain how Observe
from opinion cues in a radio meaning of variety of level text with relevant compound specific aspects politeness at all
broadcast unfamiliar literary 118 words information sentences to of a text’s times
5 words texts correct per compare and illustrations
according to minute contrast contribute to
structure ideas/objects what is
(inflections) conveyed by
the words in a
text
EN4LC-IVf- EN4OL-IVf- EN4V-IVf- EN4RC-IVf- EN4F-IVf- EN4SS-IVf- EN4G-IVf- EN4VC-IVf- EN4A-IVf--16
2.10 1.24 11.5 2.22 1.13 1.8 1.8.7 1.7 Observe
Distinguish fact Use verbal Identify the Evaluate a Read grade Take down Use simple and Explain how politeness at all
from opinion cues in a radio meaning of variety of level text with relevant compound specific aspects times
broadcast unfamiliar literary 118 words information sentences to of a text’s
6 words texts correct per compare and illustrations
according to minute contrast contribute to
structure ideas/objects what is
(inflections) conveyed by
the words in a
text
EN4LC-IVg- EN4OL-IVg- EN4V-IVg- EN4RC-IVg- EN4F-IVg- EN4SS-IVg- EN4VC-IVg- EN4AT-IVg--
2.10 1.24 12.4.2 3.1.11 1.13 1.8 1.7 16
Distinguish fact Use verbal Identify the Evaluate a Read grade Take down Explain how Observe
from opinion cues in a radio meaning of variety of level text with relevant specific aspects politeness at all
7 broadcast unfamiliar information 118 words information of a text’s times
words al texts correct per illustrations
according to minute contribute to
structure what is
(affixes) conveyed by
RC
LC OL V F WC
Reading SS G VC A
n
the words in a
text
EN4LC-IVh- EN4V-IVh- EN4RC-IVh- EN4F-IVh- EN4SS-IVh- EN4VC-IVh- EN4A-IVh--
2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
Distinguish fact Identify the Evaluate a Read grade Take down Explain how Observe
from opinion meaning of variety of level text with relevant specific aspects politeness at all
unfamiliar information 118 words information of a text’s times
8 according to minute contribute to
structure what is
the words in
an authentic
text
EN4LC-IVi- EN4V-IVi- EN4RC-IVi- EN4F-IVi- EN4SS-IVi- EN4VC-IVi- EN4AT-IVi--

2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
9
structure what is
the words in
an authentic
text
EN4LC-IVj- EN4V-IVj- EN4RC-IVj- EN4F-IVj- EN4SS-IVj- EN4VC-IVj- EN4AT-IVj--
2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
10
structure what is
the words in
an authentic
text

GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 and 13 Self-correct Compose clear 1.1.6.1 Describe Observe
details Use Infer the when reading and coherent Plan a two to different forms politeness at all
appropriate meaning of sentences three- and times
facial unfamiliar using paragraph conventions of
expressions words appropriate film and
composition
(compound) grammatical moving
based on given structures: using an pictures (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterizatio
word parts) n, acting,
and other dialog, setting
strategies or set-up)
1
BEAM English 5
DLP Module 3
Decoding words
with prefixes
BEAM English 5
DLP Module 4
Decoding words
with suffixes
BEAM English 5
DLP Module 8
Using synonyms
BEAM English 5
DLP Module 9
Using antonyms
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib- EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 5.1 Observe
2 Use Infer the Infer the theme grade level and coherent Plan a two to Describe politeness at all
appropriate meaning of of literary text appropriate sentences three- different forms times
body unfamiliar text with an using paragraph and
MISOSA Eng6
LC OL V RC F WC
SS G VC A
Identify the movements/ge words Making accuracy rate appropriate composition conventions of
inferences
elements of stures (compound) of 95 – 100% grammatical using an film and
literary texts based on given structures: outline/other moving
context clues -Aspects of pictures (lights,
graphic
(synonyms, verbs blocking,
antonyms, organizers direction,
word parts) characterizatio
and other n, acting,
strategies dialog, setting
or set-up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 Read aloud Compose clear 2.2.4 Describe Observe
Identify the informal Infer the Summarize grade level and coherent Write two to different forms politeness at all
elements of English when meaning of narrative appropriate sentences three- and times
literary texts appropriate to unfamiliar texts based text with an using paragraph conventions of
task and words accuracy rate appropriate film and
on composition
situation ( affixed) of 95 – 100% grammatical moving EN5A-Ic-17
based on given elements structures: based on the pictures (lights, Show
3 context clues -Theme -Modals prepared blocking, tactfulness
(synonyms, -Setting outline direction, when
antonyms, -Characters characterizatio communica
word parts) (Heroes and n, acting, ting with
and other Villains) dialog, setting others
strategies -Plot or set-up)
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id- EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 3.9 and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the Use formal and Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of informal meaning of narrative automaticity sentences three- types of times
literary texts English when unfamiliar texts based grade level using paragraph viewing
appropriate to words frequently appropriate
on composition materials
task and ( affixed) occurring grammatical EN5A-Id-17
situation based on given elements content area structures: based on the Show
4
context clues -Theme words -Modals prepared tactfulness
(synonyms, -Setting (Art) outline when
antonyms, -Characters communica
word parts) (Heroes and ting with
and other Villains) others
strategies -Plot
(beginning,

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

2.11.1/2.11. Use formal and and 13 Analyze a 1.8.1.2 8.3/8.4 1.8.2 Distinguish Observe
2/2.11.3 informal Infer the 2-stanza Read with Compose clear Revise writing among various politeness at all
Analyze sound English when meaning of poem in automaticity and coherent for clarity types of times
devices appropriate to unfamiliar grade level sentences - correct viewing
terms of its
(onomatopoeia task and words frequently using spelling materials
situation ( blended) elements occurring appropriate EN5A-Ie-17
, alliteration, (rhymes,
5 based on given content area grammatical Show
assonance) context clues sound words structures: tactfulness
(synonyms, devices, (Math) -conjunctions when
antonyms, imagery communica
word parts) and ting with
and other others
figurative
strategies
language)
EN5LC-If- EN5OL-If-3.9 EN5V-If-12 EN5RC-If-2.3 EN5F-If- EN5G-If- EN5WC-If- EN5A-If-16
2.8.1/2.8.2/2 Use formal and and 13 Analyze 1.8.1.3 8.3/8.4 1.8.1 Observe
.8.3 informal Infer the figures of Read with Compose clear Revise writing politeness at all
Infer the English when meaning of speech automaticity and coherent for clarity times
speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words frequently using marks EN5A-If-17
purpose situation ( blended) metaphor, occurring appropriate Show
6 personificat
based on given content area grammatical tactfulness
context clues ion, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with
word parts) text others
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig- EN5V-Ig-12 EN5RC-Ig- EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish 1.8 and 13 2.3 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from Recount events Infer the Analyze Read with Compose clear Revise writing politeness at all
fantasy effectively meaning of figures of automaticity and coherent for clarity times
unfamiliar speech grade level sentences -transition/
7
words frequently using signal words
(simile,
( clipped) occurring appropriate EN5A-Ig-17
based on given metaphor, content area grammatical Show
context clues personificat words structures: tactfulness
(synonyms, ion, (Health) -conjunctions

LC OL V RC F WC
SS G VC A
antonyms, hyperbole) when
word parts) in a given communica-
and other text ting with
strategies others
EN5LC-Ih-2.3 EN5OL-Ih- EN5V-Ih-12 EN5RC-Ih- EN5F-Ih-1.13 EN5G-Ih- EN5A-Ih-16

Distinguish 1.8 and 13 2.3 Read grade 8.3/8.4 Observe
reality from Recount events Infer the Analyze level text with Compose clear politeness at all
fantasy effectively meaning of figures of 118 words and coherent times
unfamiliar speech correct per sentences
words minute using
(simile,
( clipped) appropriate EN5A-Ih-17
8 based on given metaphor, grammatical Show
context clues personificat structures: tactfulness
(synonyms, ion, -conjunctions when
antonyms, hyperbole) communica-
word parts) in a given ting with
and other text others
strategies
EN5OL-Ii-1.8 EN5VD-Ii- EN5F-Ii-1.13 EN5G-Ii- EN5A-Ii-16

Recount events 8.1/8.2/8.3 Read grade 8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
of words using 118 words and coherent times
dictionaries, correct per sentences
thesaurus, minute using EN5A-Ii-17
9
and/or online appropriate Show
resources grammatical tactfulness
structures: when
BEAM English 5 DLP -conjunctions communica-
Module 5
Using dictionary
ting with
others
EN5OL-Ij-1.8 EN5V-Ij- EN5F-Ij-1.13 EN5A-Ij-16
Recount events 8.1/8.2/8.3 Read grade Observe
effectively Clarify meaning level text with politeness at all
of words using 118 words times
dictionaries, correct per
10 thesaurus, minute
and/or online EN5A-Ij-17
resources Show
tactfulness
when
communica-
LC OL V RC F WC
SS G VC A
ting with
others
SECOND QUARTER
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used
sentences appropriate composition to influence EN5A-IIa-17
and grammatical using an viewers Show
supporting structures: outline/other EN5VC-IIa- tactfulness
1 details of a -subject-verb graphic 7.1 when
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2
Point of view
EN5VC-IIa-
7.3
Propagandas
EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC-IIb- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16

3.19 1.26 20.2.1 2.21 1.5.3 Compose clear 2.2.5 Determine Observe
Identify Give precise Identify Identify Use card and coherent Write images/ideas politeness at all
informational information on different main idea, catalog to sentences paragraphs that are times
text-types a given topic meanings of key locate using showing explicitly used
2 content sentences resources appropriate -cause and to influence EN5A-IIb-17
specific words and grammatical effect viewers Show
(denotation supporting MISOSA English 6 structures: EN5VC-IIb- tactfulness
Using the Card
and details of a Catalogue
-subject-verb 7.1 when
connotation) given agreement communica-
(Science) paragraph ting with others

LC OL V RC F SS WC
G VC A
(intervening Stereotypes,
phrases) EN5VC-IIb-
7.2
Point of view
EN5VC-IIb-
7.3
Propagandas
EN5LC-IIc- EN5OL-IIc- EN5V-IIc- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G-IIc- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 20.1.1 3.2.1 1.8.1 1.4 2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish Read with Gather EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity relevant Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level information and coherent showing explicitly used
of information Identify purpose frequently from various sentences -cause and to influence EN5A-IIc-17
presented different -To classify or occurring sources using effect viewers Show
meanings of describe content area -glossaries appropriate EN5VC-IIc- tactfulness
3
content words grammatical 7.1 when
specific words structures: Stereotypes, communica-
(denotation -irregular EN5VC-IIc- ting with others
and nouns and 7.2
connotation) verb Point of view
(Science) agreement EN5VC-IIc-
7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-IId- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 1.4 2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish Read with Gather EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity relevant Compose clear writing for that are times
opinions after Identify according to grade level information and coherent clarity explicitly used
reflection different purpose frequently from various sentences -correct to influence EN5A-IId-17
meanings of -To classify or occurring sources using spelling viewers Show
content describe content area -Dictionaries appropriate EN5VC-IId- tactfulness
4 specific words words grammatical 7.1 when
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others
connotation) nouns and 7.2
(Science) verb Point of view
agreement EN5VC-IId-
7.3
Propagandas

LC OL V RC F SS WC
G VC A
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity relevant sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level information using explicitly used
reflection Identify purpose frequently from various appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring sources grammatical for clarity viewers Show
meanings of series of content area structures: EN5VC-IIe- tactfulness
5
content events/ words -Thesaurus -kinds of -punctuation 7.1 when
specific words information adjectives marks Stereotypes, communica-
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity relevant sentences paragraphs that are times
support 20.2.2 according to grade level information using showing explicitly used
opinion/fact Identify purpose frequently from various appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring sources grammatical and contrast viewers Show
meanings of content area -Online structures: EN5VC-IIf- tactfulness
6
content words references -order of 7.1 when
specific words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe
EN5V-IIg- Make when reading Gather and coherent Write images/ideas politeness at all
20.2.3 generalizati relevant sentences paragraphs that are times
Identify ons information using showing explicitly used
7 different from various appropriate -comparison to influence EN5A-IIg-17
meanings of sources grammatical and contrast viewers Show
content -Online structures: EN5VC-IIg- tactfulness
specific words references -degrees of 7.1 when
(denotation adjectives communica-
ting with others
LC OL V RC F SS WC
G VC A
and Stereotypes,
connotation) EN5VC-IIg-
(Health) 7.2
Point of view
EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
Make a stand 20.1.3 2.15.1 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
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 sources in appropriate spelling to influence EN5A-IIh-17
different proper preparation for grammatical viewers Show
meanings of expression writing, structures: EN5VC-IIh- tactfulness
8
content reporting and -subordinate 7.1 when
specific words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
MISOSA English 6 7.3
Organizing Ideas
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 viewers Show
EN5F-IIi-1.7 EN5WC-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
10
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
LC OL V RC F SS WC
G VC A
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
and proper accurately 7.1 when
expression (school forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others
withdrawal 7.2
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas
THIRD QUARTER
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- topic unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide (compound, -To persuade 1.6 writing, appropriate Show
evidence to affixed) based appropriate reporting and grammatical tactfulness
support on rate and similar structures: when
1 understanding EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
20.4 1.7 in collaboration ting with
given context proper with others others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
LC OL V RC F SS WC
G VC A
other
strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb- EN5G-IIIa- EN5A-IIIb-
2.15 2.7 20.3 3.2.5 2.9 3 7.3.2 16
Provide Remind others Infer the Distinguish Self-correct Organize Compose clear Observe
evidence to to stay on meaning of text-types when reading information and coherent politeness at all
support topic unfamiliar according to from primary sentences times
understanding words features sources in using
(compound, (structural and preparation for appropriate EN5A-IIIb-
affixed) based language) writing, grammatical 17
on -Problem and reporting and structures: Show
EN5V-IIIb- solution similar -Prepositional tactfulness
20.4 academic tasks phrases when
2
given context in collaboration communica-
clues with others ting with
(Synonyms others
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other
strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize 1.8.1 Observe
Provide Link comments Infer the Distinguish Read grade information politeness at all
evidence to to the remarks meaning of text-types level text with from EN5G-IIIa- times
support of others unfamiliar according to accuracy, secondary 1.8.3
understanding words features EN5F-IIIc- sources in Use a EN5A-IIIc-17
(compound, (structural and 1.6 preparation for particular kind Show
affixed) based language) appropriate writing, of sentence tactfulness
3 on -Problem and rate and reporting and for a specific when
EN5V-IIIc- solution EN5F-IIIc- similar purpose and communica-
20.4 1.7 academic tasks audience ting with
given context proper in collaboration -asking others
clues expression with others permission
(Synonyms -making
Antonyms requests
word parts)
and

LC OL V RC F SS WC
G VC A
EN5V-IIIc-
20.5
other
strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId- EN5G-IIId- EN5WC-IIId- EN5A-IIId-
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 4 1.8.1 1.1.6.1 16
8.3 Link comments Infer the Distinguish Self-correct Organize EN5G-IIId- Plan a two to Observe
Infer the to the remarks meaning of text-types when reading information 1.8.2 three- politeness at all
speaker’s tone, of others unfamiliar according to from Use a paragraph times
mood and words features secondary particular kind
composition
purpose (compound, (structural and sources in of sentence EN5A-IIId-
affixed) based language) preparation for for a specific using an 17
on -Problem and writing, purpose and outline/other Show
EN5V-IIId- solution reporting and audience graphic tactfulness
20.4 similar -asking organizers when
4
given context academic tasks permission communica-
clues in collaboration -responding to ting with
(Synonyms with others questions others
Antonyms
word parts)
and
EN5V-IIId-
20.5
other
strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, secondary of sentence feature article
mood and keep the words features EN5F-IIIe- sources in for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 preparation for purpose and Show
going affixed) based language) appropriate writing, audience tactfulness
5
on -Cause and rate and reporting and -following and when
EN5V-IIIe- effect EN5F-IIIe- similar giving communica-
20.4 1.7 academic tasks directions ting with
given context proper in collaboration others
clues expression with others
(Synonyms
Antonyms

LC OL V RC F SS WC
G VC A
word parts)
and
EN5V-IIIe-
20.5
other
strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf- EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 2.9 Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish Self-correct information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types when reading from particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to secondary of sentence for clarity media
mood and keep the words features sources in for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and preparation for purpose and spelling Show
going affixed) based language) writing, audience - appropriate tactfulness
on -Cause and reporting and -giving punctuation when
EN5V-IIIf- effect similar information marks communica-
20.4 academic tasks -transition/ ting with
6
given context in collaboration signal words others
clues with others
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
20.5
other
strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg- EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg- EN5A-IIIg-
3.17 3.2. 7 1.3 4 1.8.9 2.2.7 7 16
Identify point- Distinguish EN5F-IIIg- Organize Use a Write a 3- Determine Observe
of-view text-types 1.7 information particular kind paragraph images/ideas politeness at all
according to Observe from of sentence feature article that are times
features accuracy, secondary for a specific explicitly used
(structural and appropriate sources in purpose and to influence EN5A-IIIg-
7
language) rate and preparation for audience viewers 17
-comparison proper writing, -making EN5VC-IIIg- Show
and contrast expressions in reporting and explanation 7.1 tactfulness
choral, echo similar Stereotypes, when
and shadow academic tasks EN5VC-IIIg- communica-
reading. in collaboration 7.2 ting with
with others others
LC OL V RC F SS WC
G VC A
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh- EN5G-IIIh- EN5WC-IIIh- EN5VC-IIIh- EN5A-IIIh-

3.17 3.2. 7 1.3 4 1.8.10 1.8.2/1.8.1/1 7 16
Identify point- Distinguish EN5F-IIIh- Organize Use a .8.3 Determine Observe
of-view text-types 1.7 information particular kind Revise writing images/ideas politeness at all
according to Observe from of sentence for clarity that are times
features accuracy, secondary for a specific - correct explicitly used
(structural and appropriate sources in purpose and spelling to influence EN5A-IIIh-
language) rate and preparation for audience - appropriate viewers 17
-comparison proper writing, -expressing punctuation EN5VC-IIIh- Show
8
and contrast expressions in reporting and opinions/ marks 7.1 tactfulness
choral, echo similar Emotions -transition/ Stereotypes, when
and shadow academic tasks signal words EN5VC-IIIh- communica-
reading in collaboration 7.2 ting with
with others Point of view others
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G-IIIi- EN5WC-IIIi- EN5A-IIIi-16
3.17 Organize 1.8.10 2.2.7 Observe
Identify point- EN5F-IIIi-1.7 information Use a Write a 3- politeness at all
of-view Observe from particular kind paragraph times
accuracy, secondary of sentence feature article
appropriate sources in for a specific EN5A-IIIi-17
rate and preparation for purpose and Show
proper writing, audience tactfulness
9 expressions in reporting and -expressing when
choral, echo similar opinions/ communica-
and shadow academic tasks Emotions ting with
reading in collaboration others
with others

LC OL V RC F SS WC
G VC A
EN5LC-IIIj- EN5F-IIIj- EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16
3.17 1.3 Organize 1.8.10 Observe
Identify point- information Use a politeness at all
of-view EN5F-IIIj- from particular kind times
1.7 secondary of sentence
Observe sources in for a specific EN5A-IIIj-17
accuracy, preparation for purpose and Show
appropriate writing, audience tactfulness
10 reporting and -expressing when
rate and
proper similar opinions/ communica-
expressions in academic tasks Emotions ting with
choral, echo in collaboration others
and shadow with others
reading
FOURTH QUARTER
in reading to meet various needs .
LC OL V RC F WC
SS G VC A
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences appropriate 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s facial Identify according to text with an show
own words expressions different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with
connotation) others
(Science)

LC OL V RC F WC
SS G VC A
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all
sentences appropriate 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s facial Identify according to text with an show
own words expressions different features accuracy rate cause and EN5A-IVb-17
2 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
and ting with
connotation) others
(Science)
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Restate Use EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences appropriate 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s body Identify according to text with an the sources of show paragraph media
own words movements/ different features accuracy rate information problem- composition EN5A-IVc-17
3 Gestures meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
and recounts, ting with
connotation) process) others
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences appropriate 20.2 text-types level text with credibility of sentences to three- visual and times
heard in one’s body Identify according to 128 words sources of show paragraph multimedia
own words movements/ different features correct per information problem- descriptive elements EN5A-IVd-17
4 Gestures meanings of (structural and minute solution essay on self- contribute to Show
content specific language) relationship of selected topic the meaning of tactfulness
words -Time-order ideas a text when
(denotation (sequence, communica-
and recounts, ting with
connotation) process) others
(Health)
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
5
Restate non-verbal EN5V-IVe- Use Read grade and secondary Revise writing Analyze how politeness at all
sentences 20.2 appropriate level text with for clarity visual and times
LC OL V RC F WC
SS G VC A
heard in one’s cues in a TV Identify graphic 128 words sources of Use complex - correct multimedia
own words broadcast different organizers in correct per information sentences to spelling elements EN5A-IVe-17
meanings of texts read minute show contribute to Show
content specific cause and the meaning of tactfulness
words effect a text when
and ting with
connotation) others
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe
Summarize non-verbal EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
information cues in a TV 20.2 appropriate level text with sources of sentences to three- that are times
from various broadcast Identify ly to 128 words information show paragraph explicitly used
text types different messages correct per cause and descriptive to influence EN5A-IVf-17
meanings of of different minute effect essay on self- viewers Show
content specific authentic selected topic EN5VC- IVf- tactfulness
6
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with
connotation) 7.2 others
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC-IVg- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 2.12 Self-correct 2.3 1.9.2 1.8.1/1.8.3 Determine Observe
Summarize non-verbal EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information cues in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness
7 words ideas signal words 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with
connotation) 7.2 others
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas

LC OL V RC F WC
SS G VC A
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe
Summarize non-verbal EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information cues in a TV 20.2 EN5F-IVh- research sentences to three- connections times
from various broadcast Identify 1.14 projects on a show paragraph between
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show
unfamiliar appropriate relationship of selected topic personal tactfulness
8 words rate, proper ideas experiences when
(denotation expressions communica-
and and correct ting with
connotation) pronunciation others
(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
Summarize non-verbal EN5F-IVi-1.7 Conduct short Make politeness at all
information cues in a TV EN5F-IVi- research connections times
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
appropriate personal tactfulness
rate, proper experiences when
9
expressions communica-
and correct ting with
pronunciation others
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16

3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal EN5F-IVj-1.7 Conduct short Make politeness at all
information cues in a TV EN5F-IVj- research connections times
10
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show
appropriate tactfulness
LC OL V RC F WC
SS G VC A
rate, proper personal when
expressions experiences communica-
and correct ting with
pronunciation others
in dramatic
readings and
presentations
GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer meaning EN6RC-Ia- when reading Compose clear Write a 3- Describe politeness at all
2.3.3 experience of idiomatic 2.3.3 and coherent line 4- different forms times
EN6LC-Ia- appropriate to expressions EN6RC-Ia- sentences stanza and
2.3.2 the occasion using 2.3.2 using poem conventions of MISOSA English 6
Using Courteous
EN6LC-Ia- -context clues EN6RC-Ia- appropriate film and Expressions
2.3.6 2.3.9 grammatical moving
EN6LC-Ia- BEAM English 6 Analyze structures: pictures
DLP Module 12 EN6A-Ia-17
2.3.8 Common Idioms
sound -Pluralization of (lights) Show
1 EN6LC-Ia- devices regular nouns tactfulness
2.3.7 (onomatop when
Analyze sound oeia, BEAM English 6
DLP Module 12 communicating
devices alliteration, Using the Plural with others
(onomatopoeia assonance, Form of Nouns
, alliteration, consonance EN6A-Ia-18
assonance, ) Show openness
personification, to criticism
irony and
hyperbole) in a
text heard
LC OL V RC F SS WC
G VC A
EN6LC-Ib- EN6OL-Ib- EN6V-Ib- EN6RC-Ib- EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 12.4.2.1 6.1 Read aloud 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning EN6RC-Ib- grade level Compose clear Write a 3- Describe politeness at all
devices experience of idiomatic 6.2 appropriate and coherent line 4- different forms times
(personification appropriate to expressions EN6RC-Ib- text with an sentences stanza and
) in a text the occasion using 6.3 accuracy rate using poem conventions of EN6A-Ib-17
heard -affixes EN6RC-Ib- of 95 – 100% appropriate film and Show
6.4 grammatical moving tactfulness
BEAM ENG6 DLP Analyze structures: pictures when
Module 2
Words with Affixes
poem with -Pluralization of (blocking) communicating
2 4 or more irregular with others
stanzas in nouns
terms of its EN6A-Ib-18
elements MISOSA 5 Show openness
Module 5 Using The
(rhymes, Plural Form Of
to criticism
sound Nouns
devices,
imagery
and
figurative
language)
EN6LC-Ic- EN6OL-Ic- EN6V-Ic- EN6RC-Ic-6.5 EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16
2.3.8 1.17 12.4.1.1 EN6RC-Ic-6.6 Read aloud Compose clear 5.1.3 Observe
EN6LC-Ic- Relate an Infer meaning EN6RC-Ic-6.7 grade level and coherent Describe politeness at all
2.3.7 experience of idiomatic Determine appropriate sentences different forms times
Analyze sound appropriate to expressions tone, mood, text with an using and
devices (irony the occasion using and purpose of accuracy rate appropriate conventions of EN6A-Ic-17
and hyperbole) -roots the author of 95 – 100% grammatical film and Show
in a text heard structures: moving tactfulness
MISOSA English 6 -tenses of pictures when
Determining the
Purpose of the
verbs (direction) communicating
3 Author with others
BEAM English 6 EN6A-Ic-18

DLP Module 12
Using the Plural Show openness
Form of Nouns to criticism
BEAM English 6
DLP Module 12
Determining the
Purpose of the
Author

LC OL V RC F SS WC
G VC A
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id- EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 6.8 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- EN6RC-Id- grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 6.9 appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- Analyze text with an using and
2.11.3 the occasion 12.4.2.2 figures of accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning speech of 95 – 100% grammatical film and Show
speaker’s tone, of figurative (simile, structures: moving tactfulness
mood and language using metaphor) -aspects of pictures when
4 MISOSA ENGLISH 6
purpose -context clues verbs (characterizatio communicating
Using Figures of
-affixes and Speech
n) with others
BEAM English 6 roots
DLP
Module 51
-other BEAM ENG6 DLP EN6A-Id-18
strategies Module 2 Show openness
Determining the
Using
Purpose of the Figurative to criticism
Author BEAM English 6 Language
DLP Module 13
Using Figurative
Language
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Compose clear 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read 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
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
5 speaker’s tone, of figurative (hyperbole, content area structures: moving tactfulness
mood and language using irony) words -modals pictures when
purpose -context clues (acting) communicating
-affixes and with others
roots
-other EN6A-Ie-18
strategies Show openness
to criticism
EN6LC-If- EN6RC-If- EN6F-If- EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 1.8.1 4.4.1 5.1.6 Observe
EN6LC-If- Analyze Read with EN6G-If- Describe politeness at all
2.11.2 figures of automaticity 4.4.3 different forms times
EN6LC-If- speech grade level EN6G-If- and
6
2.11.3 (culture- frequently 4.4.2 conventions of EN6A-If-17
Infer the based occurring Compose clear film and Show
speaker’s tone, euphemism content area and coherent moving tactfulness
mood and ) words sentences pictures when
purpose using (dialog)
LC OL V RC F SS WC
G VC A
appropriate communicating
grammatical with others
structures:
-Pronoun-
reference EN6A-If-18
agreement Show openness
(number, case, to criticism
gender)
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16

2.24.1 1.8.1 4.4.1 5.1.7 Observe
EN6RC-Ig- Read with EN6G-Ig- Describe politeness at all
2.24.2 automaticity 4.4.3 different forms times
Evaluate grade level EN6G-Ig- and
narratives frequently 4.4.2 conventions of EN6A-Ig-17
based on occurring Compose clear film and Show
how the content area and coherent moving tactfulness
author words sentences pictures when
developed using (setting ) communicating
7 the appropriate with others
elements: grammatical
-Setting structures: EN6A-Ig-18
-Characters -Pronoun- Show openness
(Heroes and reference to criticism
Villains) agreement
(number, case,
BEAM English 5 gender)
DLP Module 37
Evaluating and
Making
Judgments on
Oral Texts
EN6RC-Ih- EN6F-Ih-1.13 EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16
2.24.3 Read grade Compose clear 5.1.8 Observe
Evaluate level text with and coherent Describe politeness at all
narratives 135 words sentences different forms times
based on correct per using and
8 how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show
developed structures: moving tactfulness
the -Subject-verb pictures (set- when
elements: agreement up) communicating
with others
LC OL V RC F SS WC
G VC A
-Plot
(chronological- EN6A-Ih-18
sequential, en Show openness
medias res, to criticism
flashback)
MISOSA ENG6
Identifying The Plot
Of A Story
EN6RC-Ii- EN6F-Ii-1.13 EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16

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

LC OL V RC F SS WC
G VC A
grammatical Analyze the Show
structures: characters tactfulness
-Subject-verb used in print, when
agreement non-print, and communicating
digital with others
materials (Age
and gender, EN6A-Ij-18
Race and Show openness
nationality, to criticism
Attitude and
behavior)
EN6VC-Ij-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
SECOND QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types appropriate 12.4.1.3 appropriately 1.4 and coherent accurately and audience times
of style of EN6V-IIa- to the Gather relevant sentences efficiently
1 informational/f speaking, 12.4.2.3 messages of information using (biodata, EN6A-IIa-17
actual text adjusting Infer meaning the different from various appropriate application Show
language, of borrowed authentic texts sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
and volume -indices BEAM English 5
DLP Module 12
LC OL V RC F SS WC
G VC A
according to content specific -Order and Filling out Forms communicating
Correctly
audience and terms using degrees of with others
purpose -context clues regular
-affixes and adjectives EN6A-IIa-18
roots Show openness
-other BEAM English 6 DLP to criticism
Module 11
strategies Using Adjectives in
(Math) Series
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all
various types appropriate 12.4.1.3 appropriate Read grade 1.4.1 5.2.1 composition audience times
of style of EN6V-IIb- ly to the level text with Gather relevant Compose clear using an
informational/f speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17
actual text adjusting Infer meaning of the appropriate from various sentences graphic Show
language, of borrowed different rate and sources using organizers tactfulness
gestures, rate, words and authentic proper -Dictionary appropriate when
2
and volume content specific texts expression -Thesaurus grammatical communicating
according to terms using structures: with others
audience and -context clues -Order and
purpose -affixes and degrees of EN6A-IIb-18
roots irregular Show openness
-other adjectives to criticism
strategies
(Science)
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 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 Infer the target politeness at all
various types appropriate 12.4.1.3 details of Read grade 1.4.3 sentences appropriate audience times
of style of EN6V-IIc- informational level text with Gather relevant using graphic
informational/f speaking, 12.4.2.3 texts accuracy, information appropriate organizers for EN6A-IIc-17
actual text adjusting Infer meaning appropriate from various grammatical pre-writing Show
language, of borrowed rate and sources structures: tasks tactfulness
3
gestures, rate, words and proper - -Adverbs of when
and volume content specific expression -Almanac intensity communicating
according to terms using -Encyclopedia with others
audience and -context clues
purpose -affixes and EN6A-IIc-18
roots Show openness
-other to criticism
strategies
LC OL V RC F SS WC
G VC A
(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 4- Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text interest 12.4.2.3 texts accuracy, sources appropriate showing EN6A-IId-17
heard Infer meaning appropriate -Online grammatical Show
of borrowed rate and references structures: -comparison tactfulness
words and proper -Adverbs of and contrast when
content specific expression frequency communicating
4 terms using with others
-context clues BEAM English 5 DLP
Module 38
-affixes and Using Adverbs of
EN6A-IId-18
roots Manner and Show openness
-other Frequency to criticism
strategies
MISOSA 5
(Literary Module 8
terms) Using adverbs of
time, place ,
manner and
frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
information topics of EN6V-IIe- sources in using EN6WC-IIe-
from text interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
heard Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
5 terms using in collaboration manner - appropriate with others
-context clues with others punctuation
-affixes and BEAM English 5 DLP marks EN6A-IIe-18
Module 38
roots Using adverbs of
-transition/ Show openness
-other manner and signal words to criticism
strategies frequency
(ICT terms)
MISOSA 5
Module 8
Using adverbs of
time, place ,
manner and
frequency

LC OL V RC F SS WC
G VC A
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 4- politeness at all
remarks about 12.4.1.3 from secondary sentences paragraph times
topics of EN6V-IIf- sources in using composition
interest 12.4.2.3 preparation for appropriate showing EN6A-IIf-17
Infer meaning writing, grammatical -cause and Show
of borrowed reporting and structures: effect tactfulness
words and similar when
6 content specific academic tasks -Adverbs of communicating
terms using in collaboration place with others
-context clues with others and time
-affixes and EN6A-IIf-18
roots Show openness
-other to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16

Share brief EN6F-IIg-1.3 7.3.1 1.8.2 Observe
impromptu EN6F-IIg-1.7 EN6G-IIg- EN6WC-IIg- politeness at all
remarks about Read grade 7.3.2 1.8.1 times
topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise writing Show
rate and using for clarity tactfulness
proper appropriate - correct when
expression grammatical spelling communicating
structures: - appropriate with others
7 -Prepositions punctuation
and marks EN6A-IIg-18
prepositional -transition/ Show openness
phrases signal words to criticism
MISOSA 5
Module 6
Using prepositions
and prepositional
phrase
BEAM English 5 DLP

Module 40

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

LC OL V RC F SS WC
G VC A
grammatical Show
structures: tactfulness
-Subordinate when
and coordinate communicating
conjunctions with others
EN6A-IIj-18
Show openness
to criticism
THIRD QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIIa- EN6OL-IIIa- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from particular kind composition 6.2 times
support Clarify according to secondary of sentence using an Identify real or
opinions meaning of purpose and sources in for a specific outline/other make-believe, EN6A-IIIa-17
words using language preparation for purpose and graphic fact or non-fact Show
1 dictionaries, features writing, audience organizers images tactfulness
thesaurus -Enumeration reporting and -asking when
similar permission communicating
MISOSA Eng6 academic tasks with others
Using a dictionary
in collaboration
with others EN6A-IIIa-18
Show openness
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb- EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 4 1.8.2 2.2.10 6.1 Observe
2
Detect biases Make a stand Clarify Distinguish EN6F-IIIb- Organize Use a Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on meaning of text-types 1.3 information particular kind paragraph 6.2 times
LC OL V RC F SS WC
G VC A
devices used by informed words using according to EN6F-IIIb- from of sentence editorial Identify real or
speakers opinion online purpose and 1.7 secondary for a specific article make-believe, EN6A-IIIb-17
resources language Read grade sources in purpose and fact or non-fact Show
features level text with preparation for audience images tactfulness
-Time-order accuracy, writing, -responding to when
(sequence, appropriate reporting and questions communicating
recounts, rate and similar with others
process) proper academic tasks
expression in collaboration EN6A-IIIb-18
with others Show openness
to criticism
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a EN6WC-IIIc- Identify the politeness at all
and propaganda based on 12.4.1.3 text-types 1.3 from particular kind 1.8.1 values times
devices used by informed Infer meaning according to EN6F-IIIc- secondary of sentence EN6WC-IIIc- suggested in
speakers opinion of borrowed purpose and 1.7 sources in for a specific 1.8.3 the visual EN6A-IIIc-17
words using language Read grade preparation for purpose and Revise writing media Show
3 -context clues features level text with writing, audience for clarity tactfulness
-affixes and -Comparison accuracy, reporting and -making - correct when
roots and contrast appropriate similar requests spelling communicating
-other rate and academic tasks - appropriate with others
strategies proper in collaboration punctuation
expression with others marks EN6A-IIIc-18
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId- EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 4 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- Organize Use a Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 information particular kind composition values times
strategies to words using graphic EN6F-IIId- from of sentence using an suggested in
keep a roots organizers in 3.6 secondary for a specific outline/other the visual EN6A-IIId-17
discussion texts read Observe sources in purpose and graphic media Show
going accuracy, preparation for audience organizers tactfulness
4 appropriate writing, -following and when
rate and reporting and giving communicating
proper similar directions with others
expressions in academic tasks
dialogs in collaboration EN6A-IIId-18
with others Show openness
to criticism

LC OL V RC F SS WC
G VC A
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16
3.1.13 3.7 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe
Make a stand Use Infer meaning EN6F-IIIe- information Use a Write a 3- politeness at all
appropriate of borrowed 3.2 from particular kind paragraph times
strategies to words using EN6F-IIIe- secondary of sentence editorial
keep a prefix 3.6 sources in for a specific article EN6A-IIIe-17
discussion Observe preparation for purpose and Show
5 going accuracy, writing, audience tactfulness
appropriate reporting and -expressing when
rate and similar opinions/ communicating
proper academic tasks Emotions with others
expressions in in collaboration
dialogs with others EN6A-IIIe-18
Show openness
to criticism
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf- EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 3.5 Organize 1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf- information Use a EN6WC-IIIf- politeness at all
to stay on of borrowed 3.2 from particular kind 1.8.1 times
topic words using EN6F-IIIf- secondary of sentence EN6WC-IIIf-
suffix 3.6 sources in for a specific 1.8.3 EN6A-IIIf-17
Observe preparation for purpose and Revise writing Show
6 accuracy, writing, audience for clarity tactfulness
appropriate reporting and -asserting - correct when
rate and similar spelling communicating
proper academic tasks - appropriate with others
expressions in in collaboration punctuation
dialogs with others marks EN6A-IIIf-18
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg- EN6A-IIIg-16
1.19 12.3.3 3.5 4 Observe
Present a EN6V- IIIg - EN6F-IIIg- Organize politeness at all
coherent, 12.4.1.3 3.2 information times
comprehensive EN6V- IIIg - EN6F-IIIg- from
report on 12.4.2.3 3.6 secondary EN6A-IIIg-17
7 differing Infer meaning Observe sources in Show
viewpoints on of content accuracy, preparation for tactfulness
an issue specific terms appropriate writing, when
using rate and reporting and communicating
-context clues proper similar with others
-affixes and expressions in academic tasks
roots dialogs EN6A-IIIg-18
LC OL V RC F SS WC
G VC A
-other in collaboration Show openness
strategies with others to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh- EN6A-IIIh-16

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

1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj- information politeness at all
coherent, 12.4.1.3 3.2 from times
10
comprehensive EN6V- IIIj - EN6F-IIIj- secondary
report on 12.4.2.3 3.6 sources in EN6A-IIIj-17
differing Infer meaning Observe preparation for Show
of content accuracy, writing, tactfulness
LC OL V RC F SS WC
G VC A
viewpoints on specific terms appropriate reporting and when
an issue using rate and similar communicating
-context clues proper academic tasks with others
-affixes and expressions in in collaboration
roots dialogs with others EN6A-IIIj-18
-other Show openness
FOURTH QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish grade level Take down Use various Plan a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and composition 7.2 times
to clarify conveyed EN6V- IVa - according to text with an kinds of using an EN6VC-IVa-
meaning through 12.4.2.3 purpose and accuracy rate sentences for outline/other 7.3 EN6A-IVa-17
discussion Infer meaning language of 95 – 100% effective graphic Determine Show
of borrowed features communication organizers images/ideas tactfulness
words using -Cause and of information/ that are when
-context clues effect ideas explicitly used communicating
1 -affixes and (compound to influence with others
roots sentences) viewers
-other (Stereotypes, EN6A-IVa-18
strategies MISOSA Eng6 Point of view, Show openness
Using Compound
Sentences
Propagandas) to criticism
BEAM Eng5 Dlp

Module 23 Using
Variety Of
Sentences
According To
Structure

LC OL V RC F SS WC
G VC A
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb- EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 1.6 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish Read aloud Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types grade level credibility of types and three- 7.2 times
to clarify conveyed EN6V- IVb - according to appropriate sources of kinds of paragraph EN6VC-IVb-
meaning through 12.4.2.3 purpose and text with an information sentences for persuasive 7.3 EN6A-IVb-17
discussion Infer meaning language accuracy rate effective essay on self- Determine Show
of borrowed features of 95 – 100% communication selected topic images/ideas tactfulness
2
words using -Cause and of information/ that are when
-context clues effect ideas explicitly used communicating
-affixes and (complex to influence with others
roots sentences) viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 1.8.2 7.1 Observe
Restate portions Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information of borrowed text-types sources of types and 1.8.1 7.2 times
to clarify conveyed words using according to information kinds of EN6WC-IVc- EN6VC-IVc-
meaning through roots purpose and sentences for 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing effective Revise writing Determine Show
features for communication for clarity images/ideas tactfulness
3 -Problem and correctness/val of information/ - correct that are when
solution idy of ideas spelling explicitly used communicating
information (compound, - appropriate to influence with others
complex punctuation viewers
sentences) marks (Stereotypes, EN6A-IVc-18
-transition/ Point of view, Show openness
signal words Propagandas) to criticism
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information information of borrowed text-types level text with research types and composition connections times
from a text conveyed words using according to 145 words projects on a kinds of using an between
4
heard through Prefix purpose and correct per relevant issue sentences for outline/other information EN6A-IVd-17
discussion language minute effective graphic viewed and Show
features communication organizers personal tactfulness
of information/ experiences when
ideas
LC OL V RC F SS WC
G VC A
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short Use various Compose a Make politeness at all
information information of borrowed appropriate level text with research types and three- connections times
from a text conveyed words using graphic 145 words projects on a kinds of paragraph between
heard through Suffix organizers in correct per relevant issue sentences for persuasive information EN6A-IVe-17
discussion texts read minute effective essay on self- viewed and Show
communication selected topic personal tactfulness
5
of information/ experiences when
ideas communicating
(compound, with others
complex
sentences) EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
information information 12.4.1.3 appropriate EN6F- IVf - research types and 1.8.1 connections times
from a text conveyed EN6V- IVf - graphic 3.6 projects on a kinds of EN6WC-IVf- between
heard through 12.4.2.3 organizers in EN6F- IVf - relevant issue sentences for 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 effective Revise writing viewed and Show
of content- Observe communication for clarity personal tactfulness
specific terms accuracy, of information/ - correct experiences when
6
using appropriate ideas spelling communicating
-context clues rate, proper (compound, - appropriate with others
-affixes and expressions complex punctuation
roots and correct sentences) marks EN6A-IVf-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task

LC OL V RC F SS WC
G VC A
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg- EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 2.15.2 3.5 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use EN6F- IVg - Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate 3.2 research types and three- connections times
conveyed EN6V- IVg - graphic EN6F- IVg - projects on a kinds of paragraph between
through 12.4.2.3 organizers in 3.6 relevant issue sentences for persuasive information EN6A-IVg-17
discussion Infer meaning texts read EN6F- IVg - effective essay on self- viewed and Show
of content- 3.11 communication selected topic personal tactfulness
specific terms Observe of information/ experiences when
7 using accuracy, ideas communicating
-context clues appropriate (compound, with others
-affixes and rate, proper complex
roots expressions sentences) EN6A-IVg-18
-other and correct Show openness
strategies pronunciation to criticism
in oral
communication
group task
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh- EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16

3.6 12.3.3 2.15.2 3.5 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use EN6F- IVh - Conduct short Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate 3.2 research types and 1.8.1 connections times
conveyed EN6V- IVh - graphic EN6F- IVh - projects on a kinds of EN6WC-IVh- between
through 12.4.2.3 organizers in 3.6 relevant issue sentences for 1.8.3 information EN6A-IVh-17
discussion Infer meaning texts read EN6F- IVh - effective Revise writing viewed and Show
of content- 3.11 communication for clarity personal tactfulness
specific terms Observe of information/ - correct experiences when
8 using accuracy, ideas spelling communicating
-context clues appropriate (compound, - appropriate with others
-affixes and rate, proper complex punctuation
roots expressions sentences) marks EN6A-IVh-18
-other and correct -transition/ Show openness
strategies pronunciation signal words to criticism
in oral
communication
group task
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16

3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe
9 Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVi - research types and three- connections times
conveyed graphic 3.6 kinds of paragraph between
LC OL V RC F SS WC
G VC A
through EN6V- IVi - organizers in EN6F- IVi - projects on a sentences for persuasive information EN6A-IVi-17
discussion 12.4.2.3 texts read 3.11 relevant issue effective essay on self- viewed and Show
Infer meaning Observe communication selected topic personal tactfulness
of content- accuracy, of information/ experiences when
specific terms appropriate ideas communicating
using rate, proper (compound, with others
-context clues expressions complex
-affixes and and correct sentences) EN6A-IVi-18
roots pronunciation Show openness
-other in oral to criticism
strategies communication
group task
EN6OL-IVj- EN6V-IVj- EN6RC-IVj- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj- EN6A-IVj-16

3.6 12.3.3 2.15.2 EN6F- IVj - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVj - Use 3.2 Conduct short Use various EN6WC-IVj- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVj - research types and 1.8.1 connections times
conveyed EN6V- IVj - graphic 3.6 projects on a kinds of EN6WC-IVj- between
through 12.4.2.3 organizers in EN6F- IVj - relevant issue sentences for 1.8.3 information EN6A-IVj-17
discussion Infer meaning texts read 3.11 effective Revise writing viewed and Show
of content- Observe communication for clarity personal tactfulness
specific terms accuracy, of information/ - correct experiences when
10
using appropriate ideas spelling communicating
-context clues rate, proper (compound, - appropriate with others
-affixes and expressions complex punctuation
roots and correct sentences) marks EN6A-IVj-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task

GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading
PERFORMANCE STANDARD styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-I-a-2.1: paragraphs using
points signalled by and slang Identify the the correct
1 volume, projection, distinguishing production of vowel
pitch, stress, features of and consonant
intonation, proverbs, myths, sounds, diphthongs,
juncture, and rate and legends blends and glides
of speech
EN7LC-I-a-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
RC LC VC V WC F G
LT
Literature
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:

Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, expressions from and slang EN7LT-I-b-2.2: intonation, volume
juncture, and rate the material viewed Explain how the and projection and
of speech elements specific to rate/speed of
EN7LC-I-b-5.2: a genre contribute speech in differing
Note the changes in to the theme of a oral communication
2
volume, projection, particular literary situations
pitch, stress, selection EN7OL-I-b-
intonation, 1.14.2: Observe
juncture, and rate the correct pitch
of speech that levels (high,
affect meaning medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read intensively Listen for important Give the meaning Use appropriate Discover literature Differentiate literary 1.14.2: Observe Observe correct
to find answers to points signalled by of 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, signs, etc.) interpersonal EN7LT-I-c-2.2.1: reading lines of
juncture, and rate communicative Express poetry, sample
of speech situations appreciation for sentences and
3
EN7LC-I-c-5.2: sensory images paragraphs
Note the changes in used
volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
4
to find answers to points signalled by of a material idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, viewed (such as expressions in a of paragraph (primary, agreement
RC LC VC V WC F G
LT
Literature
pitch, stress, movie clip, trailer, variety of basic connecting to a secondary, tertiary
intonation, news flash, interpersonal significant past. and weak) when
juncture, and rate internet-based communicative EN7LT-I-d-2.2.2: reading passages
of speech program, situations Explain the literary
documentary, devices used
EN7LC-I-d-5.2: video, etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, viewed (such as colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, movie clip, trailer, idiomatic word or significant past EN7WC-I-e- secondary, tertiary
EN7SS-I-e-1.2: intonation, news flash, expression as a EN7LT-I-e-2.2.2: 2.8.1: Recognize and weak) when
Transcode orally juncture, and rate internet-based substitute for Explain the literary the parts of a reading passages
and in writing the of speech program,document another word or devices used simple paragraph
5 information ary, video, etc.) expression
presented in EN7LC-I-e-5.2:
diagrams, charts, Note the changes in
table, graphs, etc. volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past Yes-No and tag
diagrams, charts, intonation, expression as a EN7LT-I-f-2.2.3: questions; the
6 table, graphs, etc. juncture, and rate substitute for Determine the tone, rising-falling
of speech another word or mood, technique, intonation with
expression and purpose of the information-
EN7LC-I-f-5.2: author seeking
Note the changes in questions,
volume, projection, option questions
pitch, stress,
RC LC VC V WC F G
LT
Literature
intonation, and with
juncture, and rate statements
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 Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
of given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
signs, etc.) intonation, expressions in oral EN7LT-I-g-2.3: the rising-falling
juncture, and rate communication Draw similarities intonation with
of speech and differences of information-
the featured seeking questions,
7 EN7LC-I-g-5.2: selections in option questions
Note the changes in relation to the and with
volume, projection, theme statements
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:

Give the meaning Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
of given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
signs, etc.) intonation, expressions in oral EN7LT-I-h-2.3: when reading
juncture, and rate communication Draw similarities sample passages
of speech and differences of (prose or poetry)
8 the featured
EN7LC-I-h-5.2: selections in
Note the changes in relation to the
volume, projection, theme
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning

RC LC VC V WC F G
LT
Literature
EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i- EN7G-I-i-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, expressions in oral when reading
juncture, and rate communication EN7LT-I-i-3: sample passages
of speech Explain how a (prose or poetry)
9 selection may be
EN7LC-I-i-5.2: influenced by
Note the changes in culture, history,
volume, projection, environment, or
pitch, stress, other factors
intonation,
juncture, and rate
of speech that
affect meaning
10 Culminating Task

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: EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate Use listening Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools strategies based on sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
in the library for purpose, familiarity relationships of figurative language in literary selections summary, precis, conversations, appropriately and
locating resources with the topic and ideas and events EN7V-II-a- and the need to and paraphrase dialogs, and meaningfully
EN7SS-II-a- levels of difficulty of 10.1.1: resolve those interviews
1.5.3: Use the card short texts listened Classify sample conflicts in non- EN7OL-II-a-4.1:
catalog, the online to EN7LC-II-a- texts into literal or violent ways Use appropriate
public access 6.1: Extract figurative EN7LT-II-a-4.1: verbal and non-
1
catalog, or information from Identify the verbal cues when
electronic search the text listened to distinguishing developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use

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

RC LC VC V WC F G
LT
Literature
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the
distinguishing
features of poems
and short stories
EN7SS-II-c- EN7LC-II-c- EN7VC-II-c-11: EN7V-II-c- EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use

1.5.3: Use the card 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Extract information Employ correct phrases, clauses,
catalog, the online specific chronologically/ figures of speech conflicts presented from a text using a turn-taking, turn- and sentences
public access details/elements of Arrange ideas that show in literary selections summary, precis, giving and topic appropriately and
catalog, or the text listened to logically based on a comparison (simile and the need to and paraphrase control strategies in meaningfully
electronic search material viewed metaphor, resolve those conversations and
engine to locate personification) conflicts in non- dialogs
specific resources violent ways
3 EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-II-d- EN7LC-II-d- 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

1.3/1.4: Get 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct phrases, clauses,
information from specific chronologically/ figures of speech conflicts presented turn-taking, turn- and sentences
the different parts details/elements of Arrange ideas that show in literary selections giving and topic appropriately and
of a book and from the text listened to logically based on a comparison (simile and the need to control strategies in meaningfully
general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in non- dialogs
violent ways
EN7LT-II-d-2.2:
4
Explain how the
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-
2.2.1: Express
appreciation for
RC LC VC V WC F G
LT
Literature
sensory images
used
EN7SS-II-e- 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

1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
information from cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas that show in literary selections strategies when appropriately and
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
5 in the library personification) conflicts in non- answers
violent ways
EN7LT-II-0-
2.2.2: Explain the
literary devices
used
EN7SS-II-f- EN7LC-II-f- 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

1.3/1.4: Get 2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
the different parts of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
of a book and from characters in the pictures, and oxymoron, and the need to asking questions meaningfully
general references narrative listened to excerpts of the paradox) resolve those and eliciting
in the library material viewed conflicts in non- answers
6
violent 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 (hand- appropriately and
other print and pictures, and (irony, oxymoron, and the need to body) that meaningfully
non-print media excerpts of the paradox) resolve those accompany oral
7 material viewed conflicts in non- language
violent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in
RC LC VC V WC F G
LT
Literature
relation to the
theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use

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

Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and in the text listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
non-print media paradox) resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
9
EN7LT-II-0-3: dialogs
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
CONTENT STANDARD in listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and
use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a- EN7OL-III-a-1.3: EN7G-III-a-1:
Use one’s schema Use different Determine the key 13.11: Categorize Discover literature 2.2: Compose Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert simple narrative opinions, feelings using logical
understand a text based on purpose, in the material expressions one’s unique texts and emotions connectors that
EN7RC-III-a-8.1: topic and levels of viewed according to shades identity and to EN7WC-III-a- during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand 2.2.12: Identify group/panel and logical
as basis for informative and EN7V-III-a- other people features of discussions, sequence and
conjectures made short narrative 13.11.1: Identify EN7LT-III-a-5.1: narrative writing forums/fora, summation
1 about a text texts collocations used in Identify the debates, etc.
EN7LC-III-a- a selection distinguishing EN7OL-III-a-5:
2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III-b- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b- EN7OL-III-b-3: EN7G-III-b-1:

8.1: Use one’s 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature 2.1: Compose Employ the Link sentences
schema as basis Recognize main message conveyed collocations used in as a tool to assert personal and appropriate oral using logical
2 points and in the material a selection one’s unique factual recounts language and connectors that
for conjectures
supporting ideas viewed identity and to stance in an signal chronological
in the text better understand interview, a panel and logical
listened to other people discussion, in a
made about a forum and in a sequence and
text EN7LT-III-b-5.2: debate summation
Identify the
distinguishing
features of
revolutionary
songs, poems,
short stories,
drama, and novels
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2:

Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the Use the passive and
the text to activate feelings expressed message conveyed collocations used 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-d- 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 3.18: Determine Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate the order of ideas message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues in the material genus-species one’s unique on a significant language and meaningfully in
viewed (hyponymous) identity and to personal stance in an varied contexts
relations in a better understand experience. interview, a panel
4 selection other people discussion, in a
EN7LT-III-d- forum and in a
2.2.2: Explain debate
literary devices
used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3:

Make predictions Follow steps in a Make a stand on Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
5 about the text process the material viewed expressions with as a tool to assert an anecdote based appropriate oral reported speech
genus-species one’s unique on a significant language and appropriately in
(hyponymous) identity and to personal experience stance in an varied contexts
relations in a better understand interview, a panel
selection other people discussion, in a
EN7LT-III-e- forum and in a
2.2.2: Explain debate
literary devices
used
EN7RC-III-f-2.8: EN7LC-III-f- EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f- EN7G-III-f-3: Use

Make predictions 2.7: Sequence a Make a stand on Determine words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
about the text series of events the material viewed expressions with as a tool to assert travelogue ideas and opinions speech
mentioned in the genus-species one’s unique based on text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
selection other people
6
EN7LT-III-f-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III-g- EN7G-III-g-3:

Identify the Identify the persons Make a stand on 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
author’s intentions speaking and the material viewed words or as a tool to assert travelogue ideas and opinions reported speech
for writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
fact from opinion, explicit statements other people
7
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 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and the material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
8
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations better understand in public
explicit statements other people forums/panel
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

2.1.7: React to Formulate Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
assertions made by predictions about the material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
the author in the the contents of the expressions with one’s unique friend, relative, and challenging thought correctly in varied
text text part-whole identity and to other people provoking questions contexts
(partitive) relations better understand in public
other people forums/panel
9 EN7LT-III-i-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task

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

RC LC VC V WC F G
LT
Literature
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b- EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish 1.26: Give clear imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and precise and concise prepositions when
for various text text listened to on a material in understanding the need to work among a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article varied oral
follow instructions speakers by village. communication
2
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- 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

2.12: Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
from different text verbal exchange other sources of presented in the need to work chosen subject and personal making
types listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
3 the speakers Supply other words today’s global and non-verbal
or expressions that village cues
complete an EN7LT-IV-c-
analogy 2.2.1: 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
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
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
4 Supply other words today’s global and non-verbal
or expressions that village. cues
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices
used

RC LC VC V WC F G
LT
Literature
EN7RC-IV-e- EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e- EN7G-IV-e-5: Use
2.10: Sequence a series Compare content of Give the various Discover through 2.8.6.1: Compose 3.10: Use correct verbs when giving
Sequence/reorganiz of events materials viewed to meanings of Philippine literature a capsule biography and appropriate information and
e ideas or mentioned in the other sources of identified the need to work of a person multi-media making
information 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 Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature a capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in information, Formulate who,
6
to or expressions today’s global instructions, making what, when, where,
village explanations and why, and how
narrating events in questions
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g- EN7G-IV-g-6.2:

10.4: Cite evidence Determine the Express one’s Identify words or Discover through 2.8.6.2: Compose 3.10: Use correct Formulate who,
to support a worth of ideas beliefs/convictions expressions used in Philippine literature a biographical and appropriate what, when, where,
general statement mentioned in the based on a material a selection that the need to work sketch based on a multi-media why, and how
text listened to viewed show varying cooperatively and personal interview resources when questions
shades of meaning responsibly in and background orally giving
EN7RC-IV-g- (gradients) today’s global research information,
7 3.1.13: Make a village instructions, making
stand EN7LT-IV-g-2.3: explanations and
Draw similarities narrating events in
and differences of personal or factual
the featured recounts
selections in
relation to the
theme

RC LC VC V WC F G
LT
Literature
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express Express one’s Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
into an outline entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, responsibly in and background information,
tales) by today’s global research instructions, making
8 recognizing the village explanations and
punch lines EN7LT-IV-h-3: narrating events in
Explain how a personal and
selection may be factual recounts
influenced by
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: EN7G-IV-i-6.1:
Narrate events Express Express one’s Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, responsibly in and background information,
tales) by today’s global research instructions, making
recognizing the village explanations and
punch lines narrating events in
personal and
9 EN7LT-IV-0-7: factual recounts
Explain the
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task

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

particular literary
selection
EN8LT-Id-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate unfamiliar words African writers Arrange notes an informative
purpose serve as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of speech
meaning expressions Explain how the graphic organizers
elements specific
to a genre
contribute to the
5
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
6
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative
purpose that affect meaning noting context and the forces using a variety of speech
clues he/she needs to graphic organizers
contend with

EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers Arrange notes in Use the correct an informative
that affect meaning genres noting context EN8LT-Ig-2.3: one-step word, stance and speech
7
clues Draw similarities phrase, and behavior
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative
that affect meaning genres noting context other factors one-step word, speech
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9 reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative
purpose that affect meaning genres noting context other factors one-step word, speech
clues phrase, and
sentence outline
forms
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective Use the appropriate
significance of a listening skills and the material between and notable literary paragraphs appropriate grammatical signals
literary text strategies suited to viewed based on among verbal, genres EN8WC-IIa- prosodic features or expressions
EN8RC-IIa-2.18: long descriptive and the title, pictures, situational, and contributed by 2.8.7: Limit a topic of speech when suitable to each
Relate content or narrative texts and excerpts dramatic types of East Asian delivering an pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers entertainment development:
experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2: speech  general to
1
background knowledge listening strategies and negative Identify the particular
with longer stories messages distinguishing  claim and
conveyed in a features of counterclaim
material viewed notable East  problem-
Asian poems, solution
folktales, and  cause-effect
short stories  and others
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: EN8G-IIb-9: Use

Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective Use the appropriate
significance of a listening skills and the material between and notable literary paragraphs appropriate grammatical signals
literary text strategies suited to viewed based on among verbal, genres EN8WC-IIb- prosodic features or expressions
2
EN8RC-IIb-2.18: long descriptive and the title, pictures, situational, and contributed by 2.8.8: Use a of speech when suitable to each
Relate content or narrative texts and excerpts dramatic types of East Asian variety of delivering an pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to entertainment development:
Discern positive examples of each introduce a topic speech

experiences and Infer dominant and negative EN8LT-IIb-9.2:  general to
background knowledge thoughts and feelings messages Identify the particular
expressed in the text conveyed in a distinguishing  claim and
listened to material viewed features of counterclaim
notable East  problem-
Asian poems, solution
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 appropriate
significance of a listening skills and the material between and elements specific paragraphs sounds of English grammatical signals
literary text strategies suited to viewed based on among verbal, to a genre EN8WC-IIc- correctly and or expressions
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.2.1: Develop effectively when suitable to each
React to assertions narrative texts and excerpts dramatic types of theme of a related support delivering an pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences entertainment development:
the text Determine the tone Discern positive examples of each selection speech  general to
3
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages 2.2.1: Express  claim and
in the narrative conveyed in a appreciation for counterclaim
listened to material viewed sensory images  problem-
used solution
 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 appropriate
significance of a listening skills and the material between and elements specific paragraphs sounds of English grammatical signals
literary text strategies suited to viewed based on among verbal, to a genre EN8WC-IId- correctly and or expressions
long descriptive and the title, pictures, situational, and contribute to the 2.8.9: Use a effectively when suitable to each
narrative texts and excerpts dramatic types of theme of a variety of delivering an pattern of idea
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to entertainment development:
Determine the tone Discern positive examples of each selection formulate a speech  general to
4
and mood of the and negative EN8LT-IId- conclusion particular
speaker or characters messages 2.2.2: Explain  claim and
in the narrative conveyed in a the literary counterclaim
listened to material viewed devices used  problem-
solution
 cause-effect
 and others

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

Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in lines in an suitable to each
found in expository narrative texts and excerpts (hyperbole and theme of a literature, entertainment pattern of idea
texts EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, speech development:
EN8RC-IIf-11: Formulate predictions Discern positive selection explanatory,  general to
6
Transcode information about the contents of and negative EN8LT-IIf- factual and particular
from linear to non- messages 2.2.3: personal recount,  claim and
the listening text.
linear texts and vice- conveyed in a Determine tone, persuasive) counterclaim
versa material viewed mood,  problem-
technique, and solution
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 self- appropriate
relationships illustrated listening skills and the material figures of speech elements specific paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text entertainment or expressions
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in speech using all suitable to each
7 found in expository narrative texts and excerpts (hyperbole and theme of a literature, the needed speech pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
EN8RC-IIg-11: Listen to paraphrase Discern positive selection explanatory, EN8OL-IIh-3.13:  general to
Transcode information information/ideas and negative EN8LT-IIg- factual and Maintain the particular
from linear to non- messages 2.2.3: personal recount, interest of the  claim and
Determine tone, persuasive) audience by counterclaim
linear texts and vice- conveyed in a mood, delivering punch  problem-
versa material viewed technique, and lines effectively solution
purpose of the  cause-effect
author  and others
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use

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

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

THIRD QUARTER
PROGRAM STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- EN8V-IIIa- EN8LT-IIIa- EN8SS-IIIa- EN8OL-IIIa- EN8RC-IIIa-10:
Recognize propaganda Determine the target 3.4/4.4/5.4: 15.3: Explain the 11: Identify the 1.10: Organize 3.11: Use the Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about correct sounds of opinion-marking
given text listening text and the target audience of word through genres a chosen subject English during signals
objective/s of the a material viewed structural analysis contributed by using a graphic speech delivery EN8G-IIIa-3.6: Use
speaker (prefixes, roots, Southeast Asian organizer modals appropriately
suffixes) writers
EN8LT-IIIa-
11.1: Identify
the
1
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- EN8V-IIIb- EN8LT-IIIb- EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:

Recognize propaganda Judge the relevance 3.4/4.4/5.4: 15.3: Explain the 11: Identify the 1.1.6: Transcode Observe the use of Share ideas using
2
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
given text word through genres graphic organizer pitch, and juncture signals

presented in the text target audience of structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
listened to a material viewed (prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
suffixes) writers
EN8LT-IIIb-
11.1: Identify
the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:

Differentiate facts Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
from opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of secondary sources persuasive speech appropriate
listening text suffixes) a particular documentation
3
literary selection EN8G-IIIc-3.6: Use
EN8LT-IIIc- modals appropriately
2.2.1: Express
appreciation for
sensory images
used
EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use

Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Compose Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements an informative correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a essay pitch, and juncture EN8G-IIId-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of persuasive speech
4
a particular
literary selection
EN8LT-IIId-
2.2.4: Explain
figurative
language used

EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe- EN8LT-IIIe- EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the 12.3: Arrive at 10: Appreciate Show respect for 1.14: Use modals appropriately
asserted or expressed of the speaker on a issue and stand meanings through literature as a intellectual appropriate EN8G-IIIe-12: Use
in a text given issue presented presented in the context clues mirror to a property rights by persuasive devices emphasis markers for
in the text listened to material viewed shared heritage acknowledging persuasive purposes
of people with citations made in
5 diverse an informative
backgrounds essay
EN8SS-IIIe-
1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use
Evaluate the details Distinguish facts from Judge the Arrive at 2.2: Explain how Show respect for Deliver a self- modals appropriately
that support opinion cited in the relevance and meanings through the elements intellectual composed EN8G-IIIf-12: Use
assertions in a text text listened to worth of ideas context clues specific to a property rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of citations made in
a particular an informative
6
literary selection essay.
EN8LT-IIIf- EN8SS-IIIf-
2.2.5: 1.6.3:
Determine key Acknowledge
ideas, tone, and sources by creating
purposes of the a bibliography.
author
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg- EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for 1.14: Use Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual appropriate opinion-marking
author suited to the topic, worth of ideas expressions used specific to a property rights by persuasive devices signals
purpose, and level of presented in the in propaganda genre contribute acknowledging EN8G-IIIg-3.6: Use
difficulty of the material viewed techniques to the theme of citations made in modals appropriately.
listening text a particular an informative EN8G-IIIg-12: Use
7 literary selection essay emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes
2.2.5: 1.6.4: Use
Determine key conventions in
ideas, tone, and citing sources
purposes of the
author

EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a self- Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual composed opinion-marking
author economic issues worth of ideas expressions used differences of property rights by persuasive speech signals
discussed in the text presented in the in propaganda the featured acknowledging EN8G-IIIh-3.6: Use
listened to material viewed techniques selections citations made in modals appropriately
an informative EN8G-IIIh-12: Use
8
essay emphasis markers for
EN8SS-IIIh- persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC-IIIi- EN8OL-IIIi-4.1: EN8RC-IIIi-10:

Utilize coping reading Determine various Judge the Use appropriate Explain how a 2.2.16: Compose Use appropriate Share ideas using
strategies to process social, moral, and relevance and strategies for selection is an informative verbal and non- opinion-marking
information in a text economic issues worth of ideas unlocking influenced by essay verbal cues when signals
discussed in the text presented in the unfamiliar words culture, history, delivering a EN8G-IIIi-11: Use
listened to material viewed environment persuasive speech appropriate
9
documentation
EN8G-IIIi-3.6: Use
modals appropriately
EN8G-IIIi-12: Use
emphasis markers for
persuasive purposes
10 Culminating Task

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
topic sentence follow after a elements that strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text make up reality decoding the contributed by journalistic writing sounds of English appropriate logical
listened to and fantasy based meaning of words South and West when delivering a connectors for
on a material Asian writers manuscript or emphasis
viewed EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the declamation or in a
1
distinguishing dramatic
features found in monologue
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
2
sentence a text listened to aspect of a decoding the contributed by journalistic writing sounds of English journalistic contexts.
material viewed meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers opinion article, manuscript or past and past perfect

EN8LT-IVb- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like about the text contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) listened to 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 opinion article, manuscript or appropriate modifiers
material viewed EN8LT-IVc- feature article, and memorized speech
13.1: Identify sports news article) in an oration, in a
3
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text make up reality decoding the contributed by journalistic writing sounds of English writing
rules and regulations listened to and fantasy based meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
on a material Asian writers opinion article, manuscript or past and past perfect
4 viewed EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5: EN8G-IVe-14: Use
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts appropriate speech in journalistic
literature, text listened to. aspect of a decoding the expression of prosodic features writing
instructions, material viewed meaning of words philosophical and of speech like EN8G-IVe-3: Use
5 explanation, factual religious ideals pitch, stress, past and past perfect
and personal juncture, volume, tenses in journalistic
recount, persuasive, and projection, writing
expository) to intonation and EN8G-IVe-15: Use
process information speech rate appropriate modifiers
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: EN8G-IVf-13: Use
Distinguish between Process speech Compare and Use various Explain how the Use primary and Use the active and passive
general and specific delivered by making contrast one’s strategies in elements specific secondary sources appropriate constructions in
statements inferences from what beliefs/convictions decoding the to a genre to develop a topic prosodic features journalistic contexts
has been listened to with those meaning of words contribute to the for journalistic of speech like EN8G-IVf-16: Use
presented in a theme of a writing pitch, stress, appropriate logical
material viewed particular literary juncture, volume, connectors for
selection and projection, emphasis
EN8LT-IVf- intonation and
6
2.2.1: Express speech rate
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use

Evaluate the Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported
accuracy of a given and worth of ideas elements that strategies in Explain how the intellectual manuscript/memori speech in journalistic
information presented in the text make up reality decoding the elements specific property rights by zed oral speech writing
7 listened to and fantasy based meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
on a material contribute to the sources of fluency before an appropriate modifiers
viewed theme of a information in audience EN8G-IVg-16: Use
particular literary journalistic writing appropriate logical
selection
EN8LT-IVg- connectors for
2.2.5: emphasis
Determine key
ideas, tone, and
purposes of the
author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use

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

Synthesize essential Summarize Compare and Use various Appreciate Compose Deliver a active and passive
information found in information from the contrast one’s strategies in literature as an journalistic texts manuscript/memori constructions in
a given text text listened to beliefs/convictions decoding the expression of zed oral speech journalistic contexts
with those meaning of words philosophical and with ease and EN8G-IVi-14: Use
presented in a religious ideals fluency before an direct and reported
material viewed audience speech in journalistic
writing
EN8G-IVi-3: Use
9
past and past perfect
tenses in journalistic
writing
EN8G-IVi-15: Use
appropriate modifiers
EN8G-IVi-16: Use
appropriate logical
connectors for
emphasis
10 Culminating Task

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; 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 normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and appropriate word order in
text topic listened to intentions in the appropriate for a discovering the among informative, segmentals creative writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and (sounds of English) EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia- literary writing. and the Use appropriate
following instructions 14.1: Identify suprasegmentals or punctuation marks
1 the prosodic features and capitalization to
distinguishing of speech when convey meaning
features of delivering lines of EN9G-Ia-18: Use
notable Anglo- poetry and prose in interjections to
American lyric a speech choir, convey meaning
poetry, songs, jazz chants and
poems, sermons, raps.
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and appropriate word order in
2 text topic speaker intentions in the appropriate for a discovering the among informative, segmentals creative writing
material viewed given situation self journalistic, and (sounds of English) EN9G-Ib-1.6/1.7:
EN9LT-Ib- literary writing and the Use appropriate
14.2: Explain suprasegmentals or punctuation marks

RC LC VC V WC F G
LT
Literature
how the prosodic features and capitalization to
elements specific of speech when convey meaning
to a selection delivering lines of EN9G-Ib-18: Use
build its theme poetry and prose in interjections to
a speech choir, convey meaning
jazz chants and
raps
EN9F-Ib-3.1:
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use

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

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

Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. appropriate word order in
author’s purpose. presented worth of ideas word formation discovering the gestures (hand, creative writing
presented in the (clipping, self face, and body) EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If- Use appropriate
acronymy, 2.2.3: punctuation marks
6
compounding, folk Determine tone, and capitalization to
etymology, etc.) mood, convey meaning
technique, and EN9G-If-18: Use
purpose of the interjections to
author. convey meaning
EN9RC-Ig-17: EN9LC-Ig-8.7: EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use

Make a connection Draw generalizations Assess the Note types of Analyze literature Identify types and Use the normal and inverted
between the present and conclusions from relevance and context clue as a means of features of poetry. appropriate word order in
text and previously the material listened worth of ideas (restatement, discovering the gestures (hand, creative writing
read texts to presented in the definition, self face, and body) EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: punctuation marks
for a given word Determine tone, and capitalization to
or expression. mood, convey meaning.
technique, and EN9G-I-0-18: Use
purpose of the interjections to
author convey meaning
RC LC VC V WC F G
LT
Literature
EN9RC-Ih-17: EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
Make a connection Compare and 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the normal and inverted
between the present contrast information generalizations and context clue as a means of and techniques to appropriate and word order in
text and previously listened to conclusions from (restatement, discovering the craft poetic forms. effective speech creative writing
read texts the material definition, self conventions EN9G-Ih-1.6/1.7:
viewed synonyms, EN9LT-Ih-2.3: expected of speech Use appropriate
antonyms) used Draw similarities choir punctuation marks
8 for a given word and differences presentations. and capitalization to
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to
theme convey meaning
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: EN9G-Ii-17: Use

Identify advance Summarize 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the normal and inverted
organizers, titles, information from the generalizations and context clue as a means of and techniques to appropriate and word order in
sub-titles, text listened to conclusions from (restatement, discovering the craft poetic forms effective speech creative writing
illustrations, etc. the material definition, self conventions EN9G-Ii-1.6/1.7:
given in a text viewed synonyms, EN9LT-Ii-3: expected of speech Use appropriate
9 antonyms) used Explain how a choir presentations punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
culture, history, EN9G-Ii-18: Use
environment, or interjections to
other factors convey meaning
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
RC LC VC V WC F G
LT
Literature
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa-
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied 19: Use
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and non- adverbs in
presented in different based on topic, these lead to the communicative other people and poetry and in verbal strategies narration.
texts. purpose, and level of ending of a material. styles for various their various prose. to create impact
difficulty of the situations circumstances in on the audience
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa- lines in a Readers
consultative, 15.1: Identify Theatre or in a
frozen). the Chamber Theatre.
distinguishing
features of
notable Anglo-
American
sonnets,
dramatic poetry,
vignettes, and
short stories.
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media information from information contained appropriate a means of valuing features present in verbal and non- adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and poetry and in verbal strategies narration.
pamphlets, periodicals, persuasive texts. styles for various their various prose. to create impact
and audio-video situations circumstances in on the audience
recordings. (intimate, casual, life. while delivering

RC LC VC V WC F G
LT
Literature
EN9LC-IIb-2.8: conversational, EN9LT-II-0- lines in a Readers
Make inferences from consultative, 14.2: Explain Theatre or in a
what was said. frozen). how the Chamber Theatre.
elements specific
to a selection
build its theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-

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

Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative, EN9LT-IId-
frozen). 2.2.1:
Express
appreciation
for sensory
images used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the 20: 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
situations delivering lines in
RC LC VC V WC F G
LT
Literature
and audio-video (intimate, casual, circumstances in a Readers Theatre
recordings. conversational, life. or in a Chamber
consultative, EN9LT-IIe- Theatre.
frozen). 2.2.2:
Explain the
literary
devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf-
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the 20: 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.
style. circumstances in types and delivering lines in
life. features of a Readers Theatre
EN9LT-IIf- short prose. or in a Chamber
2.2.3: Theatre.
Determine
tone, mood,
technique,
and purpose
of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-

Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
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- short prose. Chamber Theatre.
2.2.3:
Determine
tone, mood,
technique,
and purpose
of the
author.

RC LC VC V WC F G
LT
Literature
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
write-ups. utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
style. circumstances in literary devices delivering lines in
life. and techniques a Readers Theatre
EN9LT-IIh- to craft short or in a Chamber
2.3: Draw prose forms. Theatre.
similarities and
differences of
the featured
selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate 20: Use
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals
(outlining, graphic, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when in expressing
representations, etc.) material viewed. of a communicative their various 9.3: Use delivering lines in arguments.
style. circumstances in literary devices a Readers Theatre
life. and techniques or in a Chamber
EN9LT-IIi-3: to craft short Theatre.
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
CONTENT STANDARD
world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa- 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 16: Analyze Compose forms of Employ varied verbals.
play listening strategies the message the technical literature as a literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for means of EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and connecting to Identify types and while performing in
elements specific to a Extract important theatre (like stage the world. features of a play a one-act play
one-act play information from directions) EN9LT-IIIa- synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/persu 16.1: Identify Produce the
development of its asive texts the English sounds
theme distinguishing correctly and
features of effectively when
Anglo-American delivering lines in a
one-act plays one-act play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb- 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 16: Analyze Compose forms of Produce the verbals.
play of the speaker the message the technical literature as a literary writing English sounds
EN9LT-IIIb-20.1: conveyed in a vocabulary for means of EN9WC-IIIb-9.4: correctly and
Explain how the material viewed drama and connecting to Identify types and effectively when
2
elements specific to a theatre (like stage the world features of a play delivering lines in a
one-act play directions) EN9LT-IIIb- synopsis. one-act play.
contribute to the 16.1: Identify
development of its the
theme distinguishing
RC LC VC V WC F G
LT
Literature
features of
Anglo-American
one-act plays
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc- EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with 16: Analyze Compose forms of Use the verbals.
play. information listened the message the technical literature as a literary writing appropriate
EN9LT-IIIc-20.1: to conveyed in a vocabulary for means of EN9WC-IIIc-9.4: prosodic features
Explain how the poster drama and connecting to Identify types and of speech when
elements specific to a theatre (like stage the world features of a play delivering lines in a
3 one-act play directions) EN9LT-IIIc- synopsis. one-act play
contribute to the 16.1: Identify
development of its the
theme distinguishing
features of
Anglo-American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId- EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with 16: Analyze Compose forms of Use the verbals.
play logic, unsupported the information the technical literature as a literary writing appropriate
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for means of EN9WC-IIId-9.4: prosodic features
Express appreciation appeal material viewed drama and connecting to Identify types and of speech when
for sensory images theatre (like stage the world features of a play delivering lines in a
used directions) EN9LT-IIId- synopsis one-act play
4
EN9LT-IIId-20.2: 2.3: Draw
Explain the literary similarities and
devices used differences of
the featured
selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe- EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with 16: Analyze Compose forms of Use the verbals.
play and critical feedback/ the information the technical literature as a literary writing appropriate
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for means of EN9WC-IIIe-9.5: prosodic features
Express appreciation context or situation material viewed drama and connecting to Use literary devices of speech when
for sensory images theatre (like stage the world and techniques to delivering lines in a
5
used directions) EN9LT-IIIe- craft a play one-act play
EN9LT-IIIe-20.2: 2.3: Draw synopsis
Explain the literary similarities and
devices used differences of
the featured
selections in

RC LC VC V WC F G
LT
Literature
relation to the
theme
EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
play and critical feedback/ the information the technical as a means of literary writing appropriate non-
EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to EN9WC-IIIf-9.5: verbal
Express appreciation context or situation material viewed drama and the world Use literary devices communication
for sensory images theatre (like stage EN9LT-IIIf- and techniques to strategies
6 used directions) 2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
Explain the literary differences of
devices used the featured
selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg- EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use
Determine tone, Share personal Provide critical Get familiar with 16: Analyze Compose forms of Use effective and verbals.
mood, technique, opinion about the feedback to the the technical literature as a literary writing appropriate non-
and purpose of the ideas listened to idea presented in vocabulary for means of EN9WC-IIIg-9.5: verbal
author the material drama and connecting to Use literary devices communication
viewed theatre (like stage the world and techniques to strategies
directions) EN9LT-IIIg-3: craft a play
7 Explain how a synopsis
selection may be
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh- EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use

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

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
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 sound analysis and ideas presented in drama and unchanging strategies when
life call for prompt the material theater (like stage values in a performing in a
actions viewed directions) changing world full-length play
EN9LT-IVa- EN9F-IVa-3.11:
1
17.1: Explain Produce the
how the sounds of English
elements specific effectively when
to full-length delivering lines in a
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 active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. sounds of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
2
dispositions in real affecting the nation ideas presented in drama and unchanging delivering lines in a
life the material theater (like stage values in a full-length play
viewed directions) changing world

RC LC VC V WC F G
LT
Literature
EN9LT-IVb-
17.1: Explain
how the
elements specific
to full-length
plays build its
theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:

Relate text content to Employ analytical Determine the Get familiar 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 ideas presented in drama and unchanging communication
life the material theater (like stage values in a strategies
3
viewed directions) changing world
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real made on the material drama and unchanging communication
4 life viewed theater (like stage values in a strategies
directions) changing world
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
Relate text content to Compare and 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social contrast ideas Formulate the technical as a means of review and appropriate obligation, and
issues, concerns, or listened to predictions based vocabulary for understanding non-verbal prohibition
dispositions in real on the material drama and unchanging communication writing an evaluation
life viewed theater (like stage values in a strategies
5
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used

RC LC VC V WC F G
LT
Literature
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1:
Judge the relevance Differentiate biases 1.3/2.3: Get familiar with Analyze literature Compose a play Use the Change direct to
and worth of ideas, from prejudices Formulate the technical as a means of review appropriate indirect speech and
soundness of predictions based vocabulary for understanding suprasegmentals: vice versa
author’s reasoning, on the material drama and theater unchanging pitch, stress,
and the effectiveness viewed (like stage values in a juncture,
of the presentation directions). changing world intonation, etc.
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 Change direct to
and worth of ideas, and truthfulness of critical issues the technical as a means of review appropriate indirect speech and
soundness of the ideas listened to brought up in the vocabulary for understanding suprasegmentals: vice versa
author’s reasoning, material viewed drama and unchanging pitch, stress,
and the effectiveness theater (like stage values in a juncture,
of the presentation directions) changing world intonation, etc.
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

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
soundness of to brought up in the vocabulary for understanding resources
author’s reasoning, material viewed drama and unchanging appropriately,
8 and the effectiveness theater (like stage values in a effectively and
of the presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of
RC LC VC V WC F G
LT
Literature
the featured
selections in
relation to the
theme
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

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

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

RC LC VC V WC F G
LT
Literature
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determin 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit e how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the assertion speaking
illustrations, etc. on used by the speaker material viewed words theme of a
3 the understanding of to highlight particular literary
a text significant points selection
EN10LT-Ic-
2.2.2: Explain
the literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id- EN10WC-Id- EN10OL-Id- EN10G-Id-26:
Determine the effect Single out direct and 25:Express 13.9:Differentiate 2.2: Explain how 12.2: Formulate a 3.16.1: Employ Using words and
of textual aids like indirect signals used insights based on formal from the elements statement of the techniques in expressions that
advance organizers, by a speaker the ideas informal specific to a opinion or public speaking in emphasize a point
titles, non-linear presented in the definitions of genre contribute assertion a sample public
illustrations, etc. on material viewed words to the theme of speaking situation
4
the understanding of a particular
a text literary selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie- EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26:
Determine the effect Point out the 25:Express 13.9:Differentiate 2.2: Explain how 12.2: Formulate a 3.16.1: Employ Using words and
of textual aids like effectiveness of the insights based on formal from the elements statement of the techniques in expressions that
advance organizers, devices used by the the ideas informal specific to a opinion or public speaking in emphasize a point
titles, non-linear speaker to attract presented in the definitions of genre contribute assertion a sample public
illustrations, etc. on and hold the material viewed words to the theme of EN10WC-Ie- speaking situation
the understanding of attention of the a particular 12.3: Compose a
a text listener literary selection persuasive text of
5
EN10LT-Ie- three paragraphs
2.2.3: expressing one’s
Determine tone, stand on an issue
mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If- EN10OL-If- EN10G-If-3.6: Use

6
Compare new Determine the roles 25:Express 13.9:Differentiate Explain how the 12.3: Compose a 3.16.1: Employ modals
RC LC VC V WC F G
LT
Literature
insights with previous of discourse markers insights based on formal from elements specific persuasive text of the techniques in
learnings (e.g. conjunctions, the ideas informal to a genre three paragraphs public speaking in
gambits, adverbs) in presented in the definitions of contribute to the expressing one’s a sample public
signaling the material viewed words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ modals
insights with previous generalizations and formal from selection may be persuasive text of the techniques in
learnings conclusions based informal influenced by three paragraphs public speaking in
7
on the materials definitions of culture, history, expressing one’s a sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih- EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use

Compare new Show appreciation 1.5/2.5:Draw 13.9:Differentiate 2.3: Draw 12.3: Compose a 3.16.1: Employ modals
insights with previous for songs, poems, generalizations and formal from similarities and persuasive text of the techniques in
learnings and other listening conclusions based informal differences of three paragraphs public speaking in
8 texts on the materials definitions of the featured expressing one’s a sample public
viewed words selections in stand on an issue speaking situation
relation to the
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

Compare new Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ modals
insights with previous communication may generalizations and formal from literature as a persuasive texts the techniques in
learnings be repaired or conclusions based informal way of using a variety public speaking in
9
enhanced on the materials definitions of expressing and ofpersuasive a 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, definitions
texts and vice-versa meaning from the the material definitions to a selection essays intonation, etc.
listening text viewed taking into build its theme
account its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material definitions to a selection intonation, etc.
the speaker’s viewed taking into build its theme
purpose account its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc- EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the 13.9: Give 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the technical and the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in operational specific to a developing an sound of English definitions
the material definitions genre contribute argumentative when delivering
3
viewed taking into to the theme of claim impromptu and
account its purpose a particular extemporaneous
literary selection speech
EN10LT-IIc-
2.2.1: Express

RC LC VC V WC F G
LT
Literature
appreciation for
sensory images
used
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed 3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of bibliography impromptu and
4 a particular extemporaneous
literary selection speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to correct stance and expressions that
solving material viewed operational specific to a indicate proper stage affirm or negate
definitions genre contribute acknowledgement behavior as
to the theme of of resources deemed necessary
a particular EN10OL-IIe-
literary selection 2.6.2: Establish
5
EN10LT-IIe- eye contact
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-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or correct stance and expressions that
implicitly stated solving material viewed definitions specific to a hanging proper stage affirm or negate
information genre contribute indentations for behavior as
6 to the theme of direct quotes deemed necessary
a particular EN10OL-IIf-
literary selection 2.6.2: Establish
EN10LT-IIf- eye contact
2.2.3:
Determine tone,
RC LC VC V WC F G
LT
Literature
mood,
technique, and
purpose of the
author
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use

Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of ease of delivery affirm or negate
7 information message conveyed definitions the featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

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

Evaluate text Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
content, elements, unsupported experiences as operational literature as a argumentative impromptu and expressions that
features, and generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
properties using a set exaggerations message conveyed expressing and speeches with ease
9 of criteria. by a material resolving and confidence
viewed conflicts 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
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of coherence giving a roast and
1 update knowledge a particular a toast and when
literary selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
underlying or important points from based on the ideas expanded the elements variety of correct stage effectively
overarching issue less important ones presented in the definitions of specific to a informative, stance and
concerning human in a text listened to materials viewed words genre contribute persuasive, and behavior when
2
experience (moralist) to the theme of argumentative giving a roast and
a particular writing techniques a toast and when
literary selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy

RC LC VC V WC F G
LT
Literature
the literary
devices used
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc- EN10OL-IIIc-5: EN10G-IIIc-31:
Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: 1.6: Show respect Employ the Use pronouns
characters (Marxist) points discussed in information expanded Determine tone, for intellectual appropriate effectively
the text listened to contained in the definitions of mood, property rights by prosodic features
material viewed in words technique, and acknowledging of speech
terms of accuracy purpose of the citations made in
3
and effectiveness author the critique
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe- EN10SS-IIIe- EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently Raise questions to 13.9: Give 3: Explain how a 1.6: Show respect 3.9:Use the Use structures of
selection to the and creatively to the clarify issues expanded selection may be for intellectual correct and modification
historical context during text listened to covered in the definitions of influenced by property rights by appropriate
which it was produced material viewed words culture, history, acknowledging language when
5 (historical) environment, or citations made in giving a toast or a
other factors the critique tribute to someone
EN10SS-IIIe- and when
1.6.5: Use in-text delivering welcome
citations and closing
remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct Use structures of
6 the selection to the soundness of an based on the ideas expanded selection may be Acknowledge and appropriate modification
reader (reader- argument presented in the definitions of influenced by sources by language when
response) materials viewed words culture, history, giving a toast or a
RC LC VC V WC F G
LT
Literature
environment, or preparing a tribute to someone
other factors bibliography and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the for songs, poems, information expanded literature as a independent special speeches modification
reader (reader- plays, etc. contained in the definitions of source of critique of a like toast and roast
response) material viewed in words wisdom in chosen selection speeches, tributes,
terms of accuracy expressing and welcome and
7 and effectiveness resolving closing remarks,
conflicts between speeches to
individuals or introduce guest
groups and speakers/resource
nature persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of critique of a correctly and
8
material viewed words the featured chosen selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
and creatively to the personal expanded literature as a independent special speeches modification
text listened to significance of a definitions of source of critique of a like toast and roast
material viewed words wisdom in chosen selection speeches, tributes,
expressing and welcome and
9 resolving closing remarks,
conflicts between speeches to
individuals or introduce guest
groups and speakers/resource
nature persons etc.
effectively in varied
speech situations

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
LT
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
gather information reorganize, contrast the technical terms the elements ideas using language when language of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of coherence campaign
1 or update knowledge sources of a particular speeches.
information in literary selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and language of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
2 Distinguish the with outside to the theme of argumentative campaign speeches
important points from sources of a particular writing techniques
less important ones information in literary selection
in any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness

RC LC VC V WC F G
LT
Literature
the literary
devices used
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: 1.6.3: Demonstrate the Observe the
information about a viewpoints on various unity of plot, technical terms Determine tone, Acknowledge appropriate stage language of research,
chosen issue local or global issues setting and used in research mood, sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in technique, and preparing a behavior when advocacies
Distinguish the a material viewed purpose of the bibliography persuading others
important points from to achieve the author in a campaign
less important ones writer’s purpose speech
in any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English language of research,
the text listened to setting and used in research differences of acknowledge correctly and campaigns, and
4
characterization in the featured sources effectively advocacies
a material viewed selections in
to achieve the relation to the
writer’s purpose theme
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the
of given information and creatively to the viewing behavior technical terms literature as an research report on prosodic features language of research,
text listened to used in research instrument to a relevant social of speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the
the set of details seek clarifications on elements that technical terms how the ideas using prosodic features language of research,
issues discussed in make up reality used in research elements specific principles of of speech campaigns, and
the text listened to and fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques

RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate language of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the
among statements for songs, poems, of plot, setting and technical terms similarities and research report on composed language of research,
plays, etc. characterization in used in research differences of a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed the 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- EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

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

GLOSSARY
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
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
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
Lowercase Letter/s Reading Comprehension RC

Week Week six f Spelling S
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
appropriate grammatical
2.5
structures Writing and Composition WC

Pasig City
MATHEMATICS
December 2013
Figure 1.The Conceptual Framework of Mathematics Education
K to 12 Mathematics Curriculum Guide December 2013 Page 2 of 109

CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics
as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a
problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and
problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and
experiences.

The framework is supported by the following underlying learning principles and theories: Experie ntial and Situated Learning, Reflective Learning, Constructivism,
Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning
as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.

BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science
and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on
attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle
measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and
symbols, equations, and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides necessary concepts and life
skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate
technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K–3 4–6 7 – 10
At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner
At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills demonstrates understanding and appreciation of key
understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers, concepts and skills involving numbers and number sense
involving numbers and number sense (whole numbers up number theory, fractions, decimals, ratio and proportion, (sets and real numbers); measurement (conversion of
to 10,000 and the four fundamental operations including percent, and integers);measurement (time, speed, units); patterns and algebra (linear equations and
money, ordinal numbers up to 100th, basic concepts of perimeter, circumference and area of plane figures, inequalities in one and two variables, linear functions,
fractions); measurement (time, length, mass, capacity, volume and surface area of solid/space figures, systems of linear equations, and inequalities in two
area of square and rectangle); geometry (2-dimensional temperature and meter reading); geometry (parallel and variables, exponents and radicals, quadratic equations,
and 3-dimensional objects, lines, symmetry, and perpendicular lines, angles, triangles, quadrilaterals, inequalities, functions, polynomials, and polynomial
tessellation); patterns and algebra (continuous and polygons, circles, and solid figures); patterns and algebra equations and functions); geometry (polygons, axiomatic
repeating patterns and number sentences); statistics and (continuous and repeating patterns, number sentences, structure of geometry, triangle congruence, inequality
probability (data collection and representation in tables, sequences, and simple equations); statistics and and similarity, and basic trigonometry);statistics and
pictographs and bar graphs and outcomes)as applied - probability (bar graphs, line graphs and pie graphs, probability (measures of central tendency, variability and
using appropriate technology - in critical thinking, simple experiment, and experimental probability) as position; combinatorics and probability) as applied - using
problem solving, reasoning, communicating, making applied -using appropriate technology - in critical thinking, appropriate technology - in critical thinking, problem
connections, representations, and decisions in real life. problem solving, reasoning, communicating, making solving, communicating, reasoning, making connections,
connections, representations, and decisions in real life. representations, and decisions in real life.

GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,
basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number
pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables)
K
as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,
ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-
GRADE 1 dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures
of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1
000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic
GRADE 2 shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length,
mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and
similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns
GRADE 3
and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability
(tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
GRADE 4
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
GRADE 5 circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature);
and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE LEVEL GRADE LEVEL STANDARDS
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of
operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra
GRADE 6 (sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and
GRADE 7 inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of
GRADE 8 geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
GRADE 9
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and
GRADE 10
measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,

Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours

GRADE 1
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCY
CONTENT STANDARDS CODE LEARNING MATERIALS
The learner... The learner... The learner...

Grade 1- FIRST QUARTER
 BEAM LG Gr.1 Module 2-
Numbers and demonstrates 1. is able to recognize, 1. visualizes and represents numbers Sets of Whole Numbers
M1NS-Ia-1.1
Number understanding of whole represent, and order from 0 to 100 using a variety of  Lesson Guide in Elem.
Sense numbers up to 100, whole numbers up to materials. Math Grade 1 p. 70
ordinal numbers up to 100 and money up to  Lesson Guide in Elem.
2. counts the number of objects in a given
10th, money up to PhP100 PhP100 in various M1NS-Ib-2.1 Math Grade 1 pp. 49, 54,
set by ones and tens.
and fractions ½ and 1/4. forms and contexts. 73, 84
3. identifies the number that is one more
M1NS-Ib-3
2. is able to recognize, or one less from a given number.
and represent ordinal 4. composes and decomposes a given
numbers up to 10th, number. e.g. 5 is 5 and 0, 4 and 1, 3 M1NS-Ic-4
in various forms and and 2, 2 and 3, 1 and 4, 0 and 5.
contexts. 5. regroups sets of ones into sets of tens  BEAM LG Gr.1 Module 2-
and sets of tens into hundreds using M1NS- Id-5 Reading and Writing of
objects. Whole Numbers
6. visualizes, represents, and compares  BEAM LG Gr.1 Module 2-
two sets using the expressions “less M1NS-Id- 6 Sets of Whole Numbers
than,” “more than,” and “as many as.”
7. visualizes, represents, and orders sets Sets of Whole Numbers
M1NS-Ie-7
from least to greatest and vice versa.  Lesson Guide in Elem.
Math Grade 1 p. 40
Reading and Writing of
8. visualizes and counts by 2s, 5s and 10s Whole Numbers
M1NS-Ie-8.1
through 100.  Lesson Guide in Elem.
Math Grade 1 pp. 76, 79,
82
9. reads and writes numbers up to 100 in
M1NS-If-9.1 Whole Numbers
symbols and in words.
 Lesson Guide in Elem.
Math Grade 1 pp. 90, 94
PERFORMANCE

10. visualizes and gives the place value and Reading and Writing of
value of a digit in one- and two-digit M1NS-Ig-10.1 Whole Numbers
numbers.  Lesson Guide in Elem.
Math Grade 1 p. 88
11. renames numbers into tens and ones. M1NS-Ig-11
Math Grade 1 p. 97
12. visualizes, represents, and compares  Lesson Guide in Elem.
numbers up to 100 using relation M1NS-Ih-12.1 Math Grade 1 p.67
symbols.
13. visualizes, represents, and orders  Lesson Guide in Elem.
numbers up to 100 in increasing or M1NS-Ih-13.1 Math Grade 1 p. 58
decreasing order.
14. identifies the 1st , 2nd, 3rd, up to 10th  BEAM LG Gr.1 Module 2-
object in a given set from a given point M1NS-Ii-16.1 Reading and Writing of
of reference. Whole Numbers
15. reads and writes ordinal numbers: 1st,  Lesson Guide in Elem.
M1NS-Ii-17.1
2nd, 3rd up to 10th. Math Grade 1 p. 104
16. recognizes and compares coins and
M1NS-Ij-19.1 Whole Numbers
bills up to PhP100 and their notations.
Math Grade 1 p. 109
Grade 1- SECOND QUARTER
17. illustrates addition as “putting
Numbers and demonstrates is able to apply M1NS-IIa-23 Math Grade 1 p. 123
together or combining or joining sets”
Number understanding of addition and
Sense addition and subtraction of whole  BEAM LG Gr.1 Module 4-
subtraction of whole numbers up to 100 18. visualizes and adds two one-digit Addition
numbers up to 100 including money in numbers with sums up to 18 using the M1NS-IIa-26.1  Lesson Guide in Elem.
including money mathematical order and zero properties of addition. Math Grade 1 pp. 135, 137
problems and real-
life situations. 19. adds two one-digit numbers using
appropriate mental techniques e.g. M1NS-IIa-28.1a
adding doubles and/or near-doubles.

PERFORMANCE

20. visualizes and adds three one-digit
Addition
numbers using the grouping property M1NS-IIb-26.2
of addition.
Math Grade 1 p. 141
21. visualizes and adds two to three one-
Addition
digit numbers horizontally and M1NS-IIb-27.1
vertically.
Math Grade 1 p. 144
22. uses expanded form to explain the
M1NS-IIc-27.2
meaning of addition with regrouping.
23. visualizes and adds numbers with
Addition
sums through 99 without or with M1NS-IIc-27.3
regrouping.
Math Grade 1 pp. 149, 152
24. adds mentally two to three one- digit  Lesson Guide in Elem.
numbers with sums up to 18 using M1NS-IId-28.1b Math Grade 1 p. 147
appropriate strategies.
25. adds mentally two-digit numbers and
one-digit numbers with regrouping M1NS-IId-28.2
using appropriate strategies.
26. visualizes and solves one-step routine  BEAM LG Gr.1 Module 5-
and non-routine problems involving Application of Addition
addition of whole numbers including  Lesson Guide in Elem.
M1NS-IIe-29.1
money with sums up to 99 using Math Grade 1 p. 169
appropriate problem solving
strategies.
27. creates situations involving addition of
M1NS-IIe-30.1
whole numbers including money .
28. illustrates subtraction as “taking away”  BEAM LG Gr.1 Module 6-
M1NS-IIf-24
or “comparing” elements of sets. Subtraction
29. illustrates that addition and
M1NS-IIf-25
subtraction are inverse operations.
30. visualizes, represents, and subtracts
Subtraction
one-digit numbers with minuends M1NS-IIg-32.1
through 18 (basic facts)
Math Grade 1 p. 190
PERFORMANCE

31. visualizes, represents, and subtracts  BEAM LG Gr.1 Module 6-
one- to two-digit numbers with Subtraction
M1NS-IIg-32.2
minuends up to 99 without  Lesson Guide in Elem.
regrouping. Math Grade 1 p. 194
32. uses the expanded form to explain
M1NS-IIh-32.3
subtraction with regrouping.
33. visualizes, represents, and subtracts
Subtraction
one- to two-digit numbers with M1NS-IIh-32.4
minuends up to 99 with regrouping.
Math Grade 1 p. 197
34. subtracts mentally one-digit numbers  BEAM LG Gr.1 Module 6-
from two-digit minuends without Subtraction
M1NS-IIi-33.1
regrouping using appropriate  Lesson Guide in Elem.
strategies. Math Grade 1 p. 209
35. visualizes, represents, and solves
Application of Subtraction
routine and non-routine problems
involving subtraction of whole
Math Grade 1 p. 235
numbers including money with M1NS-IIi-34.1
minuends up to 99 with and without
regrouping using appropriate problem
solving strategies and tools.
36. creates situations involving subtraction

M1NS-IIj-35.1
of whole number including money.
Grade 1- THIRD QUARTER
37. counts groups of equal quantity using
concrete objects up to 50 and writes
M1NS-IIIa-37
an equivalent expression.
e.g. 2 groups of 5
38. visualizes, represents, and separates

objects into groups of equal quantity
M1NS-IIIa-48
using concrete objects up to 50.
e.g. 10 grouped by 5s

PERFORMANCE

Numbers and demonstrates is able to recognize, 39. visualizes and identifies ½ and ¼ of Math Grade 1 pp. 239,
M1NS-IIIb-72.1
Number understanding of represent, and a whole object. 242
Sense fractions ½ and 1/4. compare fractions ½
and 1/4 in various  BEAM LG Gr.1 Module 8-
forms and contexts. Fractions
40. visualizes, represents, and divides a
M1NS-IIIc-73  Lesson Guide in Elem.
whole into halves and fourths.
Math Grade 1 pp. 246,
249
41. visualizes, and divides the elements
Fractions
of sets into two groups of equal M1NS-IIIc-74.1
quantities to show halves.
Math Grade 1 p. 254
42. visualizes, represents, and divides
Fractions
the elements of sets into four groups M1NS-IIId-74.2
of equal quantities to show fourths
Math Grade 1 p. 258
43. visualizes and draws the whole Fractions
M1NS-IIId-75
region or set given its ½ and/or ¼
44. identifies, names, and describes the  BEAM LG Gr.2 Module -

Geometry demonstrates is able to describe, four basic shapes (square, rectangle, Shapes
understanding of 2- compare, and triangle and circle) in 2-dimensional M1GE-IIIe-1
dimensional and 3- construct 2- (flat/plane) and 3-dimensional (solid)
dimensional figures. dimensional and 3- objects.
dimensional objects
45. compares and classifies 2-
dimensional (flat/plane) and 3-
M1GE-IIIe-2
dimensional (solid) figures according
to common attributes.
46. draws the four basic shapes. M1GE-IIIf-3
47. constructs three dimensional objects

M1GE-IIIf-4
(solid) using manipulative materials.

PERFORMANCE
48. determines the missing term/s in a

Patterns and demonstrates is able to apply
given continuous pattern using
Algebra understanding of knowledge of
one attribute (letters/
continuous and continuous and
numbers/events).
repeating patterns and repeating patterns
e.g. M1AL-IIIg-1
mathematical and number
A,B,C,D,__
sentences. sentences in various
2,3,__5,6,7
situations.
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___

given repeating pattern using one
attribute(letters, numbers, colors,
figures, sizes, etc.).
M1AL-IIIg-2
e.g.
A,B,C,A,B,C,A,__
_
50. constructs equivalent number
Math Grade 1 p. 184
expression using addition and
M1AL-IIIh-8
subtraction.
e.g. 6 + 5 = 12 - 1
51. identifies and creates patterns to
Math Grade 1 pp. 39 – 41;
compose and decompose using
57 – 63
addition. M1AL-IIIi-9
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 +
3, 5 + 2, 6 + 1, 7 + 0
52. visualizes and finds the missing

number in an addition or subtraction
sentence using a variety of ways
M1AL-IIIj-10
e.g.
n+2=5
5–n=3
PERFORMANCE

Grade 1- FOURTH QUARTER
Measurement demonstrates is able to apply Measurement: Time
understanding of time knowledge of time and 53. tells the days in a week; months in a Measure
M1ME-IVa-1
and non-standard non-standard year in the right order.  Lesson Guide in Elem.
units of length, mass measures of length, Math Grade 1 pp. 262,
and capacity. mass, and capacity in 267
mathematical
54. determines the day or the month using
problems and real-life M1ME-IVa-2
a calendar.
situations
55. tells and writes time by hour, half-hour Math Grade 1 pp. 270,
M1ME-IVb-3
and quarter-hour using analog clock. 274, 281
56. solves problems involving time (days in

a week, months in a year, hour, half- M1ME-IVb-4
hour, and quarter-hour)
57. compares objects using comparative

words: short, shorter, shortest; long,
M1ME-IVc-19
longer, longest; heavy, heavier,
heaviest; light, lighter, lightest.
58. estimates and measures length using Linear Measure
M1ME-IVd-20
non- standard units of linear measures.  Lesson Guide in Elem.
Math Grade 1 p. 284
Mass Measure
59. estimates and measures mass using
M1ME-IVe-21  Lesson Guide in Elem.
non-standard units of mass measure.
Math Grade 1 p. 292

60. estimates and measures capacity Math Grade 1 p. 298
M1ME-IVf-22
using non-standard unit.

PERFORMANCE

61. collects data on one variable through
M1SP-IVg-1.1
Statistics and demonstrates is able to create and simple interview.
Probability understanding of interpret simple 62. sorts, classifies, and organizes data in
pictographs without representations of data tabular form and presents this into a M1SP-IVg-2.1
scales and outcomes (tables and pictographs pictograph without scales.
of an event using the without scales) and 63. infers and interprets data presented in
terms likely and describe outcomes of a pictograph without scales.
unlikely to happen. familiar events using e.g. finding out from the title what the M1SP-IVh-3.1
the terms likely and pictograph is all about, comparing
unlikely to happen. which has the least or greatest …
64. solves routine and non-routine
problems using data presented in M1SP-IVh-4.1
pictograph without scales.
65. tells whether an event is likely or
M1SP-IVi-7.1
unlikely to happen.
66. describe events in real-life situations
using the phrases “ likely” or “unlikely M1SP-IVj-8.1
to happen”. e.g. Tomorrow it will rain.

GRADE 2
PERFORMANCE

 BEAM LG Gr. 2 Module 1-
Numbers and 1. visualizes and represents numbers Whole Numbers
Number 1. demonstrates 1. is able to recognize, from 0-1000 with emphasis on M2NS-Ia-1.2  Lesson Guide in Elem.
Sense understanding of represent, compare, numbers 101 – 1 000 using a variety of Math Grade 2 p. 1
whole numbers up and order whole materials.
to 1000, ordinal numbers up to 1000,
numbers up to 20th, ordinal numbers up to 2. groups objects in ones, tens, and
M2NS-Ib-2.2
and money up to 20th, and money up hundreds.
PhP100. to PhP100 in various  BEAM LG Gr. 2 Module 1-
forms and contexts. 3. gives the place value and finds
Whole Numbers
2. demonstrates the value of a digit in three-digit M2NS-Ib-10.2
understanding of 2. is able to recognize numbers.
Math Grade 2 p.12
addition of whole and represent ordinal  BEAM LG Gr. 2 Module 1-
numbers up to numbers up to 20th in
4. visualizes and counts numbers by Whole Numbers
1000 including various forms and M2NS-Ib-8.2
10s, 50s, and 100s.  Lesson Guide in Elem.
money. contexts.
Math Grade 2 p.24
3. is able to apply
5. reads and writes numbers up to Whole Numbers
addition of whole M2NS-Ic-9.2
1 000 in symbols and in words.  Lesson Guide in Elem.
numbers up to 1000
Math Grade 2 p.15
including money in
mathematical
6. visualizes and writes three-digit Whole Numbers
problems and real-life M2NS-Ic-14
numbers in expanded form.  Lesson Guide in Elem.
situations.
Math Grade 2 p.18
7. visualizes and compares numbers
Whole Numbers
up to 1 000 using relation M2NS-Id-12.2
symbols.
Math Grade 2 p.21
8. visualizes and orders numbers up
to 1 000 in increasing or M2NS-Id-13.2
decreasing order.

PERFORMANCE

9. identifies the 1st through the
Presenting Whole
20th with the emphasis on 11th
M2NS-Ie-16.2 Numbers
to 20th object in a given set from
a given point of reference.
Math Grade 2 p.28
10. reads and writes ordinal numbers Whole Numbers
M2NS-Ie-17.2
from 1st through the 20th.

11. identifies and uses the pattern of
Whole Numbers
naming ordinal numbers from 1st M2NS-Ie-18
to the 20th.
Math Grade 2 p.40
12. reads and writes money in Reading and Writing
symbols and in words through M2NS-If-20.1 Whole Numbers
PhP100.  Lesson Guide in Elem.
Math Grade 2 p.42
13. counts the value of a set of bills
Money
or a set of coins through PhP100
(peso-coins only; centavo-coins
M2NS-If-21
only; peso-bills only and
combined peso-coins and peso-
bills).
14. compares values of different
Money
denominations of coins and
M2NS-If-22.1  Lesson Guide in Elem.
paper bills through PhP100 using
Math Grade 2 p.50
relation symbols.
15. illustrates the properties of
Addition
addition (commutative,
associative, identity) and applies M2NS-Ig-26.3
Math Grade4 p.24
each in appropriate and relevant
 DLP Gr. 4 Modules 9, 10,
situations.
11; Gr. 5 Module 2

PERFORMANCE

16. visualizes, represents, and adds  BEAM LG Gr. 2 Module 4-
2-digit by 3-digit numbers with Addition
M2NS-Ig-27.4
sums up to 1000 without and  Lesson Guide in Elem.
with regrouping . Math Grade 2 p.59
17. visualizes, represents, and adds  BEAM LG Gr. 2 Module 4-
3-digit by 3-digit numbers with Addition
M2NS-Ih-27.5  Lesson Guide in Elem.
sums up to 1000 without and
with regrouping. Math Grade 2 p.59

18. adds mentally 1- to 2-digit
Addition
numbers with sums up to 50 M2NS-Ih-28.3
Math Grade 2 p.83
19. adds mentally 3-digit numbers
and 1-digit numbers using M2NS-Ii-28.4
20. adds mentally three -digit

numbers and tens (multiples of
M2NS-Ii-28.5
10 up to 90) using appropriate
strategies.
21. adds mentally 3-digit numbers

and hundreds (multiples of 100
M2NS-Ii-28.6
up to 900) using appropriate
strategies.
22. solves routine and non-routine  BEAM LG Gr. 2 Module –

problems involving addition of Application of Addition
whole numbers including money  Lesson Guide in Elem.
M2NS-Ij-29.2 Math Grade 2 p.87
with sums up to 1000 using
strategies and tools.
23. creates problems involving
addition of whole numbers M2NS-Ij-30.2
including money.
PERFORMANCE

24. visualizes, represents, and  BEAM LG Gr. 2 Module 6-
Numbers and demonstrates is able to apply subtraction subtracts 2- to 3-digit numbers Subtraction
M2NS-IIa-32.5
Number understanding of and multiplication of whole with minuends up to 999 without  Lesson Guide in Elem.
Sense subtraction and numbers up to 1000 and with regrouping. Math Grade 2 p.105
multiplication of whole including money in 25. subtracts mentally 1-digit  BEAM LG Gr. 2 Module 6-
numbers up to 1000 mathematical problems and numbers from 1- to 3-digit Subtraction
M2NS-IIb-33.2
including money. real-life situations. numbers without regrouping  LessonGuide in Elem.
using appropriate strategies. Math Grade 2 p.123
26. subtracts mentally 3-digit
numbers by tens and by
M2NS-IIb-33.3
hundreds without regrouping
problems involving subtraction of Application of Subtraction
whole numbers including money  Lesson Guide in Elem.
M2NS-IIc-34.2
with minuends up to 1000 using Math Grade 2 p.126
subtraction of whole numbers M2NS-IId-35.2
including money.
29. performs orders of operations
involving addition and M2NS-IId-34.3
subtractions of small numbers.
30. solves multi-step routine and  BEAM LG Gr. 2 Module 8-

non-routine problems involving Application of Addition
addition and subtraction of 2- to and Subtraction
M2NS-IIe-34.4
3-digit numbers including money
using appropriate problem

PERFORMANCE
31. creates word problems involving

addition and subtraction of whole M2NS-IIe-35.3
numbers including money.
32. illustrates multiplication as  Lesson Guide in Elem.

repeated addition using Math Grade 2 p.140
32.1 groups of equal quantities
32.2 arrays M2NS-IIf-38
32.3 counting by multiples
32.4 equal jumps on the
number line
33. writes a related equation for each
Math Grade 2 p.148
type of multiplication: repeated
addition, array, counting by M2NS-IIf-39
multiples, and equal jumps on
the number line.
34. illustrates the property of  Lesson Guide in Elem.
multiplication that any number Math Grade 2 p.157
M2NS-IIg-40.1
multiplied by one (1) is the same
number.
35. illustrates the property of  Lesson Guide in Elem.
multiplication that zero multiplied M2NS-IIg-40.2 Math Grade 2 p.160
by any number is zero.  DLP Gr. 4 Module 27
36. illustrates the commutative

M2NS-IIg-40.3
property of multiplication.
37. visualizes multiplication of  BEAM LG Gr. 2 Module -
numbers 1 to 10 by 2,3,4,5 M2NS-IIh-41.1 Multiplication
and10.
 BEAM LG Gr. 2 Module –
38. multiplies mentally 2,3,4,5 and 10 Multiplication
M2NS-IIi-42.1
using appropriate strategies.  Lesson Guide in Elem.
Math Grade 2 p.166

PERFORMANCE

problems involving multiplication Multiplication
of whole numbers including M2NS-IIi-45.1  Lesson Guide in Elem.
money using appropriate problem Math Grade 2 p.169
40. solves routine and non-routine  Lesson Guide in Elem.
problems involving multiplication Math Grade 2 p.177
and addition or subtraction of
M2NS-IIj-45.2
whole numbers including money
using appropriate problem

multiplication only and
multiplication with addition or
M2NS-IIj-46.1
subtraction of whole numbers
including money with reasonable
answers.

42. visualizes and represents division as  BEAM LG Gr. 2 Module
Numbers and 1. demonstrates 1. is able to apply equal sharing, repeated subtraction, 11– Application of Division
Number understanding of division of whole equal jumps on the number line and M2NS-IIIa-49  Lesson Guide in Elem.
Sense division of whole numbers up to 1000 using formation of equal groups of Math Grade 2 p.181
numbers up to 1000 including money in objects
including money. mathematical 43. creates and writes a related  DLP Gr. 3 Module 24
problems and real-life equation for each type of
2. demonstrates situations. situation: equal sharing, repeated
M2NS-IIIa-50
understanding of unit subtraction, equal jumps on the
fractions. 2. is able to recognize number line, and formation of
and represent unit equal groups of objects.
fractions in various 44. visualizes division of numbers up  BEAM LG Gr. 2 Module
forms and contexts. to 100 by 2,3,4,5, and 10 11– Application of Division
M2NS-IIIb-51.1
(multiplication table of 2, 3, 4, 5
and 10).
PERFORMANCE
45. divides mentally numbers by

2,3,4,5 and 10 using appropriate
M2NS-IIIb-52.1
strategies (multiplication table of
2, 3, 4, 5 and 10).
 DLP Gr. 3 Module 28
46. illustrates that multiplication and
M2NS-IIIc-53  Lesson Guide in Elem.
division are inverse operations.
Math Grade 2 p.206
47. solves routine and non-routine  BEAM LG Gr. 2 Module
problems involving division of 11– Application of Division
numbers by 2,3,4,5 and 10 and
with any of the other operations
M2NS-IIIc-56.1
of whole numbers including
money using appropriate
problem solving strategies and
tools.
48. creates word problems involving
division of whole numbers M2NS-IIIc-57.1
including money.
 BEAM LG Gr. 2 Module 13
49. visualizes, represents and
– Fractions
identifies unit fractions with M2NS-IIId-72.2
denominators of 10 and below.
Math Grade 2 p.231
50. reads and writes unit fractions. M2NS-IIId-76.1
Math Grade 2 p.240
51. compares unit fractions using  Lesson Guide in Elem.
M2NS-IIIe-77.1 Math Grade 2 p.245
relation symbols.
52. arranges unit fractions in

M2NS-IIIe-78.1
increasing or decreasing order.
53. identifies other fractions less than
one with denominators 10 and M2NS-IIIe-79.1
below.

PERFORMANCE

54. visualizes similar fractions
(using group of objects and M2NS-IIIf-72.3
number line).
55. reads and writes similar
M2NS-IIIf-76.2
fractions.
56. compares similar fractions  DLP Gr. 3 Module 36
M2NS-IIIf-77.2
using relation symbols.
57. arranges similar fractions in Math Grade 4 p.205
M2NS-IIIf-78.2
increasing or decreasing order.  MISOSA Module Gr. 4 –
Ordering Similar Fractions
58. visualizes, identifies, classifies
Geometry demonstrates is able to recognize and and describes half circles and M2GE-IIIg-5
understanding of straight construct straight and quarter circles.
and curved lines, flat curved lines, flat and 59. constructs squares, rectangles,
and curved surfaces, curved surfaces, basic triangles, circles, half-circles,
basic shapes, symmetry shapes and create simple M2GE-IIIg-6
and quarter circles using cut-
in a line, and designs that show outs and square grids.
tessellations using symmetry in a line and
triangles and squares. tessellation using  BEAM LG Gr. 2 Module
triangles and squares. 60. identifies shapes/figures that Geometry – Tessellations
M2GE-IIIh-7.1
show symmetry in a line.  Lesson Guide in Elem.
Math Grade 2 p.266
61. identifies and draws the line
of symmetry in a given M2GE-IIIh-7.4a
symmetrical figure.
62. creates figures that show

M2GE-IIIh-7.2
symmetry in a line.
63. recognizes shapes that can

M2GE-IIIh-8.1
tessellate.
64. tessellates a surface using Math Grade 2 p.263
M2GE-IIIi-8.2
triangles and squares.

PERFORMANCE

65. identifies straight lines and
curves, flat and curved
surfaces in a 3-dimensional M2GE-IIIi-9
object. This is not reflected in
the performance standards.
66. explains the differences
between straight lines and
curved lines, flat surfaces and
M2GE-IIIi-10
curved surfaces. This is not
reflected in the performance
standards.
Patterns and demonstrates is able to apply 67. determines the missing term/s in
Algebra understanding of knowledge of a given continuous pattern using
continuous patterns using continuous patterns two attributes (any two of the
two attributes and using two attributes following: figures, numbers,
mathematical sentences and number sentences colors, sizes, and orientations,
involving multiplication involving multiplication etc.)
M2AL-IIIj-3
and division of whole and division using 2, 3, e.g.
numbers using 2, 3, 4, 5 4, 5 and 10 only in
and 10 only. various situations. 1, A, 2,B,3,C,__,__
1 , 2 , 3 , 4 __
68. visualizes and finds the missing

value in a number sentence
involving multiplication or division
of whole numbers using 2, 3, 4,
M2AL-IIIj-11
5 and 10 only.
e.g.
5 x __ = 30
30 ÷ __ = 6

PERFORMANCE

 BEAM LG Gr. 2 Module 9 –
69. tells and writes time in minutes
Measurement demonstrates is able to apply knowledge Time Measure
including a.m. and p.m. using M2ME-IVa-5
understanding of time, of time, standard measures  Lesson Guide in Elem.
analog and digital clocks.
standard measures of of length, weight, and Math Grade 2 p.285
length, mass and capacity capacity, and area using 70. visualizes and finds the elapsed
M2ME-IVa-6
and area using square-tile square-tile units in time in days.
units. mathematical problems and 71. visualizes, represents, and solves  BEAM LG Gr. 2 Module 9 –
real-life situations. problems involving time (minutes Time Measure
M2ME-IVa-7
including a.m. and p.m. and  Lesson Guide in Elem.
elapsed time in days). Math Grade 2 p.304
72. shows and uses the appropriate
unit of length and their
M2ME-IVb-23
abbreviation cm and m to
measure a particular object.
73. compares length in meters or
M2ME-IVb-24
centimeters.
74. measures objects using  Lesson Guide in Elem.
appropriate measuring tools in m M2ME-IVb-25 Math Grade 2 p.309
or cm.
75. estimates and measures length  Lesson Guide in Elem.
M2ME-IVc-26
using meter or centimeter. Math Grade 2 p.312
M2ME-IVc-27
problems involving length.
77. shows and uses the appropriate
unit of weight and their
M2ME-IVd-28
abbreviations g and kg to
measure a particular object.
78. compares mass in grams or
M2ME-IVd-29 – Mass and Capacity
kilograms.
79. measures objects using
– Mass and Capacity
appropriate measuring units in g M2ME-IVd-30
or kg.
Math Grade 2 p.317

PERFORMANCE

80. estimates and measures mass – Mass and Capacity
M2ME-IVe-31
using gram or kilogram.  Lesson Guide in Elem.
Math Grade 2 p.323

M2ME-IVe-32
problems involving mass.
82. measures objects using

appropriate measuring tools in M2ME-IVf-33
mL or L.

M2ME-IVf-34
length, mass and capacity.

84. illustrates area as a measure of
– Area
how much surface is covered or M2ME-IVg-35
occupied by a plane figure.
85. finds the area of a given figure

using square-tile units i.e. M2ME-IVg-36
number of square-tiles needed.
86. estimates the area of a given

M2ME-IVh-37
figure using any shape.

problems involving any figure M2ME-IVh-38
using square tiles.

PERFORMANCE
88. collects data on one variable

Statistics and deepens understanding of is able to create and M2SP-IVh-1.2
using a questionnaire.
Probability pictographs without and interpret simple
with scales and outcomes representations of data
of an event using the (tables and pictographs 89. sorts, classifies, and organizes
terms likely, equally likely without and with scales) data in tabular form and
M2SP-IVi-2.2
and unlikely to happen. and describe outcomes of presents this into a pictograph
familiar events using the without and with scales.
terms likely, equally likely  BEAM LG Gr. 3 Module 15
and unlikely to happen. 90. infers and interprets data – Pictograph
presented in a pictograph M2SP-IVi-3.2
without and with scales.

problems using data presented in
M2SP-IVi-4.2
a pictograph without and with
scales.
92. tells whether an event is likely,

M2SP-IVj-7.2
equally likely, unlikely to happen.
93. describe events in real-life

situations using the phrases
“ likely to happen” or “unlikely to M2SP-IVj-8.2
happen” or “equally likely to
happen”.

GRADE 3
PERFORMANCE
Numbers and 1. demonstrates 1. is able to recognize, Math 3 pp. 1 – 14
Number understanding of represent, compare, 1. visualizes numbers up to 10 000 with  BEAM LG Gr. 3 Module 1.1
M3NS-Ia-1.3
Sense whole numbers up and order whole emphasis on numbers 1001 - 10000. – Whole Numbers
to 10 000, ordinal numbers up to 10
numbers up to 000, and money up  Lesson Guide in Elem.
100th, and money up to PhP1000 in Math 3 pp. 15 – 17
to PhP1000. various forms and 2. gives the place value and value of a  BEAM LG Gr. 3 Module 1.1
contexts. M3NS-Ia-10.3
digit in 4- to 5-digit numbers. – Whole Numbers
2. demonstrates  MTB-MLE Group –
understanding of 2. is able to recognize Teacher’s Guide
addition and and represent,  Lesson Guide in Elem.
subtraction of whole ordinal numbers up Math 3 pp. 18 - 27
numbers including to 100th in various 3. reads and writes numbers up to 10  BEAM LG Gr. 3 Module 1.1
money forms and contexts. M3NS-Ia-9.3
000 in symbols and in words. – Whole Numbers
 MTB-MLE Group –
3. is able to apply Teacher’s Guide
addition and
subtraction of whole
Math 3 pp. 37 – 40
numbers including
 BEAM LG Gr. 3 Module 1.2
money in 4. rounds numbers to the nearest ten,
M3NS-Ib-15.1 – Whole Numbers
mathematical hundred and thousand..
problems and real-
life situations.
Teacher’s Guide
5. compares numbers up to – Whole Numbers
M3NS-Ib-12.3  MTB-MLE Group –
10 000 using relation symbols.
Teacher’s Guide
6. orders 4- to 5-digit numbers in Teacher’s Guide
M3NS-Ib-13.3

PERFORMANCE

7. identifies ordinal numbers from 1st to  MTB-MLE Group –
100th with emphasis on the 21st to Teacher’s Guide
M3NS-Ic-16.3
100th object in a given set from a
given point of reference.
8. recognizes coins and bills up to PhP1
M3NS-Ic-19.2
000.

Math 3 pp.49 – 51
9. reads and writes money in symbols and
– Whole Numbers
in words through PhP1 000 in pesos M3NS-Ic-20.2
 DLP Gr. 3 Module 8, Gr. 4
and centavos.
Module 48
Teacher’s Guide
10. compares values of the different Math 3 pp.52 – 56
denominations of coins and bills  BEAM LG Gr. 3 Module 1.3
M3NS-Id-22.2
through PhP1 000 using relation – Whole Numbers
symbols.  MTB-MLE Group –
Teacher’s Guide
11. adds 3- to 4-digit numbers up to three Math 3 pp.70 – 80
addends with sums up to 10 000 M3NS-Id-27.6  DLP Gr. 3 Module 12, 13
without and with regrouping.  MTB-MLE Group –
Teacher’s Guide
 LG in Elem. Math 3 pp.81
– 84
12. estimates the sum of 3- to 4-digit
M3NS-Ie-31  DLP Gr. 3 Module 14
addends with reasonable results.
Teacher’s Guide
13. adds mentally 2-digit and 1-digit Math 3 pp.85 – 90
numbers without or with regrouping M3NS-Ie-28.7  DLP Gr. 3 Module 15
using appropriate strategies.  MTB-MLE Group –
Teacher’s Guide
PERFORMANCE

 LG in Elem. Math 4 pp.35
14. adds mentally 2- to 3-digit numbers
– 36
with multiples of hundreds using M3NS-Ie-28.8
Teacher’s Guide
problems involving addition of whole Math 3 pp.95 – 99
numbers with sums up to 10 000 M3NS-If-29.3  DLP Gr. 3 Module 16
including money using appropriate  MTB-MLE Group –
problem solving strategies and tools. Teacher’s Guide
16. creates problems involving addition of

M3NS-If-30.3
whole numbers including money.

Math 3 pp.100 – 144
17. subtracts 3-to 4-digit numbers from 3-  BEAM LG Gr. 3 Module 1 –
to 4-digit numbers without and with M3NS-Ig-32.6 Subtraction
regrouping.  DLP Gr. 3 Module 17, 18
Teacher’s Guide
Math 3 pp.145 – 148
18. estimates the difference of two
numbers with three to four digits with M3NS-Ih-36
Subtraction
reasonable results.
Teacher’s Guide
Math 3 pp.149 – 154
19. subtracts mentally 1- to 2 – digits
numbers without and with regrouping M3NS-Ih-33.5
Subtraction
Teacher’s Guide
20. subtracts mentally 2- to 3 – digits  MTB-MLE Group –
numbers with multiples of hundreds Teacher’s Guide
M3NS-Ii-33.6
without and with regrouping using
PERFORMANCE

Math 3 pp.155 – 169
Application of Subtraction,
problems involving subtraction without
Module 3 – Application of
or with addition of whole numbers M3NS-Ii-34.5
Addition and Subtraction
including money using appropriate
 DLP Gr. 3 Module 19, Gr.
problem solving strategies and tools.
4 Module 19
Teacher’s Guide
22. creates problems involving addition

and/or subtraction of whole numbers M3NS-Ij-35.4
including money.

 BEAM LG Gr.2 Module –
Numbers and demonstrates is able to apply Multiplication
Number understanding of multiplication and division of 23. visualizes multiplication of numbers 1  MTB-MLE Group –
M3NS-IIa-41.2
Sense multiplication and division whole numbers including to 10 by 6,7,8 and 9. Teacher’s Guide
of whole numbers including money in mathematical
money. problems and real-life  MTB-MLE Group –
situations 24. visualizes and states basic Teacher’s Guide
multiplication facts for numbers up to M3NS-IIa-41.3
10.

Math 3 pp.170 – 174
25. applies the commutative property of  DLP Gr. 5 Module 3
M3NS-IIb-40.4
multiplication.  MTB-MLE Group –
Teacher’s Guide

26. multiplies 2-digit by 1-digit numbers  MTB-MLE Group –
using the distributive property of M3NS-IIb-40.5 Teacher’s Guide
multiplication.

PERFORMANCE

 DLP Gr. 4 Module 26, Gr.
27. multiplies three 1-digit numbers using
5 Module 3
the associative property of M3NS-IIb-40.6
multiplication.
Teacher’s Guide
28. multiplies 2- to 3-digit numbers by 1-
Math 3 pp.185 – 193
digit numbers without or with M3NS-IIc-43.1
regrouping.
Teacher’s Guide
29. multiplies 2-digit numbers by 2-digit Teacher’s Guide
M3NS-IIc-43.2
numbers without regrouping.
30. multiplies 2-digit number by 2-digit  MTB-MLE Group –
numbers with regrouping. M3NS-IIc-43.3 Teacher’s Guide

31. multiplies 2- to 3-digit numbers by Math 3 pp.194 – 203
M3NS-IId-43.4
multiples of 10 and 100.  MTB-MLE Group –
Teacher’s Guide
32. multiplies 1- to 2-digit numbers by  MTB-MLE Group –
M3NS-IId-43.5 Teacher’s Guide
1 000.
33. estimates the product of 2- to 3-digit  MTB-MLE Group –
numbers and 1- to 2-digit numbers M3NS-IId-44.1 Teacher’s Guide
with reasonable results .
34. multiplies mentally 2-digit by 1-digit
Math 3 pp.212 – 215
numbers without regrouping with M3NS-IIe-42.2
products of up to 100.
Teacher’s Guide
35. solves routine and non-routine Math 3 pp.216 – 222
problems involving multiplication  MTB-MLE Group –
without or with addition and Teacher’s Guide
M3NS-IIe-45.3
subtraction of whole numbers including
money using appropriate problem

PERFORMANCE

multiplication or with addition or
M3NS-IIf-46.2
subtraction of whole numbers including
money.
37. visualizes and states the multiples of 1- Teacher’s Guide
M3NS-IIf-47
to 2-digit numbers.
 BEAM LG Gr.2 Module 11

38. visualizes division of numbers up to
– Division
100 by 6,7,8,and 9 (multiplication table M3NS-IIg-51.2
of 6, 7, 8, and 9).
Teacher’s Guide
39. visualizes and states basic division facts – Division
M3NS-IIg-51.3
of numbers up to 10.  MTB-MLE Group –
Teacher’s Guide
40. divides 2- to 3-digit numbers by 1- to Math 3 pp.229 – 236
2- digit numbers without and with M3NS-IIh-54.1  DLP Gr. 3 Module 29
remainder.  MTB-MLE Group –
Teacher’s Guide
Math 3 pp.270 – 275
 BEAM LG Gr.3 Module –
41. divides 2-3 digit numbers by 10 and
M3NS-IIh-54.2 Application of Division
100 without or with remainder.
Teacher’s Guide
42. estimates the quotient of 2- to 3- digit
M3NS-IIi-55.1 Teacher’s Guide
numbers by 1- to 2- digit numbers.
43. divides mentally 2-digit numbers by 1- Math 3 pp.276 – 280
digit numbers without remainder using M3NS-IIi-52.2  DLP Gr. 3 Module 39
appropriate strategies.  MTB-MLE Group –
Teacher’s Guide
PERFORMANCE

problems involving division of 2- to 4- Math 3 pp.281 – 292
digit numbers by 1- to 2-digit numbers  BEAM LG Gr.2 Module 11
without or with any of the other M3NS-IIj-56.2 – Division, Gr.3 Module –
operations of whole numbers including Application of Division
money using appropriate problem  MTB-MLE Group –
solving strategies and tools. Teacher’s Guide
45. creates problems involving division or
with any of the other operations of M3NS-IIj-57.2
whole numbers including money.
Numbers and demonstrates is able to recognize and Math 3 pp.44 – 48, Gr. 5
Number understanding of represent proper and p. 27
Sense proper and improper, improper, similar and 46. identifies odd and even numbers. M3NS-IIIa-63  DLP Gr. 3 Module 7
similar and dissimilar dissimilar and equivalent  BEAM LG Gr.3 Module 1.2
and equivalent fractions in various forms  MTB-MLE Group –
fractions. and contexts. Teacher’s Guide
Math 3 pp.305 – 311
47. visualizes and represents fractions that
M3NS-IIIa-72.4  DLP Gr. 3 Module 37
are equal to one and greater than one.
Teacher’s Guide
48. reads and writes fractions that are Identify and Order
equal to one and greater than one in M3NS-IIIb-76.3 Fractions
symbols and in words.  MTB-MLE Group –
Teacher’s Guide
49. represents fractions using regions, sets,
M3NS-IIIb-72.5 Math 4 p.188
and the number line.
 DLP Gr. 4 Module 58, 59
50. visualizes and represents dissimilar
M3NS-IIIc-72.6 Math 4 p.197
fractions.
Teacher’s Guide
PERFORMANCE

 MISOSA Module Gr.6 –
51. visualizes, represents, and compares Comparing Fractions
M3NS-IIId-77.3
dissimilar fractions.  MTB-MLE Group –
Teacher’s Guide
 BEAM LG Gr.5 Module 2,
Gr.6 Module 29
52. visualizes, represents, and arranges  MISOSA Gr. 5 Module –
dissimilar fractions in increasing or M3NS-IIId-78.3 Ordering Dissimilar
decreasing order. Fractions
Teacher’s Guide
Math 5 p.63
53. visualizes and generates equivalent  MISOSA Gr. 5 and 6
M3NS-IIIe-72.7 Modules –
fractions.
Equal/Equivalent Fractions
Teacher’s Guide
54. recognizes and draws a point, line, line  MTB-MLE Group –

M3GE-IIIe-11
Geometry demonstrates is able to recognize and segment and ray. Teacher’s Guide
understanding of lines, represent lines in real  Lesson Guide in Elem.
symmetrical designs, and objects and designs or Math 3 pp.330 – 337
tessellation using square, drawings, complete  DLP Gr. 3 Module 42
55. recognizes and draws parallel,
triangle and other shapes symmetrical designs, and M3GE-IIIf-12.1  BEAM LG Gr.3 Module 7 –
intersecting and perpendicular lines.
that can tessellate. create patterns of designs Line and Line Segment
using square, triangle and  MTB-MLE Group –
other shapes that can Teacher’s Guide
tessellate.  Lesson Guide in Elem.
Math 3 pp.338 – 344
56. visualizes, identifies and draws
M3GE-IIIf-13  BEAM LG Gr.3 Module 7 –
congruent line segments.
Line and Line Segment
Teacher’s Guide

PERFORMANCE

 BEAM LG Gr.3 Module 7 –
57. identifies and visualizes symmetry in
M3GE-IIIg-7.3 Line and Line Segment
the environment and in design.
Teacher’s Guide
58. identifies and draws the line of  MTB-MLE Group –
symmetry in a given symmetrical M3GE-IIIg-7.4 Teacher’s Guide
figure.
Math 3 pp.357 – 362
59. completes a symmetric figure with  BEAM LG Gr.3 Module 7 –
M3GE-IIIh-7.5
respect to a given line of symmetry. Line and Line Segment
Teacher’s Guide
60. tessellates the plane using triangles,
Math 3 pp.345 – 356
squares and other shapes that can M3GE-IIIh-8.3
tessellate.
Teacher’s Guide
61. determines the missing term/s in a  MTB-MLE Group –
Patterns and demonstrates is able to apply knowledge given combination of continuous Teacher’s Guide
Algebra understanding of of continuous and repeating and repeating pattern.
continuous and repeating patterns and number e.g.
patterns and mathematical sentences involving M3AL-IIIi-4
sentences involving multiplication or division of 4A,5B, 6A,7B,__
multiplication and division whole numbers in various
of whole numbers. situations. 1 2 3 4 ___
62. finds the missing value in a number

sentence involving multiplication or
division of whole numbers.
M3AL-IIIj-12
e.g.
n x 7 = 56
56 ÷ n = 8

PERFORMANCE

63. visualizes, and represents, and  Lesson Guide in Elem.
Measurement demonstrates is able to apply knowledge converts time measure from seconds Math 3 pp.368 – 372
understanding of of conversion of time, M3ME-IVa-8  MTB-MLE Group –
to minutes, minutes to hours, and
conversion of time, linear, linear, mass and capacity hours to a day and vice versa. Teacher’s Guide
mass and capacity measures and area of
measures and area of rectangle and square in 64. visualizes, and represents, and  Lesson Guide in Elem.
square and rectangle mathematical problems and converts time measure Math 3 pp.363 – 367
real-life situations 64.1 days to week, month and year  BEAM LG Gr.2 Module 9-
and vice versa M3ME-IVa-9 Time Measure, Gr. 3
64.2 weeks to months and year and Module 8
vice versa  MTB-MLE Group –
64.3 months to year and vice versa. Teacher’s Guide

65. visualizes, and represents, and solves Math 3 pp.376 – 379
problems involving conversion of time M3ME-IVb-10  BEAM LG Gr.3 Module 8
measure.  MTB-MLE Group –
Teacher’s Guide
66. visualizes, and represents, and  DLP Gr. 3 Module 45
converts common units of measure  BEAM LG Gr.3 Module 1
from larger to smaller unit and vice M3ME-IVb-39  MTB-MLE Group –
versa: meter and centimeter, kilogram Teacher’s Guide
and gram, liter and milliliter.
67. visualizes, and represents, and solves  BEAM LG Gr.3 Module 2 –

routine and non-routine problems Capacity
M3ME-IVc-40 
involving conversions of common
units of measure.
Math 3 pp.406 – 409
68. visualizes, and represents, and finds  BEAM LG Gr.2 Module 18
the capacity of a container using M3ME-IVc-41 – Mass and Capacity, Gr.3
milliliter and liter. Module 1-Capacity
Teacher’s Guide

PERFORMANCE

69. visualizes, and represents, and solves Math 3 pp.413 – 416
routine and non-routine problems M3ME-IVd-42  MTB-MLE Group –
involving capacity measure. Teacher’s Guide

70. visualizes, and represents, and  MTB-MLE Group –
M3ME-IVd-43
measures area using appropriate unit. Teacher’s Guide
71. derives the formula for the area of a  Lesson Guide in Elem.
M3ME-IVe-44
rectangle and a square. Math 3 pp.388 - 397
72. visualizes, and represents, and finds
Area
the area of a rectangle and square in M3ME-IVe-45
sq.cm and sq. m.
Teacher’s Guide
Math 3 pp.398 – 405
problems involving areas of squares M3ME-IVf-46
Area
and rectangles.
Teacher’s Guide
74. creates problems involving area of
M3ME-IVf-47
rectangle and square.
75. collects data on one variable using  MTB-MLE Group –
M3SP-IVg-1.3
Statistics and demonstrates is able to create and existing records. Teacher’s Guide
Probability understanding of bar interpret simple  Lesson Guide in Elem.
graphs and outcomes of representations of data Math 3 pp.430 – 433
76. sorts, classifies, and organizes data in
an event using the terms (tables and single bar  BEAM LG Gr.4 Module 15
tabular form and presents this into a M3SP-IVg-2.3
sure, likely, equally likely, graphs) and describe – Bar Graphs
vertical or horizontal bar graph.
unlikely, and impossible to outcomes of familiar events  MTB-MLE Group –
happen. using the terms sure, likely, Teacher’s Guide
equally likely, unlikely, and  Lesson Guide in Elem.
impossible to happen. Math 3 p.426
77. infers and interprets data presented in  DLP Gr. 4 Module 88, 89
different kinds of bar graphs M3SP-IVh-3.3  BEAM LG Gr.4 Module 15
(vertical/ horizontal). – Bar Graphs
Teacher’s Guide
PERFORMANCE

problems using data presented in a M3SP-IVh-4.3
single-bar graph.
79. tells whether an event is sure, likely,  MTB-MLE Group –
equally likely, unlikely, and impossible M3SP-IVi-7.3 Teacher’s Guide
to happen.
80. describes events in real-life situations
using the phrases
“sure to happen,“ likely to happen”, M3SP-IVj-8.3
“equally likely to happen”, “unlikely to
happen”, and “impossible to happen”.

GRADE 4
PERFORMANCE
The learner… The learner… The learner…
1. visualizes numbers up to 100 000 with  BEAM LG Gr.3 Module 1.1
Numbers and 1. demonstrates 1. is able to recognize and emphasis on numbers 10 001 – M4NS-Ia-1.4 – Whole Numbers
Number understanding of represent whole 100 000.
Sense whole numbers up to numbers up to 100,000 2. gives the place value and value of a
100,000. in various forms and M4NS-Ia-10.4
digit in numbers up to 100 000.
contexts.
3. reads and writes numbers up to  BEAM LG Gr.3 Module 1.1
2. demonstrates
hundred thousand in symbols and in M4NS-Ia-9.4 – Whole Numbers
understanding of 2. is able to apply
words.
multiplication and multiplication and
 BEAM LG Gr.3 Module 1.1
division of whole division of whole 4. rounds numbers to the nearest
M4NS-Ib-5.2 – Whole Numbers
numbers including numbers including thousand and ten thousand.
money. money in mathematical
problems and real-life 5. compares numbers up to 100 000
M4NS-Ib-12.4
situations. using relation symbols.
6. orders numbers up to 100 000 in

M4NS-Ib-13.4
7. multiplies numbers up to 3-digit  BEAM LG Gr.3 Module 1-
numbers by up to 2-digit numbers M4NS-Ic-43.7 Multiplication
without or with regrouping.  DLP Gr. 3 Module 20, 22,
Gr. 5 Module 6
8. estimates the products of 3- to 4-digit  BEAM LG Gr.3 Module 1-
numbers by 2- to 3- digit numbers M4NS-Ic-44.2 Multiplication
with reasonable results.  DLP Gr. 3 Module 21
9. multiplies mentally 2-digit by 1-to 2-  BEAM LG Gr.3 Module 1-
digit numbers with products up to 200 M4NS-Id-42.3 Multiplication, Gr. 4 –
and explains the strategies used. Module 4 – Multiplication
10. solves routine and non-routine  BEAM LG Gr.3 Module 1-
problems involving multiplication of Multiplication & Module on
M4NS-Id-45.4
whole numbers including money using Problem Solving, Gr. 4
appropriate problem solving strategies Module 4 – Multiplication
and tools.  DLP Gr. 4 Module 34

PERFORMANCE
11. solves multi-step routine and non-  BEAM LG Gr.4 Module 4-
routine problems involving Multiplication
multiplication and addition or  DLP Gr. 4 Module 35
M4NS-Ie-45.5
subtraction using appropriate problem
12. creates problems(with reasonable

answers) involving multiplication or
M4NS-Ie-46.3
with addition or subtraction of whole
 BEAM LG Gr.3 Module on
13. divides 3- to 4-digit numbers by 1-to 2- Division
digit numbers without and with M4NS-If-54.3  DLP Gr. 3 Module 26, 27,
remainder. 30, 33, 34, Gr. 4 Module
41, Gr. 5 Module 7
14. divides 3- to 4-digit numbers by tens or  MISOSA Module Gr. 4 –
hundreds or by 1 000 without and with M4NS-If-54.4 Division of Whole Numbers
remainder. by 10, 100 and 1000
15. estimates the quotient of 3- to 4-digit  MISOSA Module Gr.4 –
dividends by 1- to 2-digit divisors with M4NS-Ig-55.2 Estimating Quotients
reasonable results.
16. divides mentally 2- to 3-digit numbers  BEAM LG Gr.3 Module on
by 1-digit numbers without remainder M4NS-Ig-52.3 Division, Gr. 4 Module 5 -
using appropriate strategies. Division
17. solves routine and non-routine  BEAM LG Gr.3 Module on
problems involving division of 3- to 4- Division, Gr. 4 Module 5 –
digit numbers by 1- to 2-digit numbers Division
including money using appropriate M4NS-Ih-56.3  MISOSA Module Gr. 4 –
problem solving strategies and tools. One-Step Word Problems
involving Division
18. solves multi-step routine and non- BEAM LG Gr. 4 Module 5 –

routine problems involving division and Division
any of the other operations of whole  DLP Gr. 6 Module 3
M4NS-Ih-56.4
numbers including money using  MISOSA Module Gr. 4 –
appropriate problem solving strategies Two- to Three-Step Word
and tools. Problems involving Division
PERFORMANCE
19. creates problems involving division
without or with any other operations of
M4NS-Ii-57.3
whole numbers including money, with
reasonable answers
20. represents and explains Multiplication,
Division, Addition, Subtraction (MDAS) M4NS-Ii-61.1
correctly.
21. performs a series of two or more

M4NS-Ij-62.1
operations.
Numbers and 1. demonstrates 1. is able to apply 22. identifies factors of a given number up M4NS-IIa-64
Number understanding of knowledge of to 100.
Sense factors and factors and
multiples and multiples, and 23. identifies the multiples of a given M4NS-IIa-65
addition and addition and number up to 100.
subtraction of subtraction of  BEAM LG Gr.5 Module 1 –
fractions. fractions in Subsets of Whole
mathematical Numbers, Gr. 6 Number
2. demonstrates problems and real- 24. differentiates prime from composite Theory
understanding of life situations. M4NS-IIb-66
numbers.  Lesson Guide in Elem.
improper fractions Math Gr. 5 p. 30
and mixed numbers 2. is able to MISOSA Gr. 5 Module –Prime
recognize and and Composite Numbers
represent improper  BEAM LG Gr.5 Module 1 –
fractions and mixed Subsets of Whole Numbers
numbers in various 25. writes a given number as a product of M4NS-IIb-67
forms and contexts. its prime factors.
 MISOSA Gr. 5 Module –
Prime Factors of a Number
26. finds the common factors and the  BEAM LG Gr.5 Module 1 –
greatest common factor (GCF) of two Subsets of Whole Numbers
M4NS-IIc-68.1
numbers using the following methods:  Lesson Guide in Elem.
listing, prime factorization, and Math Gr. 5 p.33
continuous division.
PERFORMANCE
27. finds the common multiples and least  Lesson Guide in Elem.
common multiple (LCM) of two Math Gr. 5 p.44
M4NS-IIc-69.1
numbers using the following methods:  MISOSA Gr. 5 Module –
listing, prime factorization, and Least Common Multiple
continuous division.
28. solves real-life problems involving GCF
M4NS-IId-70.1
and LCM of 2 given numbers .
29. creates problems with reasonable
answers involving GCF and LCM of 2 M4NS-IId-71.1
given numbers.
Fractions
30. identifies proper fractions, improper
M4NS-IIe-79.2  DLP Gr. 4 Module 57
fractions, and mixed numbers.
Math Gr. 4 p.192
Fractions
Module 26
31. changes improper fraction to mixed  Lesson Guide in Elem.
M4NS-IIe-80
numbers and vice versa. Math Gr. 4 p.209, Gr. 6 p.
170
 MISOSA Module Gr. 4 –
Improper to Mixed
Numbers
Fractions; Gr. 6 Module 7
32. changes fractions to lowest forms. M4NS-IIe-81
Math Gr. 6 p.166
Addition and Subtraction of
Fractions
33. visualizes addition and subtraction of M4NS-IIf-82.1
similar fractions.
Math Gr. 4 p. 209, Gr. 5
p.124

PERFORMANCE
34. visualizes subtraction of a fraction M4NS-IIf-82.2 Addition and Subtraction
from a whole number. of Fractions

Addition of Fractions
35. visualizes addition and subtraction of M4NS-IIg-82.3
Math Gr. 5 p. 83, 124
dissimilar fractions.
Visualization of Dissimilar
Fractions
Fractions
 DLP Gr. 4 Module 63, 64,
65, 66, Gr. 5 Module 14,
15, 18, 20, 21
Math Gr. 4 217, 235, Gr. 5
p.79, 90, 94, 128 – 136
36. performs addition and subtraction of
M4NS-IIg-83 Addition of Similar
similar and dissimilar fractions.
Fractions, Fractions and
Whole Numbers,
Subtraction of Similar
Fractions
Addition of Dissimilar
Fractions
Subtraction of Dissimilar
Fractions in Simple Forms

PERFORMANCE
Fractions, Grade 5 Module
problems involving addition and/or
4
subtraction of fractions using M4NS-IIh-87.1
appropriate problem solving strategies
Gr. 5 Module 17
and tools.
Math Gr. 4 p. 242, 246
answers) involving addition and/or
subtraction of fractions. M4NS-IIh-88.1
39. visualizes decimal numbers using  BEAM LG Gr.4 Module 7 –

models like blocks, grids, number lines Decimals
and money to show the relationship M4NS-IIi-99  DLP Gr. 6 Module 4
to fractions.

Decimals; Gr. 4 Module 8 –
Fractions
Module 23
40. renames decimal numbers to  Lesson Guide in Elem.
fractions, and fractions whose Math Gr. 5 p.231, Gr. 6 p.
M4NS-IIi-100
denominators are factors of 10 and 159
100 to decimals.  MISOSA Module Gr. 4 –
Common Fractions as
Decimals
Renaming Fractions in
Decimal Form
41. gives the place value and the value of  BEAM LG Gr.4 Module 7 –
a digit of a given decimal number Decimals
through hundredths. M4NS-IIi-101.1  MISOSA Module Gr. 4 –
Place Value of Decimals

PERFORMANCE
42. reads and writes decimal numbers
M4NS-IIj-102.1 Decimals
through hundredths.
43. rounds decimal numbers to the nearest  BEAM LG Gr.4 Module 7 -
M4NS-IIj-103.1
whole number and tenth. Decimals
44. compares and arranges decimal
M4NS-IIj-104.1
numbers.
45. describes and illustrates parallel,
Geometry demonstrates is able to construct and intersecting, and perpendicular lines. M4GE-IIIa-12.2
understanding of the describe parallel and
concepts of parallel and perpendicular lines, angles, 46. draws perpendicular and parallel lines
perpendicular lines, triangles, and quadrilaterals using a ruler and a set square. M4GE-IIIa-12.3
angles, triangles, and in designs, drawings and
quadrilaterals. models.  BEAM LG Gr.4 Module 11
– Angles and Plane Figures
47. describes and illustrates different
78, 79
angles (right, acute, and obtuse) using M4GE-IIIb-14
models.
Math Gr. 4 p.287, 290, 293
 MISOSA Module Gr. 4 –
Congruent Angles
48. describes the attributes/properties of  BEAM LG Gr.4 Module 11
triangles and quadrilaterals using – Angles and Plane Figures
M4GE-IIIb-15
concrete objects or models.  DLP Gr. 4 Module 81

– Angles and Plane Figures
49. identifies and describes triangles  DLP Gr. 3 Module 41, Gr. 4
M4GE-IIIc-16
according to sides and angles. Module 73
Math Gr. 4 p.298
50. identifies and describes the different  BEAM LG Gr.4 Module 11
kinds of quadrilaterals: square, – Angles and Plane Figures
rectangle, parallelogram, trapezoid, M4GE-IIIc-17
and rhombus.

PERFORMANCE
51. relates triangles to quadrilaterals
M4GE-IIId-18.1
52. relates one quadrilateral to another
quadrilateral (e.g. square to M4GE-IIId-18.2
rhombus).
Patterns demonstrates is able to identify the sequence of numbers (e.g. odd
and understanding of concepts missing element in a numbers, even numbers, multiples of
Algebra of continuous and pattern and number a number, factors of a number, etc.)
repeating patterns and sentence. e.g.
number sentences.
3,6,9,__
M4AL-IIIe-5
4,8,12,16,__
(e.g. odd numbers, even numbers,

multiples of a number, factors of a
number, etc.)
1 2 3 4 5 6 7 ____
54. finds the missing number in an
equation involving properties of
M4AL-IIIe-13
operations. (e.g. (4+__ ) + 8 = 4 +
( 5 + __)
55. finds the elapsed time in minutes and
Measurement demonstrates is able to apply the M4ME-IIIf-11
seconds.
understanding of the concepts of time,
56. estimates the duration of time in
concept of time, perimeter, area, and M4ME-IIIf-12
minutes.
perimeter, area, and volume to mathematical
volume. problems and real-life 57. solves problems involving elapsed time. M4ME-IIIg-13
situations.
58. visualizes the perimeter of any given
M4ME-IIIg-48
plane figure in different situations.
59. measures the perimeter of any given
M4ME-IIIh-49
figure using appropriate tools.
60. derives the formula for perimeter of  BEAM LG Gr.4 Module 18
M4ME-IIIh-50
any given figure. – Perimeter
PERFORMANCE
– Perimeter
61. finds the perimeter of triangles,
squares, rectangles, parallelograms, M4ME-IIIi-51
86
and trapezoids.
Math Gr. 4 p.302, 305
62. solves routine and non-routine  BEAM LG Gr.4 Module 18
problems in real-life situations – Perimeter
involving perimeter of squares and M4ME-IIIi-52  Lesson Guide in Elem.
rectangles, triangles, parallelograms, Math Gr. 4 p.309
and trapezoids.
63. differentiates perimeter from area. M4ME-IIIj-53
64. converts sq. cm to sq. m and vice
M4ME-IIIj-54
versa.
65. finds the area of irregular figures made
up of squares and rectangles using sq. M4ME-IVa-55
cm and sq. m.
66. estimates the area of irregular plane
figures made up of squares and M4ME-IVa-56
rectangles.
– Area
67. derives the formulas for the area of
triangles, parallelograms, and M4ME-IVb-57
trapezoids.
Math Gr. 4 p.315, 317,
321, 325
– Area, Gr. 5 Module 14 –
Area
68. finds the area of triangles,  DLP Gr. 4 Module 48, Gr. 5
parallelograms and trapezoids using sq. M4ME-IVb-58 Module 47, 50
cm and sq. m.  Lesson Guide in Elem.
Math Gr. 5 p.372, 377, Gr.
6 p. 373, 378

PERFORMANCE
Area of a Trapezoid
69. estimates the area of triangles,
M4ME-IVc-59
parallelograms, and trapezoids
70. solves routine and non-routine  BEAM LG Gr.4 Module 13
problems involving squares, – Area
M4ME-IVc-60
rectangles, triangles, parallelograms,  Lesson Guide in Elem.
and trapezoids. Math Gr. 5 p.386
answers) involving perimeter and area
involving squares, rectangles, M4ME-IVd-61
triangles, parallelograms, and
trapezoids.
72. visualizes the volume of solid figures in – Volume
different situations using non-standard M4ME-IVd-62  DLP Gr. 4 Module 87
(e.g. marbles, etc.) and standard units.  Lesson Guide in Elem.
Math Gr. 5 p.328
73. derives the formula for the volume of
M4ME-IVe-63
rectangular prisms.
74. finds the volume of a rectangular prism  Lesson Guide in Elem.
M4ME-IVe-64
using cu. cm and cu. m. Math Gr. 6 p.391
problems involving the volume of a M4ME-IVf-65
rectangular prism.
answers) involving volume of M4ME-IVf-66
rectangular prism.
77. collects data on two variables using any
Statistics and M4SP-IVg-1.4
source.
Probability demonstrates is able to create and
understanding of the interpret simple  Lesson Guide in Elem.
78. organizes data in tabular form and
concepts of bar graphs representations of data Math Gr. 4 p.331, 337
presents them in a single/double M4SP-IVg-2.4
and simple experiments. (tables and bar graphs) and
horizontal or vertical bar graph.
describe outcomes in
simple experiments. 79. interprets data presented in different
kinds of bar graphs M4SP-IVg-3.4
(vertical/horizontal, single/double bars).
PERFORMANCE
problems using data presented in a M4SP-IVh-4.4
single or double-bar graph.
81. draws inferences based on data
M4SP-IVh-5.4
presented in a double-bar graph.
82. records favorable outcomes in a simple
experiment (e.g. tossing a coin,
M4SP-IVi-9
spinning a wheel, etc.)
83. expresses the outcome in a simple

experiment in words, symbols, tables, M4SP-IVi-10
or graphs.
84. explains the outcomes in an
experiment. M4SP-IVi-11

problems involving a simple M4SP-IVj-12
experiment.
86. creates problems involving a simple
M4SP-IVj-13
experiment.

GRADE 5
PERFORMANCE
Numbers and Module 1
Number 1. demonstrates 1. is able to recognize  BEAM LG Gr. 4 Module 1-
1. visualizes numbers up to 10 000 000
Sense understanding of and represent whole Whole Numbers
with emphasis on numbers 100 001 – M5NS-Ia-1.5
whole numbers up to numbers up to 10 000  Lesson Guide in Elem.
10 000 000.
10 000 000. 000 in various forms Math Gr. 4 p. 1
and contexts.  MISOSA Gr. 4 Module –
2. demonstrates Numbers through Billions
understanding of 2. is able to apply  DLP Gr. 3 Module 3, Gr. 4
divisibility, order of divisibility, order of Module 3
operations, factors operations, factors and  BEAM LG Gr. 4 Module 1-
2. reads and writes numbers up to
and multiples, and the multiples, and the four M5NS-Ia-9.5 Whole Numbers, Gr. 5
10 000 000 in symbols and in words.
four fundamental fundamental operations Module 1
operations involving involving fractions in  Lesson Guide in Elem.
fractions mathematical problems Math Gr. 4 p. 7, Gr. 5 p. 1
and real-life situations.  DLP Gr. 3 Module 6, Gr. 5
Module 4
 BEAM LG Gr. 4 Module –
3. rounds numbers to the nearest Rounding Off Numbers
M5NS-Ia-15.3
hundred thousand and million.  Lesson Guide in Elem.
Math Gr. 4 p. 13
Rounding Numbers
4. uses divisibility rules for 2, 5, and 10
Module 1, 12
to find the common factors of M5NS-Ib-58.1
numbers.
Math Gr. 5 p.48
5. uses divisibility rules for 3, 6, and 9 to  Lesson Guide in Elem.
M5NS-Ib-58.2
find common factors. Math Gr. 5 p.51, 57

6. uses divisibility rules for 4, 8, 12, and
M5NS-Ib-58.3
11 to find common factors.

PERFORMANCE
problems involving factors, multiples, Math Gr. 5 p.57
M5NS-Ic-59
and divisibility rules for
2,3,4,5,6,8,9,10,11, and 12.
answers) involving factors, multiples M5NS-Ic-60
and divisibility rules.
9. states, explains, and interprets

Parenthesis, Multiplication, Division,
Addition, Subtraction (PMDAS) or M5NS-Ic-61.2
Grouping, Multiplication, Division,
Addition, Subtraction (GMDAS) rule.
10. simplifies a series of operations on
whole numbers involving more than
M5NS-Id-62.2
two operations using the PMDAS or
GMDAS rule.
 BEAM LG Gr. 6 – Number
11. finds the common factors and the GCF
Theory
of 2–4 numbers using continuous M5NS-Id-68.2
division.
Math Gr. 5 p.33, Gr. 6 p.
148
 BEAM LG Gr. 6 – Number
12. finds the common multiples and LCM of Theory
M5NS-Id-69.2
2–4 numbers using continuous division.  Lesson Guide in Elem.
Math Gr. 5 p.44, Gr. 6 p.
151
13. solves real-life problems involving GCF
M5NS-Ie-70.2
and LCM of 2-3 given numbers.

answers)involving GCF and LCM of 2-3 M5NS-Ie-71.2
given numbers.

PERFORMANCE
15. adds fractions and mixed fractions Math Gr. 5 p. 99 – 107
M5NS-Ie-84
without and with regrouping.  MISOSA Gr. 5 Modules on
Addition of Fractions and
Mixed Forms
Subtraction of Dissimilar
Fractions
16. subtracts fractions and mixed fractions  Lesson Guide in Elem.
M5NS-If-85
without and with regrouping. Math Gr. 5 p. 140-166
 MISOSA Gr. 5 Modules on
Subtraction of Fractions
and Mixed Forms
Application of Subtraction
17. solves routine and non-routine of Fraction
problems involving addition and/or  Lesson Guide in Elem.
subtraction of fractions using M5NS-If-87.2 Math Gr. 5 p. 119, 172,176
appropriate problem solving strategies  MISOSA Gr. 5 Modules on
and tools. Addition and Subtraction of
Word problems involving
Fractions
18. creates problems (with reasonable

M5NS-If-88.2
subtraction of fractions using
appropriate problem solving strategies.

– Multiplication of Fractions
19. visualizes multiplication of fractions
M5NS-Ig-89 Math Gr. 4 p. 250, Gr. 5
using models.
p.180
Visualization of
Multiplication of Fractions
PERFORMANCE
Module 25
20. multiplies a fraction and a whole
M5NS-Ig-90.1  Lesson Guide in Elem.
number and another fraction.
Math Gr. 4 p. 254, 261, Gr.
5 p.187, 196, 200
 MISOSA Gr. 5 Modules –
21. multiplies mentally proper fractions
M5NS-Ig-91
with denominators up to 10.
22. solves routine or non-routine problems
involving multiplication without or with
addition or subtraction of fractions and M5NS-Ih-92.1
Math Gr. 4 p.264, 269
whole numbers using appropriate
 MISOSA Gr. 5 Modules –
Word problems on
answers) involving multiplication of M5NS-Ih-93.1
fractions.
24. shows that multiplying a fraction by its
M5NS-Ih-94
reciprocal is equal to 1.
25. visualizes division of fractions. M5NS-Ii-95
26. divides  DLP Gr. 6 Module 38

- simple fractions  MISOSA Modules Gr.6 –
M5NS-Ii-96.1
- whole numbers by a fraction and Division of Fractions
vice versa
involving division without or with any of
the other operations of fractions and M5NS-Ij-97.1
whole numbers using appropriate
problem solving strategies and tools .

PERFORMANCE

answers) involving division or with any
M5NS-Ij-98.1
of the other operations of fractions and
whole numbers.

Numbers and 1. demonstrates 1. is able to recognize  Lesson Guide in Elem.
Number understanding of and represent 29. gives the place value and the value of Math Gr. 5 p.237, Gr. 6 p.
Sense decimals. decimals in various a digit of a given decimal number M5NS-IIa-101.2 38
forms and contexts. through ten thousandths.  MISOSA Module Gr.6 –
2. demonstrates Place Value of Decimals
understanding of 2. is able to apply the
the four four fundamental  DLP Gr. 4 Module 47,
fundamental operations involving Grade 5 Module 30, Gr. 6
operations involving decimals and ratio and Module 6
decimals and ratio proportion in  BEAM LG Gr. 5 Decimals,
and proportion. mathematical 30. reads and writes decimal numbers Gr. 6 Module 2
problems and real-life M5NS-IIa-102.2  Lesson Guide in Elem.
through ten thousandths.
situations. Math Gr. 5 p.241, Gr. 6
p.43
Read and Write Decimals
 DLP Gr. 4 Module 49,

Grade 5 Module 31, Gr. 6
Module 8
 BEAM LG Gr. 5 Decimals,
Gr. 6 Module 2
31. rounds decimal numbers to the nearest
M5NS-IIa-103.2  Lesson Guide in Elem.
hundredth and thousandth.
Math Gr. 5 p.247, Gr. 6
p.49
 MISOSA Gr. 5 and 6
Modules –Rounding
Decimals
PERFORMANCE
32. compares and arranges decimal
M5NS-IIb-104.2 Math Gr. 6 p. 46
numbers.
Compare and Order
Decimals
33. visualizes addition and subtraction of

M5NS-IIb-105
decimals.

52, 53, Grade 5 Module 32,
34
34. adds and subtracts decimal numbers
Decimals, Gr. 5 Module 7
through thousandths without and with M5NS-IIb-106.1
regrouping.
Math Gr. 5 p.117, 251,
254, 257, 264
 MISOSA Gr. 4 and Gr. 5
Modules – Addition and
Subtraction of Decimals
35. estimates the sum or difference of  DLP Gr. 6 Module 9
decimal numbers with reasonable M5NS-IIc-107
results.
56, Grade 5 Module 35
36. solves routine or non-routine problems Addition and Subtraction of
involving addition and subtraction of Decimals, Gr. 5 Module 7
decimal numbers including money M5NS-IIc-108.1  Lesson Guide in Elem.
using appropriate problem solving Math Gr. 5 p.271
strategies and tools.  MISOSA Gr. 4 Modules –
Word Problems on Addition
and Subtraction of
Decimals
PERFORMANCE
M5NS-IIc-109.1
subtraction of decimal numbers
including money.
38. visualizes multiplication of decimal  Lesson Guide in Elem.
M5NS-IId-110
numbers using pictorial models. Math Gr. 5 p.274
39. multiplies decimals up to 2 decimal
M5NS-IId-111.1 Multiplication of Decimals
places by 1- to 2-digit whole numbers.
and Whole Numbers
Math Gr. 5 p.279, 282
40. multiplies decimals with factors up to 2
M5NS-IId-111.2  MISOSA Gr. 5 Module –
decimal places.
Multiplication of Decimals
through Hundredths
41. estimates the products of decimal  MISOSA Module Gr.6 –
M5NS-IIe-112
numbers with reasonable results. Estimating Quotients of
Decimals
42. solves routine and non-routine  MISOSA Gr. 5 Module –
problems involving multiplication Word Problems on
without or with addition or subtraction Multiplication of Decimals
M5NS-IIe-113.1
of decimals and whole numbers
43. visualizes division of decimal numbers  Lesson Guide in Elem.
M5NS-IIf-115
using pictorial models. Math Gr. 5 p.305
 DLP Grade 5 Module 42
44. divides decimals with up to 2 decimal  Lesson Guide in Elem.
M5NS-IIf-116.1
places. Math Gr. 5 p.314
Division of Decimals
45. divides whole numbers with quotients  Lesson Guide in Elem.
M5NS-IIf-116.2
in decimal form. Math Gr. 6 p.109
46. estimates the quotients of decimal  DLP Gr. 6 Module 18
M5NS-IIg-117
numbers with reasonable results.

PERFORMANCE
47. solves routine and non-routine  DLP Grade 5 Module 43
problems involving division without or  BEAM LG Gr. 5 Module 13
with any of the other operations of  MISOSA Gr. 5 Module –
M5NS-IIg-120.1
decimals and whole numbers including Word Problems on Division
money using appropriate problem of Decimals
answers) involving multiplication and/or
division or with any of the other M5NS-IIg-121.1
operations of decimals and whole
49. visualizes the ratio of 2 given numbers. M5NS-IIh-122 Visualization of Ratio

 BEAM LG Gr. 5 Module 9,
Gr. 6 Module 11
50. expresses ratio using either the colon
M5NS-IIh-123  Lesson Guide in Elem.
(:) or fraction.
Math Gr. 5 p.218
Expressing Ratio
 DLP Grade 5 Module 29
51. identifies and writes equivalent ratios. M5NS-IIi-124
Math Gr. 5 p.227
Proportion
Math Gr. 5 p.222
52. expresses ratios in their simplest forms. M5NS-IIi-125
Ratio in its Simplest Form
53. finds the missing term in a pair of  DLP Gr. 6 Module 43
M5NS-IIi-126
equivalent ratios.
54. defines and describes a proportion. M5NS-IIj-127
55. recognizes when two quantities are in
M5NS-IIj-128
direct proportion.
PERFORMANCE
demonstrates is able to apply percent in  BEAM LG Gr. 5 Module 14
understanding of percent. mathematical problems and  Lesson Guide in Elem.
56. visualizes percent and its relationship to
real-life situations Math Gr. 5 p.321, 325,
fractions, ratios, and decimal numbers M5NS-IIIa-136
330, 334
using models.
 MISOSA Gr. 5 Modules–
Percent, Fraction, Ratio
and Decimal
57. defines percentage, rate or percent,  BEAM LG Gr. 6 Module 17
M5NS-IIIa-137
and base.  Lesson Guide in Elem.
Math Gr. 6 p.311
58. identifies the base, percentage, and
M5NS-IIIa-138  Lesson Guide in Elem.
rate in a problem.
Math Gr. 5 p.339
59. finds the percentage in a given  BEAM LG Gr. 6 Module 17
M5NS-IIIb-139
problem.  Lesson Guide in Elem.
Math Gr. 5 p.345
60. solves routine and non-routine  BEAM LG Gr. 6 Module 17
problems involving percentage using M5NS-IIIb-140
appropriate strategies and tools.
61. creates problems involving percentage,
M5NS-IIIb-141
with reasonable answers.
62. visualizes, names, and describes
Geometry demonstrates is able to construct and M5GE-IIIc-19  Lesson Guide in Elem.
polygons with 5 or more sides.
understanding of describe polygons, circles, Math Gr. 5 p.350, 354
polygons, circles, and solid and solid figures . 63. describes and compares properties of
figures. polygons (regular and irregular M5GE-IIIc-20
polygons).
64. draws polygons with 5 or more sides. M5GE-IIIc-21
 BEAM LG Gr. 5 Geometry
65. visualizes congruent polygons. M5GE-IIId-22
66. visualizes and describes a circle. M5GE-IIId-23.1

PERFORMANCE
67. identifies the terms related to a circle. M5GE-IIId-23.2
68. draws circles with different radii using a

M5GE-IIIe-24
compass.
69. visualizes and describes solid figures. M5GE-IIIe-25

70. makes models of different solid figures:
cube, prism, pyramid, cylinder, cone, M5GE-IIIe-26
and sphere using plane figures.
Patterns and demonstrates 1. is able to apply the 71. formulates the rule in finding the next
Algebra understanding of the knowledge of sequence term in a sequence.
concept of sequence and in various situations. e.g.
solving simple equations. 1, 3, 7,15, (15 x 2+1) M5AL-IIIf-6
2. is able to use different Possible answers:
problem solving (x 2 + 1)
strategies. (+2, +4, +8, +16)
72. uses different strategies (looking for a

pattern, working backwards, etc.) to
solve for the unknown in simple
equations involving one or more
operations on whole numbers and
M5AL-IIIf-14
fractions.
e.g.
3 x _ + 1 = 10
(the unknown is solved by working
backwards)
73. measures time using a 12-hour and a

Measurement demonstrates is able to apply knowledge M5ME-IIIg-14
24-hour clock.
understanding of time and of time and circumference
circumference. in mathematical problems 74. calculates time in the different world
and real-life situations. time zones in relation to the M5ME-IIIg-15
Philippines.

PERFORMANCE
75. solves problems involving time. M5ME-IIIg-16

 BEAM LG Gr. 5 Module 2 -
76. visualizes circumference of a circle. M5ME-IIIh-67
Circumference
77. measures circumference of a circle
M5ME-IIIh-68
using appropriate tools.
78. derives a formula in finding the Circumference
M5ME-IIIi-69
circumference of a circle.  Lesson Guide in Elem.
Math Gr. 5 p.362
Circumference
79. finds the circumference of a circle. M5ME-IIIi-70  Lesson Guide in Elem.
Math Gr. 5 p.366
Circumference of a Circle
Circumference
problems involving circumference of a M5ME-IIIj-71 Math Gr. 5 p.369
circle.  MISOSA Gr. 5 Module –
Word Problems on
Circumference
 BEAM LG Gr. 5 Module 14 -
81. visualizes area of a circle. M5ME-IVa-72
Measurement demonstrates is able to apply knowledge Area
understanding of area, of area, volume and  DLP Gr. 5 Module 49
volume and temperature. temperature in  BEAM LG Gr. 5 Module 14
mathematical problems and – Area
82. derives a formula in finding the area of
real-life situations. M5ME-IVa-73  Lesson Guide in Elem.
a circle .
Math Gr. 5 p.382
Area of a Circle
83. finds the area of a given circle. M5ME-IVa-74  BEAM LG Gr. 5 Module 14 -
Area
PERFORMANCE
M5ME-IVb-75
problems involving the area of a circle.
85. creates problems involving a circle,
M5ME-IVb-76
86. visualizes the volume of a cube and
M5ME-IVc-77 Math Gr. 5 p. 389, Gr. 6 p.
rectangular prism.
384
87. names the appropriate unit of measure  Lesson Guide in Elem.
used for measuring the volume of a M5ME-IVc-78 Math Gr. 6 p.391
cube and a rectangle prism.
88. derives the formula in finding the
volume of a cube and a rectangular M5ME-IVc-79
Math Gr. 5 p.392, Gr. 6 p.
prism using cubic cm and cubic m.
388
– Volume
89. converts cu. cm to cu. m and vice  Lesson Guide in Elem.
M5ME-IVd-80
versa; cu.cm to L and vice versa. Math Gr. 5 p.395
Volume of a Rectangular
Prism
90. finds the volume of a given cube and
rectangular prism using cu. cm and cu. M5ME-IVd-81
m.
91. estimates and uses appropriate units of
M5ME-IVd-82 – Volume
measure for volume.
Math Gr. 5 p.399
problems involving volume of a cube
and rectangular prism in real-life M5ME-IVe-83
situations using appropriate strategies
and tools.
93. creates problems (with reasonable  DLP Gr. 5 Module 56
M5ME-IVe-84
answers) involving volume of a cube  BEAM LG Gr. 5 Module 19
PERFORMANCE
and rectangular prism in real-life – Temperature
situations.  Lesson Guide in Elem.
Math Gr. 5 p.305
94. reads and measures temperature using
thermometer (alcohol and/or digital) in M5ME-IVf-85
degree Celsius.
– Temperature
95. estimates the temperature(e.g. inside
M5ME-IVf-86  Lesson Guide in Elem.
the classroom).
Math Gr. 5 p.409
Temperature
problems involving temperature in real- M5ME-IVf-87
life situations.
M5ME-IVg-88
temperature, with reasonable answers.
Statistics and demonstrates is able to create and – Line Graph
Probability understanding of line interpret representations of 98. collects data on one to two variables  Lesson Guide in Elem.
M5SP-IVg-1.5
graphs and experimental data (tables and line using any source. Math Gr. 5 p.417
probability. graphs) and apply  MISOSA Gr. 5 Module –
experimental probability in Line Graph
mathematical problems and  DLP Gr. 5 Module 58, 59
real-life situations.  BEAM LG Gr. 5 Module 20
99. organizes data in tabular form and
M5SP-IVg-2.5 – Line Graph
presents them in a line graph.
Math Gr. 5 p.412
100. interprets data presented in different
kinds of line graphs (single to double- M5SP-IVh-3.5
line graph).
problems using data presented in a line M5SP-IVh-4.5
graph.
102. draws inferences based on data
M5SP-IVh-5.5
presented in a line graph.
PERFORMANCE
103. describes experimental probability. M5SP-IVi-14

104. performs an experimental probability
M5SP-IVi-15
and records result by listing.
105. analyzes data obtained from chance
using experiments involving letter
M5SP-IVi-16
cards (A to Z) and number cards (0
to 20).
problems involving experimental M5SP-IVj-17
probability.
107. creates routine and non-routine
problems involving experimental M5SP-IVj-18
probability.

GRADE 6
PERFORMANCE
Numbers and demonstrates is able to apply the four Math Gr. 6 p. 203, 207,
Number understanding of the four fundamental operations 212, 216, 219, 223
Sense fundamental operations involving fractions and 1. adds and subtracts simple fractions and  DLP Gr. 6 Module 31, 32
involving fractions and decimals in mathematical mixed numbers without or with M6NS-Ia-86  BEAM LG Gr. 6 Module 8A
decimals. problems and real-life regrouping.  MISOSA Modules Gr.5 and
situations. 6– Subtraction of Mixed
Numbers

2. solves routine and non-routine Math Gr. 6 p.232
problems involving addition and/or  BEAM LG Gr. 6 Module 8B
subtraction of fractions using M6NS-Ia-87.3  MISOSA Module Gr.6 –
appropriate problem solving strategies Word Problems on
and tools. Subtraction of Fractions

answers) involving addition and/or M6NS-Ia-88.3
subtraction of fractions.

Math Gr. 5 p.203, 209, Gr.
6 p. 237, 250
Gr. 6 Module 35
4. multiplies simple fractions and mixed  BEAM LG Gr. 5 Module 9,
M6NS-Ib-90.2 Gr. 6 Module 9
fractions.
 MISOSA Module Gr.5 and
6– Multiplication of Mixed
Numbers and Fractions

PERFORMANCE
Math Gr. 5 p.213, Gr. 6 p.
262
involving multiplication without or with
Gr. 6 Module 36, 37
addition or subtraction of fractions and M6NS-Ib-92.2
 BEAM LG Gr. 5 Module 9,
mixed fractions using appropriate
Gr. 6 Module 9
Word Problems on
answers) involving multiplication
M6NS-Ib-93.2
without or with addition or subtraction
of fractions and mixed fractions.
Math Gr. 6 p.273, 277
7. divides simple fractions and mixed
M6NS-Ic-96.2  BEAM LG Gr. 6 Module 10
fractions.
Division of Mixed Numbers
8. solves routine or non-routine problems  Lesson Guide in Elem.
involving division without or with any of Math Gr. 6 p.282, 286
the other operations of fractions and M6NS-Ic-97.2  DLP Gr. 6 Module 40, 41
mixed fractions using appropriate  BEAM LG Gr. 6 Module 10
answers) involving division without or
M6NS-Ic-98.2
with any of the other operations of
fractions and mixed fractions.
Math Gr. 6 p.54, 56, 60, 62
10. adds and subtracts decimals and mixed  BEAM LG Gr. 6 Module on
decimals through ten thousandths M6NS-Id-106.2 Addition and Subtraction of
without or with regrouping. Decimals
 MISOSA Modules Gr.5 –
Mixed Decimals
PERFORMANCE
Subtraction of Mixed
Decimals
Math Gr. 6 p.68
11. solves 1 or more steps routine and
 BEAM LG Gr. 6 Module on
non-routine problems involving addition
and/or subtraction of decimals and M6NS-Id-108.2
Decimals
mixed decimals using appropriate
Word problems on Addition
and Subtraction of
Decimals
M6NS-Id-109.2
subtraction of decimals and mixed
decimals.
Math Gr. 5 p. 289, Gr. 6
p.73, 76, 80, 83
13. multiplies decimals and mixed decimals
M6NS-Ie-111.3 Gr. 6 Module 15
with factors up to 2 decimal places.
 MISOSA Module Gr.5 and 6
–Multiplication of Mixed
Decimals; Decimals
through Hundredths
Math Gr. 5 p. 293, Gr. 6
p.86
14. multiplies mentally decimals up to 2  BEAM LG Gr. 6 Module 4
decimals places by 0.1, 0.01,10, and M6NS-Ie-111.4  MISOSA Modules Gr.5 –
100. Multiplication of Decimals
by 10 and 100, by 0.1,
0.01, and 0.001

PERFORMANCE
problems involving multiplication of Math Gr. 5 p.301, Gr. 6
decimals and mixed decimals including M6NS-Ie-113.2 p.93
money using appropriate problem  DLP Gr. 6 Module 41
solving strategies.  BEAM LG Gr. 5 Module 12
16. solves multi-step problems involving  Lesson Guide in Elem.
multiplication and addition or Math Gr. 6 p.96
subtraction of decimals, mixed decimals
M6NS-If-113.3
and whole numbers including money
using appropriate problem solving
answers) involving multiplication
without or with addition or subtraction M6NS-If-114
of decimals, mixed decimals and whole
Math Gr.5 p.310, Gr. 6
p.103, 105, 117
18. divides whole numbers by decimals up  BEAM LG Gr. 6 Module 5-
M6NS-Ig-116.3
to 2 decimal places and vice versa. Division of Decimals
 MISOSA Module Gr.5 and 6
–Division of Decimals by
Whole Numbers

Math Gr. 6 p.121
19. divides decimals/mixed decimals up to
M6NS-Ig-116.4  DLP Gr. 6 Module 20
2 decimal places.
Math Gr. 6 p.127
20. divides decimals up to 4 decimal places  BEAM LG Gr. 6 Module 5-
M6NS-Ih-116.5
by 0.1, 0.01, and 0.001. Division of Decimals

PERFORMANCE
21. divides decimals up to 2 decimal Math Gr. 6 p.125
M6NS-Ih-118
places by 10, 100, and 1 000 mentally.  BEAM LG Gr. 6 Module 5-
22. differentiates terminating from Math Gr. 6 p.111
repeating, non-terminating decimal M6NS-Ii-119  MISOSA Module Gr.6 –
quotients. Repeating and Terminating
Decimals
Math Gr. 5 p. 318, Gr. 6
problems involving division of decimals,
p.130
mixed decimals, and whole numbers M6NS-Ii-120.2
24. solves multi-step routine and non-  Lesson Guide in Elem.
routine problems involving division and Math Gr. 6 p.133
any of the other operations of
decimals, mixed decimals, and whole M6NS-Ij-120.3
numbers including money using
appropriate problem solving strategies
and tools.
answers) involving division without or
with any of the other operations of M6NS-Ij-121.2
decimals, mixed decimals and whole
26. expresses one value as a fraction of
Numbers and demonstrates is able to apply knowledge another given their ratio and vice M6NS-IIa-129
Number understanding of order of of order of operations, ratio versa.
Sense operations, ratio and and proportion, percent,
proportion, percent, exponents, and integers in 27. finds how many times one value is as
exponents, and integers. mathematical problems and large as another given their ratio and M6NS-IIa-130
real-life situations. vice versa.

PERFORMANCE
28. defines and illustrates the meaning of
ratio and proportion using concrete or M6NS-IIb-131
pictorial models.
29. sets up proportions for groups of
objects or numbers and for given M6NS-IIb-132
situations.
Math Gr. 6 p.301, 304, 307
30. finds a missing term in a proportion
M6NS-IIb-133  MISOSA Module Gr.6 –
(direct, inverse, and partitive).
Word Problems on Direct,
Partitive and Inverse
Proportion
31. solves problems involving direct
proportion, partitive proportion, and
inverse proportion in different contexts M6NS-IIc-134
such as distance, rate, and time using
32. creates problems involving ratio and
M6NS-IIc-135
proportion, with reasonable answers.
Math Gr. 6 p.316, 320, 323
33. finds the percentage or rate or percent
M6NS-IId-142 49
in a given problem.
Finding the Percentage,
Rate and Base
34. solves routine and non-routine  MISOSA Module Gr.6 –
problems involving finding the Word Problems on
M6NS-IId-143
percentage, rate and base using Percentage
35. solves percent problems such as  Lesson Guide in Elem.
percent of increase/decrease Math Gr. 6 p.332, 336,
(discounts, original price, rate of 340, 344
M6NS-IIe-144
discount, sale price, marked-up price),  DLP Gr. 6 Module 50, 51,
commission, sales tax, and simple 52
interest.  BEAM LG Gr. 6 Module 17
PERFORMANCE
36. creates problems involving percent,
M6NS-IIe-145
37. describes the exponent and the base in Math Gr. 6 p.6
a number expressed in exponential M6NS-IIf-146  DLP Gr. 6 Module 1
notation.  MISOSA Module Gr.6 –
Exponents
Math Gr. 6 p.9
38. gives the value of numbers expressed  DLP Gr.4 Module 32
M6NS-IIf-147
in exponential notation.  MISOSA Module Gr.6 –
Expressions involving
Exponents
39. interprets and explains the Grouping,  DLP Gr. 6 Module 2
Exponent, Multiplication, Division, M6NS-IIf-148
Addition, Subtraction (GEMDAS) rule.
Math Gr. 6 p.13, 17, 21,
40. performs two or more different
25, 28
operations on whole numbers with or
M6NS-IIf-149  BEAM LG Gr. 6 Module 1 –
without exponents and grouping
Order of Operations
symbols.
 MISOSA Modules Gr.6 –
Evaluating Expressions
41. identifies real-life situations that make
M6NS-IIg-150
use of integers.
42. describes the set of integers. M6NS-IIg-151
43. compares integers with other numbers
such as whole numbers, fractions, and M6NS-IIg-152
decimals.
44. represents integers on the number line. M6NS-IIh-153
Math Gr. 6 p.353
Math Gr. 6 p.356, 358
45. compares and arranges integers. M6NS-IIh-154  DLP Gr. 6 Module 68, 69
– Expression and Integers
PERFORMANCE
46. describes and interprets the basic
operations on integers using materials
M6NS-IIh-155
such as algebra tiles, counters, chips,
and cards.
47. performs the basic operations on
M6NS-IIi-156
integers.
problems involving basic operations of
integers using appropriate strategies
and tools. M6NS-IIj-157

49. visualizes and describes the different
Geometry demonstrates is able to construct and Math Gr. 6 p.360, 363
solid figures: cube, prism, pyramid, M6GE-IIIa-27
understanding of solid describe the different solid
cylinder, cone, and sphere.
figures. figures: cube, prism,
pyramid, cylinder, cone, and
sphere. 50. differentiates solid figures from plane
M6GE-IIIa-28
figures.
51. illustrates the different solid figures

using various concrete and pictorial M6GE-IIIb-29
models.
52. identifies the faces of a solid figure. M6GE-IIIb-30

53. visualizes and describes the different
solid figures: cube, prism, pyramid, M6GE-IIIc-31
cylinder, cone, and sphere.
54. identifies the nets of the following

space figures: cube, prism, pyramid,
M6GE-IIIc-32
cylinder, cone, and sphere using plane
figures.
PERFORMANCE
55. formulates the rule in finding the nth
Patterns and demonstrates is able to apply knowledge term using different strategies
Algebra understanding of sequence of sequence, expressions, (looking for a pattern, guessing and
in forming rules, and equations in checking, working backwards)
expressions and equations. mathematical problems and e.g. M6AL-IIId-7
real-life situations.
4,7,13,16,…n
(the nth term is 3n+1)

56. differentiates expression from Math Gr. 6 p.1, 3
M6AL-IIId-15
equation.  BEAM LG Gr. 6 Module 18
– Expression and Integers
57. gives the translation of real-life verbal
expressions and equations into letters M6AL-IIIe-16
or symbols and vice versa.
58. defines a variable in an algebraic
M6AL-IIIe-17
expression and equation.
59. represents quantities in real-life
situations using algebraic expressions M6AL-IIIe-18
and equations.
60. solves routine and non-routine  DLP Gr. 6 Module 70, 71
problems involving different types of
M6AL-IIIf-19
numerical expressions and equations
such as 7+ 9 =___ + 6.
61. creates routine and non-routine
problems involving numerical M6AL-IIIf-20
expressions and equations.
62. calculates speed, distance, and time. M6ME-IIIg-17
Measurement demonstrates is able to apply knowledge
understanding of rate of speed, area, and surface
63. solves problems involving average
and speed, and of area area of plane and M6ME-IIIg-18
rate and speed.
and surface area of solid/space figures in
plane and solid/space mathematical problems and 64. finds the area of composite figures
figures. real-life situations formed by any two or more of the
M6ME-IIIh-89
following: triangle, square, rectangle,
circle, and semi-circle.
PERFORMANCE
problems involving area of composite
figures formed by any two or more of M6ME-IIIh-90
the following: triangle, square,
rectangle, circle, and semi-circle.
66. visualizes and describes surface area  Lesson Guide in Elem.
and names the unit of measure used Math Gr. 6 p.371
M6ME-IIIi-91
for measuring the surface area of
solid/space figures.
67. derives a formula for finding the
Math Gr. 6 p.369, 381
surface area of cubes, prisms,
M6ME-IIIi-92  DLP Gr. 6 Module 55
pyramids, cylinders, cones, and
spheres.
– Surface Area
– Surface Area
68. finds the surface area of cubes,
prisms, pyramids, cylinders, cones, M6ME-IIIi-93
Surface Area on Cube,
and spheres.
Rectangular Prism,
Pyramid and Cylinder
69. solves word problems involving  BEAM LG Gr. 6 Module 17
M6ME-IIIj-94
measurement of surface area. – Surface Area
Measurement demonstrates is able to apply knowledge 70. determines the relationship of the
understanding of volume of volume of solid figures volume between
of solid figures and and meter reading in 70.1 a rectangular prism and a
M6ME-IVa-95
meter reading. mathematical problems and pyramid;
real-life situations. 70.2 a cylinder and a cone;
70.3 and a cylinder and sphere.

71. derives the formula for finding the  BEAM LG Gr. 6 Module 18
volume of cylinders, pyramids, cones, M6ME-IVa-96 – Volume
and spheres.

PERFORMANCE
Math Gr. 6 p.394, 398
– Volume
72. finds the volume of cylinders,  MISOSA Module Gr.6 –
M6ME-IVb-97
pyramids, cones, and spheres. Volume of Rectangular
Prism, Pyramid and
Cylinder

Math Gr. 6 p.402
73. solves routine and non-routine  DLP Gr. 6 Module 59
M6ME-IVc-98  BEAM LG Gr. 6 Module 19
problems involving volumes of solids.
– Volume
74. creates problems involving surface

area and volume of solid/space M6ME-IVc-99
figures, with reasonable answers.

Math Gr. 6 p.406, 409
75. reads and interprets electric and  DLP Gr. 6 Module 60, 61
M6ME-IVd-100  BEAM LG Gr. 6 Module 20
water meter readings.
– Meter Reading

Math Gr. 6 p.412, 415
problems involving electric and water M6ME-IVd-101
consumption.
– Meter Reading
77. creates problems involving electric

and water consumption, with M6ME-IVd-102
reasonable answers.
PERFORMANCE
Statistics and demonstrates is able to create and

78. collects data on one or two variables
Probability understanding of pie interpret representations M6SP-IVe-1.6
using any source.
graphs and experimental of data (tables and pie
probability. graphs) and apply
experimental probability  Lesson Guide in Elem.
in mathematical problems Math Gr. 6 p.426
and real-life situations.  DLP Gr. 6 Module 65
79. constructs a pie graph based on a
M6SP-IVe-2.6  BEAM LG Gr. 6 Module 21
given set of data.
– Circle Graphs
Constructing Circle Graph
Math Gr. 6 p.422
80. interprets data presented in a pie
M6SP-IVf-3.6  BEAM LG Gr. 6 Module 21
graph.
– Circle Graphs
Interpreting Circle Graph
problems using data presented in a M6SP-IVf-4.6
pie graph.
82. creates problems that can be

answered using information presented M6SP-IVg-6
in a pie graph.
83. describes the meaning of probability

such as 50% chance of rain and one M6SP-IVg-19
in a million chance of winning.
84. quantifies the phrases “most likely to

M6SP-IVh-20
happen” and “unlikely to happen”.

85. performs experiments and records Math Gr. 6 p.349
M6SP-IVh-21
outcomes.  BEAM LG Gr. 6 Module 17
– Prediction and Outcome
PERFORMANCE
86. makes listings and diagrams of  BEAM LG Gr. 6 Module 17
outcomes and tells the number of – Prediction and Outcome
M6SP-IVi-22
favorable outcomes and chances
using these listings and diagrams.
Math Gr. 6 p.347
87. makes simple predictions of events
M6SP-IVi-23  DLP Gr. 6 Module 67
based on the results of experiments.
– Prediction and Outcome
problems involving experimental and M6SP-IVj-24
theoretical probability.
experimental and theoretical M6SP-IVj-25
probability.

GRADE 7
PERFORMANCE

Numbers and demonstrates is able to formulate 1. describes well-defined sets, subsets,

M7NS-Ia-1
Number understanding of key challenging situations universal sets, and the null set and
Sense concepts of sets and the involving sets and real cardinality of sets.
real number system. numbers and solve these in 2. illustrates the union and intersection
a variety of strategies. M7NS-Ia-2
of sets and the difference of two sets.
3. uses Venn Diagrams to represent
M7NS-Ib-1
sets, subsets, and set operations.
4. solves problems involving sets. M7NS-Ib-2
5. represents the absolute value of a

number on a number line as the
M7NS-Ic-1
distance of a number from 0.
6. performs fundamental operations on

M7NS-Ic-d-1
integers.
7. illustrates the different properties of
M7NS-Id-2
operations on the set of integers.
8. expresses rational numbers from
fraction form to decimal form and M7NS-Ie-1
vice versa.
9. arranges rational numbers on a
M7NS-Ie-2
number line.
10. performs operations on rational
M7NS-If-1
numbers
11. describes principal roots and tells
whether they are rational or M7NS-Ig-1
irrational.
12. determines between what two
integers the square root of a M7NS-Ig-2
number is.

PERFORMANCE

13. estimates the square root of a
whole number to the nearest M7NS-Ig-3
hundredth.
14. plots irrational numbers (up to
M7NS-Ig-4
square roots) on a number line.***
15. illustrates the different subsets of
M7NS-Ih-1
real numbers.
16. arranges real numbers in increasing
M7NS-Ih-2
or decreasing order.
17. writes numbers in scientific notation
M7NS-Ii-1
and vice versa.
18. represents real-life situations which
M7NS-Ii-2
involve real numbers.
19. solves problems involving real
M7NS-Ij-1
numbers.
Measurement demonstrates is able to formulate real-life 1. illustrates what it means to measure. M7ME-IIa-1
understanding of the key problems involving 2. describes the development of
concepts of measurement. measurements and solve measurement from the primitive to
M7ME-IIa-2
these using a variety of the present international system of
strategies. units.
3. approximates the measures of
quantities particularly length ,
M7ME-IIa-3
weight/mass, volume, time, angle
and temperature and rate.
4. converts measurements from one
unit to another in both Metric and M7ME-IIb-1
English systems.***
5. solves problems involving conversion

M7ME-IIb-2
of units of measurement.***

PERFORMANCE

The learner …
M7AL-IIc-1
Patterns and demonstrates is able to model situations 6. translates English phrases to
Algebra understanding of key using oral, written, mathematical phrases and vice versa.
concepts of algebraic graphical, and algebraic 7. interprets the meaning of a where
n
expressions, the properties methods in solving problems M7AL-IIc-2

n is a positive integer.
of real numbers as applied involving algebraic
in linear equations, and expressions, linear 8. differentiates between constants and
inequalities in one variable. equations, and inequalities variables in a given algebraic M7AL-IIc-3
in one variable. expression.
9. evaluates algebraic expressions for
M7AL-IIc-4
given values of the variables.
10. classifies algebraic expressions which
are polynomials according to degree M7AL-IId-1
and number of terms.
11. adds and subtracts polynomials. M7AL-IId-2
12. derives the laws of exponent. M7AL-IId-e-1
13. multiplies and divides polynomials. M7AL-IIe-2

14. uses models and algebraic methods
to find the: (a) product of two
binomials; (b) product of the sum
and difference of two terms; (c) M7AL-IIe-g-1
square of a binomial; (d) cube of a
binomial; (e) product of a binomial
and a trinomial.***
15. solves problems involving algebraic
M7AL-IIg-2
expressions.
16. differentiates between algebraic
M7AL-IIh-1
expressions and equations.
17. translates English sentences to
mathematical sentences and vice M7AL-IIh-2
versa.
PERFORMANCE

18. differentiates between equations and
M7AL-IIh-3
inequalities.
19. illustrates linear equation and
M7AL-IIh-4
inequality in one variable.
20. finds the solution of linear equation
M7AL-IIi-1
or inequality in one variable.
21. solves linear equation or inequality in
one variable involving absolute value
M7AL-IIi-j-1
by: (a) graphing; and (b) algebraic
methods.
22. solves problems involving equations
M7AL-IIj-2
and inequalities in one variable.
23. represents point, line and plane using
M7GE-IIIa-1
Geometry demonstrates is able to create models of concrete and pictorial models.
understanding of key plane figures and formulate
24. illustrates subsets of a line. M7GE-IIIa-2
concepts of geometry of and solve accurately
shapes and sizes, and authentic problems involving 25. classifies the different kinds of
M7GE-IIIa-3
geometric relationships. sides and angles of a angles.
polygon 26. derives relationships of geometric
figures using measurements and by
inductive reasoning; supplementary
angles, complementary angles,
M7GE-IIIb-1
congruent angles, vertical angles,
adjacent angles, linear pairs,
perpendicular lines, and parallel
lines.***
27. derives relationships among angles
formed by parallel lines cut by a
M7GE-IIIc-1
transversal using measurement and
by inductive reasoning.
28. uses a compass and straightedge to
bisect line segments and angles and
M7GE-IIId-e-1
construct perpendiculars and
parallels.

PERFORMANCE

29. illustrates polygons: (a) convexity;
M7GE-IIIe-2
(b) angles; and (c) sides.
30. derives inductively the relationship of
exterior and interior angles of a M7GE-IIIf-1
convex polygon.
31. illustrates a circle and the terms
related to it: radius, diameter chord,
M7GE-IIIg-1
center, arc, chord, central angle, and
inscribed angle.
32. constructs triangles, squares,
M7GE-IIIh-i-1
rectangles, regular pentagons, and
regular hexagons.
33. solves problems involving sides and
M7GE-IIIj-1
angles of a polygon.
Statistics and demonstrates is able to collect and The learner …

Probability understanding of key organize data systematically M7SP-IVa-1
concepts, uses and and compute accurately 34. explains the importance of Statistics.
importance of Statistics, measures of central 35. poses problems that can be solved
data collection/gathering tendency and variability and using Statistics.
M7SP-IVa-2
and the different forms of apply these appropriately in
data representation, data analysis and 36. formulates simple statistical
measures of central interpretation in different instruments. M7SP-IVa-3
tendency, measures of fields.
variability, and probability. 37. gathers statistical data. M7SP-IVb-1
38. organizes data in a frequency
M7SP-IVc-1
distribution table.
39. uses appropriate graphs to represent
organized data: pie chart, bar graph,
M7SP-IVd-e-1
line graph, histogram, and ogive.***
40. illustrates the measures of central

tendency (mean, median, and mode) M7SP-IVf-1
of a statistical data.

PERFORMANCE

41. calculates the measures of central
tendency of ungrouped and grouped
M7SP-IVf-g-1
data.
42. illustrates the measures of variability

(range, average deviation, variance,
standard deviation) of a statistical M7SP-IVh-1
data.
43. calculates the measures of variability

of grouped and ungrouped data. M7SP-IVh-i-1
44. uses appropriate statistical measures

in analyzing and interpreting
M7SP-IVj-1
statistical data.
45. draws conclusions from graphic and

tabular data and measures of central M7SP-IVj-2
tendency and variability.
*** Suggestion for ICT enhanced lesson when available and where appropriate

GRADE 8
PERFORMANCE

Patterns and demonstrates is able to formulate real-life 1. factors completely different types
Algebra understanding of key problems involving factors of of polynomials (polynomials with
concepts of factors of polynomials, rational common monomial factor,
polynomials, rational algebraic expressions, linear difference of two squares, sum and M8AL-Ia-b-1
algebraic expressions, equations and inequalities in difference of two cubes, perfect
linear equations and two variables, systems of square trinomials, and general
inequalities in two linear equations and trinomials).
variables, systems of linear inequalities in two variables 2. solves problems involving factors
M8AL-Ib-2
equations and inequalities and linear functions, and of polynomials.
in two variables and linear solve these problems
functions. accurately using a variety of 3. illustrates rational algebraic
M8AL-Ic-1
strategies. expressions.
4. simplifies rational algebraic
M8AL-Ic-2
expressions.
5. performs operations on rational
M8AL-Ic-d-1
algebraic expressions.
6. solves problems involving rational
M8AL-Id-2
algebraic expressions.
7. illustrates the rectangular M8AL-Ie-1

coordinate system and its uses.***
8. illustrates linear equations in two M8AL-Ie-3

variables.
M8AL-Ie-4
9. illustrates the slope of a line.
10. finds the slope of a line given two
M8AL-Ie-5
points, equation, and graph.

PERFORMANCE

11. writes the linear equation
ax  by  c in the form M8AL-If-1
y  mx  b and vice versa.
12. graphs a linear equation given (a)
any two points; (b) the x – and y
M8AL-If-2
– intercepts; (c) the slope and a
point on the line.***
13. describes the graph of a linear
equation in terms of its intercepts M8AL-If-3
and slope.***
14. finds the equation of a line given
(a) two points; (b) the slope and a
M8AL-Ig-1
point; (c) the slope and its
intercepts.
15. solves problems involving linear
M8AL-Ig-2
equations in two variables.
16. illustrates a system of linear
M8AL-Ih-1
equations in two variables.
17. graphs a system of linear
equations in two variables.*** M8AL-Ih-2
18. categorizes when a given system
of linear equations in two variables
has graphs that are parallel, M8AL-Ih-3
intersecting, and coinciding.
19. solves a system of linear equations
in two variables by (a) graphing;
(b) substitution; (c) M8AL-Ii-j-1
elimination.***

PERFORMANCE
20. solves problems involving systems

of linear equations in two M8AL-Ij-2
variables.
Patterns and demonstrates key is able to formulate and

Algebra concepts of linear solve accurately real-life 21. illustrates linear inequalities in two M8AL-IIa-1
inequalities in two problems involving linear variables.
variables, systems of linear inequalities in two variables,
inequalities in two systems of linear inequalities
variables and linear in two variables, and linear 22. differentiates linear inequalities in
functions. functions. M8AL-IIa-2
two variables from linear equations
in two variables.
23. graphs linear inequalities in two

M8AL-IIa-3
variables.
M8AL-IIa-4
inequalities in two variables.
25. solves a system of linear
M8AL-IIb-1
inequalities in two variables.***
26. solves problems involving systems
of linear inequalities in two M8AL-IIb-2
variables.
27. illustrates a relation and a function. M8AL-IIc-1
28. verifies if a given relation is a
M8AL-IIc-2
function.
29. determines dependent and
M8AL-IIc-3
independent variables.
30. finds the domain and range of a
M8AL-IId-1
function.
31. illustrates a linear function. M8AL-IId-2
32. graphs a linear function’s (a)

M8AL-IId-e-1
domain; (b) range; (c) table of
PERFORMANCE

values; (d) intercepts; and (e)
slope.
M8AL-IIe-2
functions.
Geometry demonstrates is able to communicate

understanding of key mathematical thinking with 34. determines the relationship
M8GE-IIf-1
concepts of logic and coherence and clarity in between the hypothesis and the
reasoning. formulating and analyzing conclusion of an if-then statement.
arguments.
35. transforms a statement into an
M8GE-IIf-2
equivalent if-then statement.
36. determines the inverse, converse,
and contrapositive of an if-then
M8GE-IIg-1
statement.
37. illustrates the equivalences of: (a)
the statement and its
contrapositive; and (b) the M8GE-IIg-2
converse and inverse of a
statement.
38. uses inductive or deductive
M8GE-IIh-1
reasoning in an argument.
39. writes a proof (both direct and
M8GE-IIi-j-1
indirect).
Geometry demonstrates 1. is able to formulate 40. describes a mathematical system. M8GE-IIIa-1

understanding of key an organized plan to
concepts of axiomatic handle a real-life 41. illustrates the need for an axiomatic
structure of geometry and situation. structure of a mathematical system
triangle congruence. in general, and in Geometry in
M8GE-IIIa-c-1
particular: (a) defined terms; (b)
undefined terms; (c) postulates; and
(d) theorems.
PERFORMANCE

2. is able to 42. illustrates triangle congruence.*** M8GE-IIId-1
communicate 43. illustrates the SAS, ASA and SSS
M8GE-IIId-e-1
mathematical congruence postulates.***
thinking with 44. solves corresponding parts of
M8GE-IIIf-1
coherence and congruent triangles
clarity in
formulating, 45. proves two triangles are congruent. M8GE-IIIg-1
investigating,
analyzing, and 46. proves statements on triangle
M8GE-IIIh-1
solving real-life congruence.
problems involving
congruent triangles
using appropriate 47. applies triangle congruence to
and accurate construct perpendicular lines and M8GE-IIIi-j-1
representations. angle bisectors.
Geometry demonstrates is able to communicate

understanding of key mathematical thinking with 48. illustrates theorems on triangle
concepts of inequalities in a coherence and clarity in inequalities (Exterior Angle Inequality M8GE-IVa-1
triangle, and parallel and formulating, investigating, Theorem, Triangle Inequality
perpendicular lines. analyzing, and solving real- Theorem, Hinge Theorem).***
life problems involving
triangle inequalities, and 49. applies theorems on triangle M8GE-IVb-1
parallelism and inequalities.
perpendicularity of lines
using appropriate and M8GE-IVc-1
50. proves inequalities in a triangle.
accurate representations.
51. proves properties of parallel lines cut M8GE-IVd-1

by a transversal.***

PERFORMANCE

52. determines the conditions under
which lines and segments are parallel M8GE-IVe-1
or perpendicular.
53. illustrates an experiment, outcome, M8GE-IVf-1
Statistics and demonstrates is able to formulate and sample space and event.***
Probability understanding of key solve practical problems 54. counts the number of occurrences of
concepts of probability. involving probability of an outcome in an experiment: (a)
M8GE-IVf-g-1
simple events. table; (b) tree diagram; (c) systematic
listing; and (d) fundamental counting
principle.***
M8GE-IVh-1
55. finds the probability of a simple event.
56. illustrates an experimental probability

M8GE-IVi-1
and a theoretical probability.
57. solves problems involving probabilities M8GE-IVi-j-1
of simple events.

GRADE 9
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCY LEARNING
CONTENT STANDARDS CODE
MATERIALS
 BEAM Second Year
demonstrates is able to investigate  Module 4 (TG)
Patterns and understanding of key thoroughly mathematical  EASE Module Second Year
Algebra concepts of quadratic relationships in various Quadratic Equations
equations, inequalities and situations, formulate real- M9AL-Ia-1
1. illustrates quadratic equations.  Module 3
functions, and rational life problems involving  Chapter 2
algebraic equations. quadratic equations,  Quadratic Equations pp.44-
inequalities and functions, 46 (LM)
and rational algebraic
equations and solve them  BEAM Second Year
using a variety of  Module 4 (TG)
2. solves quadratic equations by: (a)
strategies.  EASE Module Second Year
extracting square roots; (b) factoring;
M9AL-Ia-b-1 Quadratic Equations,
(c) completing the square; and (d)
Module 3
using the quadratic formula.
 Chapter 2Quadratic
Equations pp.47-53(LM)
 BEAM Second Year,
Module 4 (TG)
 EASE Module Second Year
3. characterizes the roots of a quadratic Quadratic Equations,
M9AL-Ic-1
equation using the discriminant. Module 3
 Chapter 2
 Quadratic Equations pp.53-
59 (LM)
 Module 4 (TG)
4. describes the relationship between the
coefficients and the roots of a
M9AL-Ic-2 Quadratic Equations,
quadratic equation.
Module 3 Chapter 2
59 (LM)

PERFORMANCE
MATERIALS
 Module 4 (TG)
 LM
5. solves equations transformable to  EASE Module Second Year
quadratic equations (including M9AL-Ic-d-1 Quadratic Equations,
rational algebraic equations). Module 3
 Chapter 2
59 (LM)
 Module 4 (TG)
6. solves problems involving quadratic
Quadratic Equations,
equations and rational algebraic M9AL-Ie-1
Module 3
equations.
 Chapter 2
64 (LM)
7. illustrates quadratic inequalities M9AL-If-1 
 APEX Chapter 3
 Quadratic Functions
8. solves quadratic inequalities. M9AL-If-2
 Lessons 18-19 pp.203-217
(LM)
 APEX Chapter 3
9. solves problems involving quadratic  Quadratic Functions
M9AL-If-g-1
inequalities.  Lessons 18-19 pp.203-217
(LM)
10. models real-life situations using  BEAM Fourth Year, Module

M9AL-Ig-2
quadratic functions. 3
 BEAM Fourth Year

11. represents a quadratic function  Module 3 (TG)
using: (a) table of values; (b) graph; M9AL-Ig-3  EASE Module Fourth Year
and (c) equation. Quadratic Equations,
Module 1 (LM)

PERFORMANCE
MATERIALS
 Module 3
 Math IV: Advanced
Algrebra, Trigonometry
and Statistics (Lesson
12. transforms the quadratic function Plans) 2002 BEC (Week 8)
defined byy = ax2 + bx + cinto the M9AL-Ih-1 pp.31-32 (TG)
formy = a(x – h)2 + k.  EASE Module Fourth Year
Quadratic Equations,
Module 1
 APEX Chapter 3
 Lesson 2 pp.101-105 (LM)
13. graphs a quadratic function: (a)  BEAM Fourth Year, Module
domain; (b) range; (c) intercepts; 3 (TG)
(d) axis of symmetry; (e) vertex; M9AL-Ig-h-i-1  EASE Module Fourth Year
(f) direction of the opening of the Quadratic Equations,
parabola. Module 1 (LM)
Algebra, Trigonometry,
14. analyzes the effects of changing
Plans) 2002 BEC (Week 8-
the values of a, h and k in the
M9AL-Ii-2 9) pp.37-41 (TG)
equation y = a(x – h)2 + k of a
 EASE Module Fourth Year,
quadratic function on its graph.***
Module 2
 APEX Chapter 3
 Lesson 2 pp.120-125 (LM)
 EASE Module Fourth Year
 Quadratic Functions,
15. determines the equation of a
Modules 3 and 4
quadratic function given: (a) a
M9AL-Ij-1  APEX Chapter 3
table of values; (b) graph; (c)
zeros.
 Lesson 1 pp.92-100
 Lesson 13 pp.165-171(LM)

PERFORMANCE
MATERIALS
Algebra, Trigonometry,
Plans) 2002 BEC (Week 8-
9) pp.37-41 (TG)
16. solves problems involving  EASE Module Fourth Year
quadratic functions. M9AL-Ii-j-2
 Quadratic Functions,
Modules 3 and 4
 APEX Chapter 3
 Lesson 14 pp.172-183
(LM)
Patterns and demonstrates is able to formulate and Module 8 (TG)
Algebra understanding of key solve accurately problems  EASE Module Second Year
concepts of variation and involving radicals. 17.illustrates situations that involve the  Variations
M9AL-IIa-1
radicals. following variations: (a) direct; (b)  Modules 1-3
inverse; (c) joint; (d) combined.  Chapter 4 Variation
pp.102-121 (LM)
18.translates into variation statement a  BEAM Second Year,

relationship between two quantities Module 8 (TG)
given by: (a) a table of values; (b) a  EASE Module Second Year
mathematical equation; (c) a graph, M9AL-IIa-b-1  Variations, Modules 1-3
and vice versa.  Chapter 4 Variation
pp.102-121 (LM)

Module 8 (TG)
19.solves problems involving variation.
M9AL-IIb-c-1  Variations, Modules 1-3
 Chapter 4 Variation
pp.102-(LM)

PERFORMANCE
MATERIALS
Module 9 (TG)
 Ease Module Second Year
20.applies the laws involving positive  Integral Exponents,
integral exponents to zero and M9AL-IId-1 Modules 2
negative integral exponents.  Chapter 5 Integral
Exponents pp.122-135
(LM)

Module 9 (TG)
 Ease Module Second Year
21.illustrates expressions with rational
M9AL-IId-2  Integral Exponents,
exponents.
Module 2
 Chapter 6 Radical
Expressions pp.149 (LM)

Module 9 & 10 (TG)
22.simplifies expressions with rational  Radical Expressions,
exponents. M9AL-IIe-1 Module 2
Expressions pp.149-150
(LM)

23.writes expressions with rational Module 10 Chapter 6
exponents as radicals and vice versa. M9AL-IIf-1 Radical Expressions
pp.150-151 (TG)

Module 10 (TG)
24.derives the laws of radicals. M9AL-IIf-2  EASE Module Second Year
 Radical Expressions,
Module 3 (LM)
PERFORMANCE
MATERIALS
Module 10 (TG)
 Radical Expressions,
25.simplifies radical expressions using the
M9AL-IIg-1 Module 3
laws of radicals.
(LM)

Module 11 (TG)
 Radical Expressions
26.performs operations on radical M9AL-IIh-1
 Modules 4-5
expressions.***
(Lm)

 Module 11 (TG)
 Radical Expressions
27.solves equations involving radical M9AL-IIi-1  Module 6
expressions.***  Chapter 6 Radical
(LM)

 Module 11 (TG)
M9AL-IIj-1  Radical Expressions
28. solves problems involving radicals.  Module 6
Expressions pp.171 (LM)

PERFORMANCE
MATERIALS
 BEAM Third Year
Geometry demonstrates is able to investigate,  Module 12 (TG)
understanding of key analyze, and solve  APEX Lesson 1-7
concepts of quadrilaterals problems involving
 Quadrilaterals
(parallelograms, quadrilaterals
trapezoids, kites) and (parallelograms, trapezoids,  Geometry Chapter 1
triangle similarity. kites) and triangle similarity 29. identifies quadrilaterals that are M9GE-IIIa-1 Geometry of Shape and
through appropriate and parallelograms. Size
accurate representation.  Quadrilaterals p.17 Chapter
4 Quadrilaterals
 4.1.3 The Parallelogram
and its properties p.124
(LM)
 BEAM Third Year
 Module 12 (TG)
30. determines the conditions that  Geometry Chapter 4
guarantee a quadrilateral a Quadrilaterals
M9GE-IIIa-2  4.2. Conditions which
parallelogram.
guarantee that a
quadrilateral is a
parallelogram p.132 (LM)
 EASE Module Third Year
31. uses properties to find measures of
angles, sides and other quantities M9GE-IIIb-1  Properties of Quadrilaterals
involving parallelograms.  Module 1 (LM)
32. proves theorems on the different kinds

of parallelogram (rectangle, rhombus, M9GE-IIIc-1
square).
33. proves the Midline Theorem. M9GE-IIId-1

PERFORMANCE
MATERIALS
34. proves theorems on trapezoids and
M9GE-IIId-2
kites.
35. solves problems involving
M9GE-IIIe-1  Properties of Quadrilaterals
parallelograms, trapezoids and kites.
 Module 1 (LM)
 BEAM Third Year
 Module 15 (TG)
 Similarity
 Module 1
36. describes a proportion. M9GE-IIIf-1  APEX Math Triangles Unit 4
 Lesson 1-10
 Geometry Chapter 5
Similarity
 5.1. Ratio and Proportion
p.145 (LM)
 BEAM Third Year
 Module 15
37. applies the fundamental theorems of  APEX Math Triangles Unit 4
M9GE-IIIf-2  Lesson 1-10
proportionality to solve problems
involving proportions.  Geometry Chapter 5
Similarity
 5.1. Ratio and Proportion
p.145
 BEAM Third Year, Module
16 (TG)
 Similar Triangles, Module 2
 APEX Math Triangles Unit 4
38. illustrates similarity of figures. M9GE-IIIg-1
 Lesson 1-10
 5.2. Similarity between
triangles p.149 (LM)

PERFORMANCE
MATERIALS
16
 (TG)
39. proves the conditions for similarity of
triangles. ***
 APEX Math Triangles Unit 4
39.1 SAS similarity theorem
39.2 SSS similarity theorem M9GE-IIIg-h-1  Lesson 1-10
39.3 AA similarity theorem  Geometry Chapter 5
39.4 right triangle similarity theorem Similarity
39.5 special right triangle theorems  5.2.4. Basic Similarity
Theorems p.157
 5.4. Similarities in Right
Triangles p.166 (LM)

16 (TG)
40. applies the theorems to show that Similarity
given triangles are similar. M9GE-IIIi-1  5.2.4. Basic Similarity
Theorems p.157
 5.4. Similarities in Right
Triangles p.166 (LM)
 APEX Math Similarity of

Triangles Unit 4
 Lesson 11-16
41. proves the Pythagorean Theorem. M9GE-IIIi-2 Similarity
 5.4.2. The Pythagorean
Theorem p.169

PERFORMANCE
MATERIALS
16 (TG)
 Similarity, Module 3
 APEX Math Similarity of
Triangles Unit 4
42. solves problems that involve triangle
M9GE-IIIj-1  Lesson 11-16
similarity and right triangles.***
Similarity
 5.5. Problems Involving
Similar Triangles and Other
Special Right Triangles
p.175 (LM)
 Grade 9- FOURTH QUARTER
 BEAM Fourth Year, Module
demonstrates is able to apply the
Geometry understanding of the basic concepts of trigonometric 43. illustrates the six trigonometric ratios: 13 (TG)
concepts of trigonometry. ratios to formulate and sine, cosine, tangent, secant, M9GE-IVa-1  EASE Module Fourth Year
solve real-life problems with cosecant, and cotangent.  Triangle Trigonometry,
precision and accuracy Module 1 (LM)
44. finds the trigonometric ratios of 
M9GE -IVb-c-1
special angles.
13 (TG)
45. illustrates angles of elevation and  EASE Module Fourth Year
M9GE-IVd-1
angles of depression.  Triangle Trigonometry,
Module 2 (LM)

46. uses trigonometric ratios to solve 13 (TG)
real-life problems involving right M9GE-IVe-1  EASE Module Fourth Year
triangles. ***  Triangle Trigonometry,
Module 2 (LM)

PERFORMANCE
MATERIALS
13 (TG)
 EASE Module Fourth Year
Triangle Trigonometry,
47. illustrates laws of sines and cosines. M9GE-IVf-g-1 Module 2 Math IV:
Advanced Algebra.
Trigonometry, and
Statistics (Lesson Plans)
2002 EBEC (Week 6-7)
pp.50-56 (LM)
48. solves problems involving oblique 13 (TG)
triangles. M9GE-IVh-j-1  EASE Module Fourth Year
 Triangle Trigonometry,
Module 2 (LM)

GRADE 10
PERFORMANCE

M10AL-Ia-1
1. generates patterns.***
Patterns demonstrates is able to formulate and 2. illustrates an arithmetic sequence M10AL-Ib-1
and understanding of key solve problems involving 3. determines arithmetic means and nth
Algebra concepts of sequences, sequences, polynomials M10AL-Ib-c-1
term of an arithmetic sequence.***
polynomials and and polynomial equations 4. finds the sum of the terms of a given
polynomial equations. in different disciplines M10AL-Ic-2
arithmetic sequence.***
through appropriate and
accurate representations. 5. illustrates a geometric sequence. M10AL-Id-1
6. differentiates a geometric sequence
M10AL-Id-2
from an arithmetic sequence.
7. differentiates a finite geometric
sequence from an infinite geometric M10AL-Id-3
sequence.
8. determines geometric means and nth
M10AL-Ie-1
term of a geometric sequence.***
9. finds the sum of the terms of a given
finite or infinite geometric M10AL-Ie-2
sequence.***
10.illustrates other types of sequences
M10AL-If-1
(e.g., harmonic, Fibonacci).
11.solves problems involving sequences. M10AL-If-2
12.performs division of polynomials using
M10AL-Ig-1
long division and synthetic division.
13.proves the Remainder Theorem and
M10AL-Ig-2
the Factor Theorem.
14.factors polynomials. M10AL-Ih-1
15.illustrates polynomial equations. M10AL-Ii-1
16.proves Rational Root Theorem. M10AL-Ii-2

PERFORMANCE

17. solves polynomial equations. M10AL-Ij-1
18. solves problems involving polynomials
M10AL-Ij-2
and polynomial equations.
M10AL-IIa-1
Patterns and demonstrates is able to conduct 19.illustrates polynomial functions.
Algebra understanding of key systematically a
20.graphs polynomial functions. M10AL-IIa-b-1
concepts of polynomial mathematical investigation
function. involving polynomial 21.solves problems involving polynomial
M10AL-IIb-2
functions in different fields. functions.
22. derives inductively the relations
Geometry demonstrates 1. is able to formulate and among chords, arcs, central angles, M10GE-IIc-1
understanding of key find solutions to and inscribed angles.
concepts of circles and challenging situations 23.proves theorems related to chords,
coordinate geometry. involving circles and arcs, central angles, and inscribed M10GE-IIc-d-1
other related terms in angles.
different disciplines 24.illustrates secants, tangents, segments,
M10GE-IIe-1
through appropriate and and sectors of a circle.
accurate 25.proves theorems on secants,
representations. M10GE-IIe-f-1
tangents, and segments.
26. solves problems on circles. M10GE-IIf-2
2. is able to formulate and
solve problems involving 27.derives the distance formula. M10GE-IIg-1
geometric figures on
the rectangular 28.applies the distance formula to prove
M10GE-IIg-2
coordinate plane with some geometric properties.
perseverance and 29.illustrates the center-radius form of the
M10GE-IIh-1
accuracy. equation of a circle.
30.determines the center and radius of a
M10GE-IIh-2
circle given its equation and vice versa.
31. graphs a circle and other geometric

M10GE-IIi-1
figures on the coordinate plane.***

PERFORMANCE
32. solves problems involving geometric

M10GE-IIi-j-1
figures on the coordinate plane.
Statistics demonstrates is able to use precise 33. illustrates the permutation of objects. M10SP-IIIa-1
and Probability understanding of key counting technique and
concepts of combinatorics probability in formulating 34. derives the formula for finding the
and probability. conclusions and making number of permutations of n objects M10SP-IIIa-2
decisions. taken r at a time.
35. solves problems involving M10SP-IIIb-1
permutations.
36. illustrates the combination of objects. M10SP-IIIc-1
37. differentiates permutation from
combination of n objects taken r at M10SP-IIIc-2
a time.
38. derives the formula for finding the
number of combinations of n objects M10SP-IIId-1
taken r at a time
39. solves problems involving
M10SP-IIId-e-1
permutations and combinations.
40. illustrates events, and union and
M10SP-IIIf-1
intersection of events.
41. illustrates the probability of a union of
M10SP-IIIg-1
two events.
42. finds the probability of  A  B  . M10SP-IIIg-h-1
43. illustrates mutually exclusive events. M10SP-IIIi-1
44. solves problems involving probability. M10SP-IIIi-j-1

PERFORMANCE

Statistics and demonstrates is able to conduct 45. illustrates the following measures of
M10SP-IVa-1
Probability understanding of key systematically a mini- position: quartiles, deciles and
concepts of measures of research applying the percentiles.***
position. different statistical 46. calculates a specified measure of
methods. M10SP-IVb-1
position (e.g. 90th percentile) of a set
of data.
47. interprets measures of position. M10SP-IVc-1
48. solves problems involving measures of
M10SP-IVd-e-1
position.
49. formulates statistical mini-research. M10SP-IVf-g-1
50. uses appropriate measures of position

and other statistical methods in
M10SP-IVh-j-1
analyzing and interpreting research
data.

GLOSSARY
Accuracy the quality of being correct and precise.

Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in practical situations and phenomena.
Communicating the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing the skill of formulating mathematical theories that still need to be proven.
Connecting the skill of integrating mathematics to other school subjects and other areas in life.
the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new ideas
Constructivism
that are encountered.
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and
Context
problem solving skills.
Cooperative Learning learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
Critical Thinking gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven&
Paul, 1987).
Decision-making the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
Estimating the skill of roughly calculating or judging a numerical value or quantity.
Experiential Learning learning that occurs by making sense of direct everyday experiences (Kolb, 1984)
Inquiry-based Learning learning that focuses on students asking questions and finding answers to their questions using their personal experiences.
Knowing and
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Understanding
Mathematical Problem
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Solving
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
Objectivity
conditions.
Perseverance firmness in finishing a task despite difficulties and obstacles.
Productivity the quality of pursuing an activity to arrive at a meaningful and useful result or product.
GLOSSARY
Proving the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning the process of explaining using sound analyses, following the rules of logic.
Reflective Learning learning that is facilitated by deep thinking.

Representing the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning learning in the same context in which concepts and theories are applied.
Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.
using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts
Visualizing
(MATHTED & SEI, 2010).

Code Book Legend
Sample: M7AL-IIg-2
Learning Area and

Strand/ Subject or Mathematics
Number Sense NS
Specialization
First Entry M7
Grade Level Grade 7

Geometry GE
Domain/Content/
Uppercase Letter/s
Component/ Topic
Patterns and Algebra AL
-
Patterns and Algebra AL
Roman Numeral
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between Measurement ME
Week Week seven g
specific week
-
Solves problems involving Statistics and Probability SP
algebraic expressions
2

Pasig City
SCIENCE
December 2013
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country‘s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners‘ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners‘
interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
K to 12 Science Curriculum Guide December 2013 Page 2 of 64

Developing and
Demonstrating Scientific
Attitudes and Values
The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10 11-12
At the end of Grade 10, the learners should

have developed scientific, technological, and At the end of Grade 12, the learners
At the end of Grade 3, the
At the end of Grade 6, the learners environmental literacyand can make that should have gained skills in obtaining
learners should have acquired
should have developed the essential would lead to rational choices on issues scientific and technological information
healthful habits and
skills of scientific inquiry – designing confronting them. Having been exposed to from varied sources about global
havedeveloped curiosity about
simple investigations, using appropriate scientific investigations related to real life, issues that have impact on the
self and their environment
procedure, materials and tools to gather they should recognize that the central feature country. They should have acquired
using basic process skills of
evidence, observing patterns, of an investigation is that if one variable is scientific attitudes that will allow them
observing, communicating,
determining relationships,drawing changed (while controlling all others), the to innovate and/or create products
comparing, classifying,
conclusions based on evidence, and effect of the change on another variable can useful to the community or country.
measuring, inferring and
communicating ideas in varied ways to be measured. The context of the investigation They should be able to process
predicting. This curiosity will
make meaning of the observations can be problems at the local or national level information to get relevant data for a
help learners value science as
and/or changes that occur in the to allow them to communicate with learners problem at hand. In addition, learners
an important tool in helping
environment. The content and skills in other parts of the Philippines or even from should have made plans related to
them continue to explore their
learned will be applied to maintain good other countries using appropriate technology. their interests and expertise, with
natural and physical
health, ensure the protection and consideration forthe needs of their
environment. This should also The learners should demonstrate an
improvement of the environment, and community and the country — to
include developing scientific
practice safety measures. understanding of science concepts and apply pursue either employment,
knowledge or concepts. science inquiry skills in addressingreal-world entrepreneurship, or higher education.
problems through scientific investigations.

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
Grade 3 move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
Grade 4 plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.

At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman‘s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10 released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.

SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

MATTER
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO

Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the
some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature applying heat. They learn that some of
in Grade 3, learners can now these conditions can result in a new
inquire about changes observed product. Knowing these conditions enable
when a solid is mixed with a them to apply the ―5R method‖ (recycling,
liquid or when a liquid is mixed reducing, reusing, recovering and repairing)
with another liquid. at home and in school.
Learners learn that some changes

in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.
PROPERTIES AND STRUCTURE OF MATTER

In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
set of properties. between these particles. They also learn that the forces holding In Grade 9, learners learned that the bonding
metals together are caused by the characteristics of carbon result in the formation
Learners begin to do guided and semi- attraction between flowing electrons and of large variety of compounds. In Grade 10,
guided investigations, making sure that the positively charged metal ions. they learn more about these compounds that
the experiment they are conducting is a include biomolecules such as carbohydrates,
fair test. Learners explain how covalent bonding lipids, proteins, and nucleic acids. Further, they
in carbon forms a wide variety of carbon will recognize that the structure of these
compounds. compounds comprises repeating units that are
made up of a limited number of elements such
Recognizing that matter consists of an as carbon, hydrogen, oxygen, and nitrogen.
extremely large number of very small
particles, counting these particles is not
practical. So, learners are introduced to
the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances rearrangements. when this rearrangement happens, the total
familiar with elements and compounds, between the particles, as well as the number of atoms and total mass of newly
metals and non-metals, and acids and attraction between them. formed substances remain the same. This is
bases. the Law of Conservation of Mass. Applying this
They also recognize that the same law, learners learn to balance chemical
Further, learners demonstrate that particles are involved when these equations and solve simple mole-mole, mole-
homogeneous mixtures can be changes occur. In effect, no new mass, and mass-mass problems.

separated using various techniques. substances are formed.
LIVING THINGS AND THEIR ENVIRONMENT
PARTS AND FUNCTION OF ANIMALS AND PLANTS

In Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major In Grade 6, learners describe the interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs of the human body. the learners now focus on the organs of human body.
humans and the more familiar external the reproductive systems of humans,
parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals invertebrates differ and how non-flowering
They also explore and describe survive in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living things Learners learn that humans, Learners learn how flowering plants and Learners learn how non-flowering plants
reproduce and certain traits are passed animals, and plants go through some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, ferns,
on to their offspring/s. life cycles. Some inherited traits and mosses) reproduce.
may be affected by the They are also introduced to the sexual and
environment at certain stages in asexual modes of reproduction.
their life cycles.
BIODIVERSITY AND EVOLUTION

Different kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals share
found in different places. and plants live in specific serve as one of the bases for classifying common characteristics which serve as bases
habitats. living things. for their classification.
ECOSYSTEMS
Learners learn that living things depend Learners learn that there are Learners are introduced to the interactions Learners are introduced to the interactions
on their environment for food, air, and beneficial and harmful among components of larger habitats such among components of habitats such as
water to survive. interactions that occur among as estuaries and intertidal zones, as well as tropical rainforests, coral reefs, and mangrove
the conditions that enable certain swamps.
living things and their
environment as they obtain their organisms to live.
basic needs.
PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
and other organisms. They learn that forms that can be absorbed through and circulatory systems. coordinated by the nervous and
organisms consist of cells, most of which the digestive system and transported endocrine systems. These mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
exchanged through the respiratory respiratory system. Together, they are
system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the energy is used to release the stored energy.
stored in food.
They also learn that dissolved wastes

are removed through the urinary
system while solid wastes are
eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
offspring whereas sexual reproduction gives to variation. place in sex cells are inherited while
rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers to a Learners learn that most species that Learners revisit the mechanisms involved

tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the environment. mechanisms. Learners explain how
collective variety of species living in an natural selection has produced a
ecosystem. This serves as an succession of diverse new species.
introduction to the topic on hierarchical Variation increases the chance of living
taxonomic system. things to survive in a changing
environment.
ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of
among the different levels of organization in transformed and how materials are energy from the Sun and store energy human activities and other organisms on
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). ecosystems.
interact with each other to form This stored energy is used by cells
populations; populations interact with other during cellular respiration. These two They learn how biodiversity influences
populations to form communities. processes are related to each other. the stability of ecosystems.
FORCE, MOTION AND ENERGY
FORCE AND MOTION
Learners observe and explore and Learners now learn that if force is This time, learners begin to accurately Aside from the identified causes of
investigate how things around them applied on an object, its motion, size, measure the amount of change in the motion in Grade 3, such as people,
move and can be moved. They also or shape can be changed. They will movement of an object in terms of its animals, wind, and water, learners
identify things in their environment that further understand that these changes distance travelled and time of travel also learn about gravity and friction as
can cause changes in the movement of depend on the amount of force applied using appropriate tools. other causes or factors that affect the
objects. on it (qualitative). They also learn that movement of objects.
magnets can exert force on some
objects and may cause changes in their
movements.

ENERGY
Learners observe and identify different Learners learn that light, heat, and This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and sound travel from the source. They objects interact with light, heat, sound, introduced to the concept of energy.
electricity in their environment and their perform simple activities that and electricity (e.g., identifying poor and They learn that energy exists in
uses in everyday life. demonstrate how they travel using good conductors of electricity using different forms, such as light, heat,
various objects. simple circuits). sound and electricity, and it can be
transformed from one form to
Note: Electricity is not included in They learn about the relationship
another. They demonstrate how
Grade 4 because the concept of ‗flow of between electricity and magnetism by
energy is transferred using simple
charges‘ is difficult to understand at constructing an electromagnet.
machines.
this grade level.
They also learn about the effects of light,
heat, sound, and electricity on people.

FORCE AND MOTION
From a simple understanding of motion,
This time, learners study the To deepen their understanding of motion, From learning the basics of forces in
learners study more scientific ways of
concept of force and its learners use the Law of Conservation of Grade 8, learners extend their
describing (in terms of distance, speed,
relationship to motion. They use Momentum to further explain the motion of understanding of forces by describing
and acceleration) and representing
Newton‘s Laws of Motion to objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and
explain why objects move (or do either by solids or liquids, affect the
graphs) the motion of objects in one From motion in one dimension in the previous
not move) the way they do (as movement, balance, and stability of
dimension. grades, they learn at this level about motion in
described in Grade 7). They objects.
two dimensions using projectile motion as an
also realize that if force is
example.
applied on a body, work can be
done and may cause a change in
the energy of the body.
ENERGY
This time learners recognize that Learners acquire more knowledge about
Learners realize that transferred Learners explain how conservation of mechanical
different forms of energy travel in the properties of light as applied in
energy may cause changes in energy is applied in some structures, such as
different ways—light and sound travel optical instruments.
the properties of the object. roller coasters, and in natural environments like
through waves, heat travels through Learners also use the concept of moving
They relate the observable waterfalls. They further describe the
moving or vibrating particles, and charges and magnetic fields in explaining
changes in temperature, amount transformation of energy that takes place in
electrical energy travels through moving the principle behind generators and
of current, and speed of sound hydroelectric power plants.
charges. motors.
to the changes in energy of the
In Grade 5, they learned about the Learners also learn about the relationship
different modes of heat transfer. This particles. between heat and work, and apply this concept to
time, they explain these modes in terms explain how geothermal power plants operate.
of the movement of particles.
After they have learned how electricity is
generated in power plants, learners further
develop their understanding of transmission of
electricity from power stations to homes.
EARTH AND SPACE
GEOLOGY
After familiarizing themselves In this grade level, learners will learn that Learners will learn that aside from weathering
Learners will describe what makes up
with the general landscape, our surroundings do not stay the same and erosion, there are other processes that
their environment, beginning with the
learners will investigate two forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
landforms and bodies of water found in
components of the physical weathering and soil is carried away by and volcanic eruptions. Only the effects of
their community.
environment in more detail: soil erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
and water. They will classify soils of the Earth changes with the passage of up in this grade level, not their causes (which
in their community using simple time. will be tackled in Grades 8 and 9). Learners
criteria. They will identify the will also gather and report data on earthquakes
different sources of water in their and volcanic eruptions in their community or
community. They will infer the region.
importance of water in daily
activities and describe ways of
using water wisely.
METEOROLOGY
After making simple descriptions Learners will learn that the weather does After learning how to measure the different
Learners will describe the different
about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
types of local weather,
grade, learners will now measure Weather disturbances such as typhoons learners will now collect weather data within
the components of weather using may occur. Learners will describe the the span of the school year. Learners will
simple instruments. They will also effects of typhoons on the community and interpret the data and identify the weather
identify trends in a simple the changes in the weather before, during, patterns in their community.
weather chart. and after a typhoon.
ASTRONOMY
After describing the natural After learning about the Sun, learners will In Grade 6, learners will turn their attention to
Learners will describe the natural
objects that are seen in the sky, now familiarize themselves with the Moon Earth as another natural object in space (in
objects that they see in the sky. learners will now focus on the and the stars. They will describe the addition to the Sun, Moon, and stars).
main source of heat and light on changes in the appearance of the Moon and Learners will learn about the motions of the
Earth: the Sun, its role in plant discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
growth and development, and its that the cycle is related to the length of a also compare the different members that make
effect on the activities of humans month. Learners will identify star patterns up the Solar System and construct models to
and other animals. that can be seen during certain times of the help them visualize their relative sizes and
year. distances.
GEOLOGY
As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
Learners will explore and locate places
of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
using a coordinate system. They will
earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
discover that our country‘s location
explain how quakes are generated by faults. when volcanoes erupt. They will describe the not randomly scattered in different
near the equator and along the Ring of
They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same
Fire influences elements of up
community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
Philippine environment (e.g., natural
from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a
resources and climate).
may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
METEOROLOGY
Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
Learners will explain the occurrence of
Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
atmospheric phenomena (breezes,
5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
monsoons, and ITCZ) that are
Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
commonly experienced in the country
develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more time
as a result of the Philippines‘ location
landforms and bodies of water, and why over a wide area (e.g., El Niño and global is needed to explore connections and
with respect to the equator, and
typhoons follow certain paths as they move warming). deepen learners‘ understanding.
surrounding bodies of water and
within the Philippine Area of Responsibility.
landmasses.
ASTRONOMY

Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earth‘s
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
the Earth‘s revolution.
GRADE 3
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
The Learners demonstrate The Learners should be able The Learners should be able to…
understanding of… to…
1. Properties 1. describe different objects

based on their characteristics S3MT-Ia-
1.1. Characteristics of
ways of sorting materials and group common objects (e.g. Shape, Weight, Volume, b-1
solids, liquids, and  Learning Guide
gases describing them as solid, liquid found at home and in Ease of flow); in Science &
or gas based on observable school according to solids, Health :Mixtures
properties liquids and gas
 BEAM – Grade 3
2. classify objects and materials Unit 4 Materials
as solid, liquid, and gas based S3MT-Ic- LG – Science 3
on some observable d-2 Materials
characteristics; Module 1
3. describe ways on the proper

use and handling solid, liquid S3MT-Ie-
and gas found at home and in g-3
school; and

STANDARDS MATERIALS
 BEAM –Gr. 3
2. Changes that Materials effects of temperature on investigate the different
4. describe changes in materials Unit 3
Undergo materials changes in materials as
based on the effect of Materials-
affected by temperature
temperature: Distance
S3MT-Ih-
4.1 Solid to liquid Learning
j-4
4.2 Liquid to solid Module 43
4.3 Liquid to gas  BEAM –Gr. 3
4.4 Solid to gas Unit 3 Materials
Module 44-49
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1.Living Things understanding of… to…
S3LT-IIa-  BEAM-Grade 3-
1.1Humans 1. describe the parts and functions b-1 Unit People-
parts, and functions of the practice healthful habits in of the sense organs of the  Learning Guide
sense organs of the human taking care of the sense human body;  & Distance
1.1.a Sense Organs body organs Learning
2. enumerate healthful habits to S3LT-IIa- Module
protect the sense organs; b-2
3. describe animals in their S3LT-IIc-  BEAM-Grade 3-

2.Living Things parts and functions of animals enumerate ways of grouping immediate surroundings; d3 Unit 2-
and importance to humans animals based on their AnimalsDLP-
structure and importance 4. identify the parts and functions S3LT-IIc- Science 3 DLP
2.1 Animals of animals; d-4 19
 Beam –Grade 3
5. classify animals according to S3LT-IIc- –Unit 2-animals
body parts and use; d-5  DLP-Science 3
DLP 31&32
6. state the importance of animals S3LT-IIc-  Learning Guide
to humans; d-6 in Science &

STANDARDS MATERIALS
Health:
7. describe ways of proper S3LT-IIc-
 The Body
handling of animals; d-7
Guards
3. Living Things external parts of plants and their demonstrate the proper ways  BEAM –Grade 3-
8. describe the parts of different S3LT-IIe-
functions, and importance to of handling plants Unit 3 –Plants
kinds of plants; f-8
3.1 Plants humans  DLP-Science 3
DLP 38
 Learning Guide:
9. state the importance of plants S3LT-IIe-  How do Plants
to humans; f-9 protect
themselves?
 BEAM-Grade 3-
10. describe ways of caring and S3LT-IIe- Unit 3-Plants
proper handling of plants; f-10
characteristics of living and illustrates the difference

11. compare living with nonliving S3LT-IIe-
nonliving things between living and non-living
things; f-11
things
4. Heredity: Inheritance reproduction among humans, given a photo of offspring  Learning

12. infer that living things S3LT-
and Variation animals and plants and certain and parents, make a checklist Guide in
reproduce; IIg-h12
observable characteristics that of possible characteristics Science and
are passed from parents to that the offspring inherited Health
offspring from the parents  Learning
13. identify observable
Guide in
characteristics that are
S3LT-IIg- Science and
passed on from parents to
h13 Health: What
offspring (e.g., humans,
do animals eat
animals, plants);

STANDARDS MATERIALS
14. identify the basic needs of

5.Ecosystems basic needs of plants, animals list down activities which they
and humans humans, plants and animals S3LT-IIi-
can perform at home, in
such as air, food, water, and j-14
school, or in their
shelter;  Learning
neighborhood to keep the
environment clean Guide in
15. explain how living things Science and
depend on the environment S3LT-IIi- Health:
to meet their basic needs; j-15  There is No
and Place Like
Home
 (print-BEE)
16. recognize that there is a need
S3LT-IIi-
to protect and conserve the
j-16
environment.
Grade 3 – Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be able The Learners should be able to…
1. describe the position of a
S3FE-
1. Force and Motion motion of objects observe, describe, and person or an object in relation
IIIa-b-1
investigate the position and to a reference point such as
movement of things around chair, door, another person;
them
 Learning Guide
2. identify things that can make in Science and
S3FE-IIIc-
objects move such as people, Health:
d-2
water, wind, magnets;  (Print-BEE)
3. describe the movements of

objects such as fast/slow, S3FE-
forward/backward, IIIe-f-3
stretching/compressing;

STANDARDS MATERIALS
2. Energy: Light, sound. sources and uses of light, apply the knowledge of the
sound, heat and electricity sources and uses of light,
2.1 Heat and Electricity sound, heat, and electricity 4. describe sources of light and
S3FE-
sound, heat and electricity;
IIIg-h-4
and
5. enumerate uses of light, S3FE-IIIi-

sound, heat and electricity. j-3
Grade 3 – Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD
The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM-Grade3-
understanding of… to… S3ES-IVa- Unit 6-Earth
b-1  (Learning
1. describe the things found in the
1. Earth and Space people, animals, plants, lakes, express their concerns about surroundings; Guides-2 Me
1.1The Surroundings rivers, streams, hills, their surroundings through and My
mountains, and other landforms, teacher-guided and self – 2. relate the importance of Environment)
and their importance directed activities S3ES-IVc-
surroundings to people and
d-2
other living things;
 Learning Guide
2. Earth and Space types and effects of weather as express ideas about safety in Science and
2.1Weather they relate to daily activities, measures during different 3. describe the changes in the S3ES-IVe- Health:
health and safety weather conditions creatively weather over a period of time; f-3 Weather
(through artwork, poem,  Learning Guide

STANDARDS MATERIALS
song) in Science and

4. communicate how different Health:
types of weather affect S3ES-IVg- Typhoon
activities in the community; h-4  Beam-Grade 4-
and Unit 8 –
Weather
 (Science 4-DLP
57)
5. enumerate and practice safety
 Beam-Grade 4 –
and precautionary measures in S3ES-IVg-
Unit 8 –
dealing with different types of h-5
Weather (DLP –
weather.
Science 4 DLP
58)
3. Earth and Space natural objects in the sky affect list down activities which 6. describe the natural objects
one‘s daily activities affect their daily activities that are found in the sky S3ES-IVg-
3.1Natural Objects in the during daytime and nighttime h-6
Sky
7. communicate how the natural

S3ES-IVg-
objects in the sky affect daily
h-7
activities
8. enumerate safety measures to

S3ES-IVg-
avoid the harmful effects of the
h-8
Sun’s heat and light

GRADE 4
STANDARDS MATERIALS
Grade 4 – Matter
The Learners demonstrate The Learners should be able
The Learners should be able to…
1. Properties understanding of… to…
S4MT-Ia-
1. classify materials based on
1.1. Properties used to grouping different materials Recognize and practice 1
the ability to absorb water,
group and store based on their properties proper handling of products
float, sink, undergo decay;
materials
1.2. Importance of 2. identify the effects of
interpreting product S4MT-Ib-
decaying materials on one‘s
labels 2
health and safety;
1.3. Proper disposal of
waste
3. demonstrate proper
disposal of waste according S4MT-Ic-
to the properties of its d-3
materials;
4. describe changes in solid

2. Changes that Materials changes that materials undergo evaluate whether changes in
materials when they are S4MT-Ie-
Undergo when exposed to certain materials are useful or
bent, pressed, hammered, f-5
2.1. Changes that are conditions. harmful to one‘s environment
or cut;
useful
2.2. Changes that are 5. describe changes in
harmful
properties of materials
when exposed to certain S4MT-Ig-
conditions such as h-6
temperature or when mixed
with other materials; and
6. identify changes in
materials whether useful
S4MT-Ii-j-
or harmful to one‘s
7
environment.

STANDARDS MATERIALS

Parts and Functions The Learners demonstrate The Learners should be able The Learners should be able to…
understanding of… to…  BEAM –
S4LT-IIa-
1. Humans 1. describe the main function
b-1 Grade 3 –Unit
1.1 Major organs of the how the major internal organs of the major organs;
6-Earth
body such as the brain, heart, lungs,
1.2 Caring for the major liver, stomach, intestines, 2. communicate that the  (Learning
organs kidneys, bones, and muscles major organs work together S4LT-IIa- Guide- Me
1.3 Diseases that affect keep the body healthy to make the body function b-2 and My
the major organs of properly; Environment)
the human body  Learning
3. identify the causes and
S4LT-IIa- Guide in
treatment of diseases of
b-3
the major organs; Science and
Health:
4. practice habits to maintain S4LT-IIa-  Respiratory
system
a healthy body; b-4
5. infer that body structures

2. Animals help animals adapt and
S4LT-IIc-  Learning
animals have body parts that construct a prototype model survive in their particular
d-5
2.1 Live on land or in make them adapt to land or of organism that has body habitat; Guide in
water water parts which can survive in a Science in
given environment Science and
6. compare body movements
S4LT-IIc- Health
of animals in their habitat;
d-6  BEAM-
Grade3-Unit
7. make a survey of animals 2-
S4LT-IIc-
found in the community Animals(DLP-
d-7 Science 3
and their specific habitats;
DLP 27 and
8. choose which animals to S4LT-IIc- 28)
raise in a particular habitat; d-8

STANDARDS MATERIALS
9. identify the specialized  Learning

3. Plants S4LT-IIe- Guide: How
structures of terrestrial and
plants have body parts that f-9 do plants
aquatic plants;
3.1 Live on land or in make them adapt to land or Protect
water water 10. conduct investigation on the themselves
specialized structures of  Learning
plants given varying S4LT-IIe- Guide in
environmental conditions: f-10 Science and
light, water, temperature, Health:
and soil type; Plants, Here.
11. make a survey of plants There and
S4LT-IIe- Everywhere
found in the community and
f-11
their specific habitats;
12. choose which plants to grow S4LT-IIe-
in a particular habitat; f-12
4. Heredity: Inheritance and 13. compare the stages in the S4LT-IIg-

Variation life cycle of organisms; h-13
different organisms go through
4.1 Life Cycles life cycle which can be affected 14. describe the effect of the
4.2Humans, Animals, by their environment S4LT-IIg-
environment on the life
and Plants h-14
cycle of organisms;
15. describe some types of
5. Ecosystems S4LT-IIi-
beneficial interactions
beneficial and harmful j-15
among living things;
5.1 Beneficial and interactions occur among living
Harmful interactions things and their environment as 16. describe certain types of
they obtain basic needs S4LT-IIi-
harmful interactions among
j-16
living things; and
17. conduct investigations to
determine environmental S4LT-IIi-
conditions needed by living j-17
things to survive.
18. describe the effects of
interactions among S4LT-IIi-
organism in their j-18
environment
STANDARDS MATERIALS

The Learners should be able to…
understanding of… to… S4FE-
1. explain the effects of force
1. Effects of Force on IIIa-1
applied to an object;\
Objects
force that can change the 2. practice safety measures in
1.1 Shape, size and shape, size or movement of physical activities and S4FE-
movement objects. proper handling of IIIb-c-2
materials;
3. describe the force exerted S4FE-
by magnets; IIId-e-3
S4FE-IIIf-
2. Light, Heat and Sound how light, heat and sound travel demonstrate conceptual 4. describe how light, sound
g-4
using various objects understanding of and heat travel;
properties/characteristics of 5. investigate properties and
light, heat and sound S4FE-
characteristics of light and
IIIh-5
sound; and
6. describe ways to protect
oneself from exposure to S4FE-IIIi-
excessive light, heat and j-6
sound.
The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM-Grade 3
understanding of… to… – Unit 6 Earth
S4ES-IVa-
1. Soil 1. compare and contrast the (DLP-Learning
1
1.1 Types of soil the different types of soil characteristics of different types Guide –Soil
of soil; not just a dirt
2. Water in the the different sources of water 2. explain the use of water from
S4ES-IVb-
Environment suitable for human consumption different sources in the context
2
of daily activities;

STANDARDS MATERIALS
2.1 Sources and

importance of
water 3. infer the importance of water in S4ES-IVc-
daily activities; 3
4. describe the importance of the S4ES-IVd-

water cycle. 4
 Learning
3. Weather components of weather using practice precautionary Guide in
3.1 Components of simple instruments measures in planning 5. use weather instruments to Science and
S4ES-IVe-
weather activities measure the different weather Health: Warm
5
3.2 Weather components and cool
instruments  Learning
3.3 Weather chart Guide in
Science and
Health:
6. record in a chart the weather S4ES-IVf- Interpreting
conditions; 6 Weather
Conditions
 Learning
Guide in
Science and
7. make simple interpretations Health:
S4ES-IVf- typhoon
about the weather as recorded
7  BEAM-Grade
in the weather chart;
4-Unit 8 –
Weather
(Science 4
DLP -54-55
8. identify safety precautions S4ES-IVg-  BEAM – Grade
during different weather 8 4 –Unit 8 –
conditions; Weather (DLP
–Science 4-
DLP 58)

STANDARDS MATERIALS
9. describe the changes in the

4. The Sun the Sun as the main source of position and length of shadows
4.1 Importance of the Sun heat and light on Earth S4ES-IVh-
in the surroundings as the
4.2 Effects of Sun on living 9
position of the Sun changes;
things
4.3 Safety precautions
10. describes the role of the Sun in S4ES-IVi-

the water cycle; and 10
S4ES-IVj-
11. describe the effects of the Sun
11

GRADE 5
STANDARDS MATERIALS
Grade 5 – Matter
The Learners demonstrate The Learner…
1. Properties
understanding of… The Learner…
S5MT-Ia-
properties of materials to uses local, recyclable solid 1. use the properties of
1.1 Useful and harmful b-1
determine whether they are and/or liquid materials in materials whether they are
materials
useful or harmful making useful products useful or harmful;
2. investigate changes that

2. Changes that Materials materials undergo changes due to happen in materials under
Undergo oxygen and heat the following conditions: S5MT-Ic-
2.1 presence or lack of d-2
oxygen; and
2.2 application of heat;
3. recognize the importance of
recycle, reduce, reuse, S5MT-Ie-
recover and repair in waste g-3
management; and
4. design a product out of
local, recyclable solid and/ S5MT-Ih-
or liquid materials in making i-4
useful products.
The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM – Grade
understanding of… to… 5 – Unit 1 –
1. describe the parts of the S5LT-IIa- Reproductive
1. Parts and Functions reproductive system and their 1 System
how the parts of the human Practice proper hygiene to functions; (Science 5 –
1.1Humans reproductive system work care of the reproductive DLP 1)
organs  BEAM – Grade
2. describe the changes that occur
1.2 The reproductive S5LT-IIb- 5 – Unit 1 -
during puberty;
2 Menstrual

STANDARDS MATERIALS
system Cycle (Science

3. explain the menstrual cycle; S5LT-IIc- 5 – DLP 4)
3
4. give ways of taking care of the

S5LT-IId-
reproductive organs;
4
1.2. Animals
1.2.1 reproductive how animals reproduce

system of animals 5. describe the different modes of
1.2.2 modes of reproduction in animals such as S5LT-IIe-
reproduction in butterflies, mosquitoes, frogs, 5
animals cats and dogs;
6. describe the reproductive parts

1.3. Plants S5LT-IIf-6
in plants and their functions;
1.3.1 reproductive parts in how plants reproduce
plants 7. describe the different modes of
1.3.2 modes of reproduction reproduction in flowering and S5LT-IIg-
in plants non-flowering plants such as 7
moss, fern, mongo and others;
 BEAM – Grade
2. Ecosystems 3 – Unit 3 –
the interactions for survival create a hypothetical Plants (DLP-
2.1 Interactions Among among living and non-living community to show how Science 3 DLP
Living Things things that take place in organisms interact and 8. discuss the interactions among 37)
estuaries and intertidal zones reproduce to survive living things and non-living S5LT-IIh-  BEAM-Grade 3-
2.1.1 Estuaries things in estuaries and intertidal 8 Unit 3 – plants
2.1.2 Intertidal Zones zones; and (DLP-Science 3
DLP39)
 Learning Guide
in Science and
Health: Seed

STANDARDS MATERIALS
Making parts
of a flower
 Learning Guide
in Science and
Health Parts of
a Seed
9. explain the need to protect and  Learning Guide
S5LT-Ii-j-
conserve estuaries and intertidal in Science and
10
zones. Health:
Growing Plants
without Seeds

1. Motion understanding of… …
1. describe the motion of an object S5FE-
1.1 Measuring time and motion in terms of distance and by tracing and measuring its IIIa-1
distance using time change in position (distance
standard units travelled) over a period of time;
2. use appropriate measuring tools S5FE-
and correct standard units; IIIb-2
3. discuss why some materials are
S5FE-IIIc-
2. Light and Sound, Heat good conductors of heat and
3
and Electricity 1. how different objects interact electricity;
with light and sound, heat and
4. infer how black and colored
2.1 Conductors of heat and electricity S5FE-
objects affect the ability to
electricity; IIId-4
absorb heat;
2. the effects of heat and
2.2 Effects of light and sound, electricity, light and sound on 5. relate the ability of the material
heat and electricity people and objects to block, absorb or transmit light S5FE-
to its use; IIIe-5

STANDARDS MATERIALS
6. infer the conditions necessary to S5FE-IIIf-  BEAM-Grade 5

3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or make a bulb light up; 6 –Unit 5-
3.1 Circuits relationship between electricity device using electromagnet Energy(Electro
7. determine the effects of changing
3.2 Electromagnets and magnetism in electromagnets that is useful for home school S5FE- Magnets-
the number or type of
or community IIIg-7 Learning Guide
components in a circuit;
Powered
8. infer that electricity can be used S5FE- Attraction)
to produce magnets; and IIIh-8
9. design an experiment to
determine the factors that affect S5FE-IIIi-
the strength of the j-9
electromagnet.
1. Processes that Shape understanding of… to… 4-Unit 7 –
Earth’s Surface Earth(Learning
weathering and soil erosion participate in projects that 1. describe how rocks turn into soil; S5FE-IVa- Guide Soil
1.1 Weathering and Soil shape the Earth‘s surface and reduce soil erosion in the 1 Erosion)
Erosion affect living things and the community  Learning Guide
environment in Science and
Health: Rocks
Around us
2. investigate extent of soil erosion  Learning Guide
in the community and its effects S5FE-IVb- in Science and
on living things and the 2 Health: Causes
environment; and Effect of
Soil Erosion
 Learning Guide
in Science and
Health: Let‘s
Prevent Soil
3. communicate the data Erosion
S5FE-IVc-
collected from the  Beam –Grade
3
investigation on soil erosion; 4-Unit 7-Earth
(DLP-Science 4
DLP 51-52)

STANDARDS MATERIALS
4. observe the changes in the

2. Weather Disturbances weather disturbances and their prepares individual emergency S5FE-IVd-
weather before, during and after
2.1 Types of weather effects on the environment. kit. 4
a typhoon;
disturbances:
2.2 Effects of weather 5. describe the effects of a typhoon S5FE-IVe-
disturbances on living on the community; 5
things and the
environment.
6. describe the effects of the winds,
S5FE-IVf-
given a certain storm warning
6
signal;
3. The Moon the phases of the Moon and the debug local myths and folklore 7. infer the pattern in the changes in
3.1 Phases of the Moon beliefs and practices associated about the Moon and the Stars the appearance of the Moon;
3.2 Beliefs and practices with it by presenting pieces of S5FE-IVg-
evidence to convince the h-7
community folks
8. relate the cyclical pattern to the
length of a month; and
4.The Stars constellations and the information

4.1Patterns of stars derived from their location in the 9. identify star patterns that can be
S5FE-IVi-
(constellation) sky. seen at particular times of the
j-1
year.

GRADE 6
STANDARDS MATERIALS
Grade 6 – Matter
Properties The Learners demonstrate The Learners should be able The Learners should be able to…
1. Mixture and their
Characteristics different types of mixtures and prepare beneficial and useful 1. describe the appearance and uses S6MT-Ia-
their characteristics mixtures such as drinks, food, uniform and non-uniform c-1
1.1 Homogenous and and herbal medicines. mixtures;
Heterogeneous
mixtures
2. enumerate techniques in
2. Separating Mixtures different techniques to separate separate desired materials separating mixtures such as
S6MT-Id-
mixtures from common and local decantation, evaporation,
f-2
products. filtering, sieving and using
magnet; and
3. tell the benefits of separating
S6MT-Ig-
mixtures from products in
j-3
community.
I. Parts and Functions understanding of… to… 4- Unit 1-
Human(Skeleta
1.Human Body Systems l – Learning)
1.1 Musculo-skeletal how the major organs of the make a chart showing 1. explain how the organs of each S6LT-IIa-  BEAM – Grade
human body work together to healthful habits that promote organ system work together; b-1 4 Unit 1 –
1.2 Integumentary form organ systems proper functioning of the Human
System musculo-skeletal, Muscular –
1.3 Digestive System integumentary, digestive, DLP 5
1.4 Respiratory System circulatory, excretory,  Learning Guide

STANDARDS MATERIALS
1.5 Circulatory System respiratory, and nervous in Science and

1.6 Nervous System systems Health: The
Kidneys and
the Bladder
 Learning Guide
in Science and
2. explain how the different organ S6LT-IIc-
Health: The
systems work together; d-2
Circulatory
System
 Learning Guide
in Science and
Health: Bones
in the Body
 Learning Guide
2.Animal 1. make an inventory of in Science:
the different characteristics of vertebrates and Two Major
2.1 Vertebrates and vertebrates and invertebrates invertebrates that are Groups of
Invertebrates 3. determine the distinguishing
commonly seen in the S6MT-IIe- Animals
characteristics of vertebrates
community f-3  Learning Guide
and invertebrates;
in Science and
2. practice ways of caring Health: Group
and protecting animals of
Invertebrates
1. make a multimedia
3.Plants
presentation on how parts
3.1Reproduction of how non-flowering plants
of the reproductive system
Non-flowering plants reproduce of spore-bearing and
4. distinguish how spore-bearing
cone-bearing plants S6MT-IIg-
and cone-bearing plants
ensure their survival h-4
reproduce;
2. make a flyer on how plants
can be propagated
vegetatively

STANDARDS MATERIALS
 Learning Guide
II. Ecosystems Science and
the interactions for survival form discussion groups to 5. discuss the interactions among Health: There
1.Interactions Among S6MT-IIi- is no Place Like
among living and non-living tackle issues involving living things and non-living things
Living Things j-5 Home
things that take place in tropical protection and conservation in tropical rainforests, coral reefs
rainforests, coral reefs, and of ecosystems that serve as and mangrove swamps; and
2.Tropical rainforests mangrove swamps nurseries, breeding places,
2.1Coral reefs and habitats for economically
2.2 Mangrove swamps important plants and animals 6. explain the need to protect and
conserve tropical rainforests, S6MT-IIk-
coral reefs and mangrove l-6
swamps.
Grade 6 – Force, Motion and Energy

1. Gravitation and Frictional understanding of… to… The Learners should be able to…
Forces
gravity and friction affect produce an advertisement S6FE-
1. infer how friction and gravity
movement of objects demonstrates road safety. IIIa-b-1
affect movements of different
objects;
 Learning Guide
2.Energy how energy is transformed in create a marketing strategy for 2. demonstrate how sound, heat, in Science and
S6FE-IIIc-
simple machines a new product on electrical or light and electricity can be Health: Safety
d-2
2.1Energy transformation in light efficiency transformed; with Machines
simple machines
3. manipulate simple machines to
S6FE-
describe their characteristics and
IIIe-f-1
uses; and
4. demonstrate the practical and safe S6FE-

uses of simple machines. IIIa-1

STANDARDS MATERIALS

The Learners demonstrate The Learners should … The Learners should be able to…
1. Forces that affect understanding of…  Learning Guide
changes on the earth’s 1. describe the changes on the S6ES-IVa- in Science and
surface the effects of earthquakes and design an emergency and Earth‘s surface as a result of 1 Health: Active
volcanic eruptions: preparedness plan and kit earthquakes and volcanic or Inactive
1.1 Earthquakes eruptions;
1.2 Volcanic Eruption
2. enumerate what to do before,
S6ES-IVb-
during and after earthquake and
2
volcanic eruptions;
3. describe the different seasons in S6ES-IVc-

2.Weather Patterns in the weather patterns and seasons in
the Philippines; 3
Philippines the Philippines:
2.1Weather patterns
and Seasons in the 4. discuss appropriate activities for S6ES-IVd-
Philippines. specific seasons of the Philippines; 4
 BEAM – Grade
3.Motions of the Earth of the earth‘s rotation and 5. demonstrate rotation and 4 – Unit 9 –
3.1Rotation and revolution: revolution of the Earth using a S6ES-IVe- Earth, Moon
revolution globe to explain day and night f-5 and Sun (DLP
and the sequence of seasons; – Science 4
DLP 60)
 BEAM-Grade 4
4.The Solar System characteristics of planets in the – Unit 9 –
4.1Planets solar system. 6. compare the planets of the solar Earth, Moon
S6ES-IVg-
system; and and Sun
h-6
 (DLP – Science
4 – DLP59)
 BEAM –Grade 4
7. construct a model of the solar Unit 9 – Earth,
system showing the relative sizes S6ES-IVi- Moon and Sun
of the planets and their relative j-7 (DLP –Science
distances from the Sun. 4 DLP 60)

GRADE 7

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
Doing Scientific The The Learners shall be The Learners should be able to…
Investigations Learnersdemonstrate an able to:
understanding of:
1. Ways of acquiring
knowledge and solving scientific ways of perform in groups in 1. describe the components of a
S7MT-Ia-1
problems acquiring knowledge and guided investigations scientific investigation;
solving problems involving community-
based problems using
locally available
materials
some important prepare different 2. investigate properties of unsaturated

S7MT-Ic-2
2. Diversity of Materials in the properties of solutions concentrations of or saturated solutions;
Environment mixtures according to
uses and availability of 3. express concentrations of solutions
2.1 Solutions materials quantitatively by preparing different
S7MT-Id-3
concentrations of mixtures according
to uses and availability of materials;
investigate the
the properties of properties of mixtures of
4. distinguish mixtures from
2.2 Substances and Mixtures substances that varying concentrations
substances based on a set of S7MT-Ie-f-4
distinguish them from using available materials
properties;
mixtures in the community for
specific purposes
make a chart, poster,
or multimedia
2.3 Elements and 5. recognize that substances are
classifying substances as presentation of
Compounds classified into elements and S7MT-Ig-h-5
elements or compounds common elements
compounds;
showing their names,
symbols, and uses
properly interpret
the common properties 6. investigate properties of acidic and
2.4 Acids and Bases product labels of acidic
of acidic and basic basic mixtures using natural S7MT-Ii-6
and basic mixture, and
mixtures indicators; and
practice safe ways of

handling acids and

bases using protective
clothing and safety gear
7. describe some properties of metals
properties of metals and and non-metals such as luster,
2.5 Metals and Non-metals S7MT-Ij-7
nonmetals malleability, ductility, and
conductivity.
I. Parts and Functions The Learners The Learners should be The Learners should be able to…  BEAM: Tools used
demonstrate an able to: in the
understanding of: S7LT-IIa-1 Development of
1. Identify parts of the microscope
and their functions; Biology &
1. Microscopy the parts and functions employ appropriate Biotechnology
of the compound techniques using the Tools in Biology
microscope compound microscope 2. focus specimens using the
S7LT-IIb-2
to gather data about compound microscope;
very small objects
2. Levels of Biological the different levels of
Organization biological organization 3. describe the different levels of
biological organization from cell S7LT-IIc-3
to biosphere;
3. Animal and Plant Cells the difference between  BEAM: The Basic
animal and plant cells 4. differentiate plant and animal Unit of Life
cells according to presence or S7LT-IId-4
absence of certain organelles;
5. explain why the cell is considered

the basic structural and S7LT-IIe-5
functional unit of all organisms;
4. Fungi, Protists, and organisms that can only

Bacteria be seen through the
6. identify beneficial and harmful
microscope, many of S7LT-IIf-6
microorganisms;
which consist of only
one cell


7. differentiate asexual from sexual

II. Heredity: Inheritance and reproduction being both reproduction in terms of:
Variation asexual or sexual 7. 1 number of individuals
S7LT-IIg-7
involved;
1. Asexual reproduction 7. 2 similarities of offspring to
2. Sexual reproduction parents;
8. describe the process of
S7LT-IIg-8
fertilization;
9. differentiate biotic from abiotic
II. Ecosystems S7LT-IIh-9
components of an ecosystem;
10. describe the different ecological
1. Components of an organisms interacting conduct a collaborative relationships found in an S7LT-IIh-10
ecosystem with each other and action to preserve the ecosystem;
2. Ecological relationships with their environment ecosystem in the locality 11. predict the effect of changes in
2.1 Symbiotic relationships to survive one population on other S7LT-IIi-11
2.2 Non symbiotic populations in the ecosystem; and
relationships
3. Transfer of energy 12. predict the effect of changes in
S7LT-IIj-12
through trophic levels abiotic factors on the ecosystem.
Grade 7 – Force, Motion and, Energy

I. Motion in One Dimension The Learners The Learners shall be The Learners should be able to…
demonstrate an able to:
1. Descriptors of Motion understanding of: 1. describe the motion of an object in
S7FE-IIIa-1
1.1 Distance or terms of distance or displacement,
Displacement motion in one conduct a forum on speed or velocity, and
1.2 Speed or Velocity dimension mitigation and disaster acceleration;
1.3 Acceleration risk reduction
2. differentiate quantities in terms of
2. Motion Detectors S7FE-IIIa-2
magnitude and direction;


3. create and interpret visual

representation of the motion of
S7FE-IIIb-3
objects such as tape charts and
motion graphs;
II. Waves
S7LT-IIIc-4
waves as a carriers of 4. infer that waves carry energy;
1. Types of Waves energy
2. Characteristics of Waves 5. differentiate transverse from
2.1 Amplitude longitudinal waves, and
2.2 Wavelength S7LT-IIIc-5
mechanical from electromagnetic
3. Wave Velocity waves;
6. relate the characteristics of waves; S7LT-IIId-6
III. Sound 7. describe the characteristics of

the characteristics of sound using the concepts of
S7LT-IIId-7
1. Characteristics of sound sound wavelength, velocity, and
1.1.Pitch amplitude ;
1.2 Loudness 8. explain sound production in the
1.3 Quality human voice box, and how
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
another;
9. describe how organisms produce,
transmit, and receive sound of
S7LT-IIIe-9
various frequencies (infrasonic,
audible, and ultrasonic sound);
IV. Light the characteristics of suggest proper lighting 10. relate characteristics of light
1. Characteristics of Light light in various activities such as color and intensity to S7LT-IIIf-10
1.1 Intensity or frequency and wavelength;
Brightness
1.2 Color
11. infer that light travels in a
S7LT-IIIg-11
straight line;


V. Heat
1. Heat Transfer how heat is transferred
S7LT-IIIh-i-
1.1 Conduction 12. infer the conditions necessary
12
1.2 Convection for heat transfer to occur;
1.3 Radiation
VI. Electricity 13. describe the different types of
1. Charges charges and the S7LT-IIIj-13
charging processes; and
2. Charging processes different charging
processes 14. explain the importance of
S7LT-IIIj-14
earthing or grounding.
1.The Philippine Environment The Learners The Learners shall be The Learners should be able to…
demonstrate an able to:
1.1 Location of the Philippines understanding of: 1. demonstrate how places on Earth may S7ES-IVa-1
using a coordinate system analyze the advantage be located using a coordinate system;
1.2. Location of the Philippines the relation of of the location of the
with respect to geographical location of Philippines in relation 2. describe the location of the Philippines
landmasses and bodies of the Philippines to its to the climate, with respect to the continents and S7ES-IVa-2
water environment weather, and seasons oceans of the world;
1.3. Protection and 3. recognize that soil, water, rocks, coal,
conservation of natural and other fossil fuels are Earth
S7ES-IVb-3
resources materials that people use as
resources;
4. describe ways of using Earth's
resources sustainably; S7ES-IVb-4
2.Interactions in the the different 5. discuss how energy from the Sun
Atmosphere phenomena that interacts with the layers of the
S7ES-IVd-5
2.1. Greenhouse effect and occur in the atmosphere;
global warming atmosphere
2.3. Land and sea breezes
2.4. Monsoons 6. explain how some human activities
S7ES-IVd-6
2.5. Intertropical convergence affect the atmosphere ;
zone 7. account for the occurrence of land
and sea breezes, monsoons, and S7ES-IVe-7
intertropical convergence zone


(ITCZ)
8. describe the effects of certain

S7ES-IVe-8
weather systems in the Philippines;
3. Seasons in the Philippines the relationship of the 9. using models, relate:
3.1. Relation of seasons to the seasons and the 9.1 the tilt of the Earth to the length
S7ES-IVe-9
position of the Sun in the position of the Sun in of daytime;
sky the sky 9.2 the length of daytime to the
3.2. Causes of seasons in the amount of energy received;
Philippines 9.3 the position of the Earth in its
orbit to the height of the Sun in
the sky;
9.4 the height of the Sun in the sky
to the amount of energy S7ES-IVe-10
received;
9.5 the latitude of an area to the
amount of energy the area
receives;
10. show what causes change in the

seasons in the Philippines using S7ES-IVi-11
models;
4. Eclipses the occurrence of

4.1. Solar Eclipse eclipses 11. explain how solar and lunar eclipses
S7ES-IVj-12
4.2. Lunar Eclipse occur; and
12. collect, record, and report data on the

beliefs and practices of the community S7ES-IVj-13
in relation to eclipses.

GRADE 8
STANDARDS MATERIALS
Grade 8 – Force, Motion, and Energy

The Learners demonstrate The Learners shall be able The Learners should be able
1. Laws of Motion an understanding of: to: to…
1.1 Law of Inertia
1.2 Law of Acceleration Newton‘s three laws of develop a written plan 1. investigate the relationship
1.3 Law of Interaction motion and uniform circular and implement a between the amount of S8FE-Ia-15
motion ―Newton‘s Olympics‖ force applied and the mass
of the object to the amount
of change in the object‘s
motion;
2. infer that when a body
exerts a force on another,
S8FE-Ia-16
an equal amount of force is
exerted back on it;
3. demonstrate how a body
responds to changes in S8FE-Ib-17
motion;
4. relate the laws of motion to
bodies in uniform circular S8FE-Ib-18
motion;
5. infer that circular motion
requires the application of
constant force directed S8FE-Ib-19
toward the center of the
circle;
2. Work Power and Energy work using constant force, 6. identify situations in which
power, gravitational work is done and in which S8FE-Ic-20
potential energy, kinetic no work is done;
energy, and elastic 7. describe how work is related
potential energy S8FE-Ic-21
to power and energy;
8. differentiate potential and
S8FE-Id-22
kinetic energy;
9. relate speed and position of
S8FE-Id-23
object to the amount of
STANDARDS MATERIALS
energy possessed by a body;
3. Sound 10. infer how the movement of

particles of an object
S8FE-Ie-24
the propagation of sound affects the speed of sound
through solid, liquid, and through it;
gas
11. investigates the effect of
temperature to speed of S8FE-Ie-25
sound through fair testing;
4. Light some properties and discuss phenomena such 12. demonstrate the existence
characteristics of visible as blue sky, rainbow, and of the color components of
light red sunset using the S8FE-If-26
visible light using a prism
concept of wavelength or diffraction grating;
and frequency of visible 13. explain the hierarchy of
light colors in relation to S8FE-If-27
energy;
14. explain that red is the least
bent and violet the most
bent according to their S8FE-If-28
wavelengths or
frequencies;
5. Heat heat and temperature, and 15. differentiate between heat
the effects of heat on the and temperature at the S8FE-Ig-29
body molecular level;
6. Electricity current- voltage-resistance 16. infer the relationship
relationship, electric power, between current and S8FE-Ih-30
electric energy, and home charge;
circuitry 17. explain the advantages
and disadvantages of
S8FE-li-31
series and parallel
connections in homes;
18. differentiate electrical
power and electrical S9FE-li-32
energy; and

STANDARDS MATERIALS
19. explain the functions of

circuit breakers, fuses,
earthing, double insulation, S8FE-li-33
and other safety devices in
the home.
SECOND QUARTER/ SECOND GRADING PERIOD
1. Earthquakes and Faults an understanding of: to: to…
1.1 Active and inactive faults the relationship between 1. participate in decision 1. using models or
S8ES-IIa-14
1.2 How movements along faults faults and earthquakes making on where to illustrations, explain
generate earthquakes build structures based how movements along
1.3 How earthquakes generate on knowledge of the faults generate
tsunamis location of active faults earthquakes;
1.4 Earthquake focus and epicenter in the community 2. differentiate the
1.5 Earthquake intensity and 2.1 epicenter of an
magnitude 2. make an emergency earthquake from its
1.6 Earthquake preparedness plan and prepare an focus;
1.7 How earthquake waves provide emergency kit for use 2.2 intensity of an S8ES-IIa-15
information about the interior of at home and in school earthquake from its
the Earth magnitude;
2.3 active and inactive
faults;
3. demonstrate how
underwater earthquakes S8ES-IIb-16
generate tsunamis;
4. explain how earthquake

waves provide
S8ES-IIc-17
information about the
interior of the earth

STANDARDS MATERIALS
2. Understanding Typhoons the formation of typhoons 1. demonstrate

2.1 How typhoons develop and their movement within precautionary 5. explain how typhoons
2.2 Why the Philippines is prone to the PAR measures before, S8ES-IId-18
develop;
typhoons during, and after a
2.3 How landforms and bodies of typhoon, including
water affect typhoons within the following advisories,
Philippine Area of Responsibility storm signals, and calls
(PAR) for evacuation given by 6. infer why the Philippines
S8ES-IId-19
government agencies is prone to typhoons;
in charge
2. participate in activities 7. explain how landmasses

that lessen the risks and bodies of water
brought by typhoons affect typhoons; S8ES-IIe-20
8. trace the path of

typhoons that enter the
Philippine Area of
Responsibility (PAR) S8ES-IIf-21
using a map and
tracking data;
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast
System meteors, and asteroids beliefs and practices comets, meteors, and S8ES-IIg-22
3.1 Comets about comets and asteroids;
3.2 Meteors meteors have scientific 10. predict the appearance
3.3 Asteroids basis of comets based on
recorded data of S8ES-IIh-23
previous appearances;
and
11. explain the regular
occurrence of meteor
showers
S8ES-IIi-j-24

STANDARDS MATERIALS
Grade 8 – Matter
an understanding of: to: to…
1. The Particle Nature of Matter
S8MT-IIIa-
the particle nature of present how water 1. explain the properties of
b-8
1.1 Elements, Compounds, and matter as basis for behaves in its different solids, liquids, and gases
Mixtures explaining properties, states within the water based on the particle nature
1.2 Atoms and Molecules physical changes, and cycle of matter;
structure of substances and 2. explain physical changes in
mixtures terms of the arrangement S8MT-IIIc-
and motion of atoms and d-9
molecules;
2. Atomic Structure
3. determine the number of
the identity of a substance
protons, neutrons, and S8MT-IIIe-f-
2.1 Protons according to its atomic
electrons in a particular 10
2.2 Neutrons structure
atom;
2.3 Electrons
3. Periodic Table (PT) of Elements the periodic table of 4. trace the development of the
elements as an organizing periodic table from
3.1 Development of the PT tool to determine the S8MT-IIIg-
observations based on
3.2 Arrangement of elements chemical properties of h-11
similarities in properties of
3.3 Reactive and nonreactive metals elements elements; and
5. use the periodic table to
S8MT-IIIi-j-
predict the chemical
12
behaviour of an element.
FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and Functions: Focus The Learners demonstrate The Learners should be The Learners should be able
on the Digestive System an understanding of: able to: to…
1.1 Organs of the digestive 1. the digestive system and present an analysis of the 1. explain ingestion, S8LT-IVa-13
system and their interaction its interaction with the data gathered on diseases absorption, assimilation, and
with organs of the circulatory, respiratory, resulting from nutrient excretion;
respiratory, circulatory, and and excretory systems in deficiency

STANDARDS MATERIALS
excretory systems providing the body with

nutrients for energy
1.2 Changes in food as it 2. explain how diseases of the
undergoes physical and 2. diseases that result from digestive system are
S8LT-IVb-14
chemical digestion nutrient deficiency and prevented, detected, and
ingestion of harmful treated;
1.3 Diseases resulting from substances, and their
nutrient deficiency and prevention and
ingestion of harmful treatment
substances
3. identify healthful practices
1.4 Prevention, detection, and that affect the digestive S8LT-IVc-15
treatment of diseases of the system;
digestive system
2. Heredity: Inheritance and 1. how cells divide to report on the importance  BEAM: Cell
Variation of Traits produce new cells of variation in plant and 4. compare mitosis and Growth &
animal breeding meiosis, and their role in the S8LT-IVd-16 Reproduction
cell-division cycle;
2.1 Stages of mitosis 2. meiosis as one of the
processes producing  BEAM: Link to
2.2 Stages of meiosis genetic variations of the 5. explain the significance of your Past
Mendelian Pattern of meiosis in maintaining the S8LT-IVe-17
2.3 Mendelian Genetics Inheritance chromosome number;
6. predict phenotypic
expressions of traits
S8LT-IVf-18
following simple patterns of
inheritance;
3. Biodiversity report (e.g., through a
7. explain the concept of a
1. the concept of a species travelogue) on the
species;
S8LT-IVg-19
3.1 Species diversity activities that
3.2 Hierarchical taxonomic 2. the species as being communities engage in to 8. classify organisms using the
system of classification further classified into a protect and conserve hierarchical taxonomic S8LT-IVh-20
3.3 Protection and conservation hierarchical taxonomic endangered and system;

STANDARDS MATERIALS
of endangered and system economically important 9. explain the advantage of

economically important species high biodiversity in
S8LT-IVh-21
species maintaining the stability of
an ecosystem;
4. Ecosystems 10. describe the transfer of
4.1 Transfer of Energy in Trophic the one-way flow of energy make a poster comparing energy through the trophic S8LT-IVi-22
Levels and the cycling of materials food choices based on the levels;
4.2 Cycling of materials in the in an ecosystem trophic levels
ecosystem
4.2.1Water cycle 11. analyze the roles of
4.2.2Oxygen-carbon cycle organisms in the cycling of S8LT-IVi-23
4.2.3Nitrogen cycle materials;
4.3 Impact of human activities in
an ecosystem 12. explain how materials cycle
S8LT-IVi-24
in an ecosystem; and
13.suggest ways to minimize

human impact on the S8LT-IVj-25
environment.

GRADE 9
STANDARDS MATERIALS

FIRST QUARTER/ FIRST GRADING PERIOD
1. Respiratory and Circulatory The Learners demonstrate The Learners should be  BEAM: Second
The Learners should be able
Systems Working with the other an understanding of: able to: Year – Biology
to…
Organ Systems Organ System -
1. how the different conduct an information Circulatory
1. explain how the respiratory
structures of the dissemination activity on System
and circulatory systems
circulatory and effective ways of taking S9LT-la-b-26  EASE Biology
work together to transport
respiratory systems work care of the respiratory and M11 Energy
nutrients, gases, and other
together to transport circulatory systems based Producing &
molecules to and from the
oxygen-rich blood and on data gathered from the Distributing
different parts of the body;
nutrients to the different school or local health Systems
parts of the body workers Lessons 2 & 3
2. infer how one‘s lifestyle can  APEX Biology
2. the prevention, affect the functioning of Unit IV The
detection, and treatment respiratory and circulatory Organ Systems
of diseases affecting the systems; S9LT-lc-27 Lessons 11 &
circulatory and 12
respiratory systems
2. Heredity: Inheritance and  BEAM: Second
Variation 1. how genetic information Year – Your
is organized in genes on Genetic Book of
3. describe the location of genes
2.1 Location of genes on chromosomes S9LT-Id-28 Life
in chromosomes;
chromosomes  APEX Unit 6
2.2 Non-Mendelian inheritance 2. the different patterns of Genetics Lesson
2.2.1 Incomplete dominance inheritance 3 The Structure
2.2.2 Sex-linked traits of DNA
2.2.3 Multiple alleles  EASE Biology
2.3 Multiple genes Module14
4. explain the different patterns Lesson 3
of non-Mendelian inheritance S9LT-Id-29
;

STANDARDS MATERIALS
3. Biodiversity and Evolution how changes in the make a multimedia 5. relate species extinction to
environment may affect presentation of a timeline the failure of populations of
3.1 Causes of Species Extinction species extinction of extinction of organisms to adapt to S9LT-Ie-f-30
3.1.1 natural representative abrupt changes in the
3.1.2 anthropogenic microorganisms, plants, environment; and
and animals
4. Ecosystems 1. the structure and design and conduct an  BEAM Learning
function of plant parts investigation to provide Guide Biology
4.1 Flow of Energy and Matter in and organelles involved evidence that plants can Food for Life
Ecosystems in photosynthesis manufacture their own  BEAM Learning
food Guide Biology
4.1.1 Photosynthesis 2. the structure and Creating Energy
6. differentiate basic features
4.1.2 Respiration function of for Life
and importance of
mitochondrion as the  EASE Biology
photosynthesis and S9LT-lg-j-31
main organelle involved Module 4
respiration.
in respiration Photosynthesis
 EASE Biology
Module 5 Cellular
Respiration
 APEX Biology
Unit 3 Life
Energy
Grade 9 – Matter
The Learners demonstrate The Learners shall be able The Learners should be able S9MT-IIa-
an understanding of… to: to… 13a
1. Electronic Structure of Matter the development of atomic 1. describe how the Bohr model S9MT-IIa-
models that led to the of the atom improved 13b
description of the behavior Rutherford’s atomic model
of electrons within atoms 2. explain how the Quantum
Mechanical Model of the
atom describes the energies
and positions of the
electrons

STANDARDS MATERIALS
 EASE Chemistry
1. how atoms combine 1. explain the formation of ionic Module 14 The
2. Chemical Bonding with other atoms by and covalent bonds; S9MT-IIa- Chemical Bonds
2.1 Ionic and Covalent Bonding transferring or by 13c Lesson 1
sharing electrons  BEAM Year 3
2.2 Metallic Bonding 2. recognize different types of Module 3 Metallic
2. forces that hold compounds (ionic or Link
metals together covalent) based on their  EASE Chemistry
S9MT-IIb-14
properties such as melting Module 14 The
point, hardness, polarity, and Chemical Bonds
electrical and thermal Lesson 1
conductivity;
3. explain properties of metals in S9MT-IIc-d-
terms of their structure; 15
S9MT-IIe-f-
4. explain how ions are formed;
16
3. The Variety of Carbon the type of bonds that 5. explain how the structure of
Compounds carbon forms that result in the carbon atom affects the S9MT-IIg-17
the diversity of carbon type of bonds it forms;
3.1 Carbon Atoms compounds
6. recognize the general classes
3.2 Organic Compounds
and uses of organic S9MT-IIh-18
compounds;
4. Mole Concept 7. use the mole concept to  EASE Chemistry
the unit, mole, that analyze the percentage express mass of substances; S9MT-IIi-19 Module 16
4.1 Mass quantitatively measures the composition of different and Stoichiometry
4.2 Moles number of very small brands of two food 8. determine the percentage
4.3 Percentage Composition of a particles of matter products and decide on composition of a compound
Compound the products‘ appropriate S9MT-IIj-20
given its chemical formula
percentage composition and vice versa.
The Learners demonstrate The Learners shall be able The Learners should be able  EASE
1.Volcanoes an understanding of: to: to… S9ES -IIIa- Integrated
25 Science I
1.1 Type of volcanoes volcanoes found in the 1. describe the different types
STANDARDS MATERIALS
1.2 Volcanic Eruption Philippines of volcanoes; Module 12

1.3 Energy from volcanoes Inside the Solid
Earth
2. differentiate between active S9ES -IIIa-

and inactive volcanoes; 27
3. explain what happens when S9ES -IIIb-

volcanoes erupt; 28
4. illustrate how energy from

S9ES –IIIc-d-
volcanoes may be tapped
29
for human use;
2.Climate factors that affect climate, participate in activities that
and the effects of changing reduce risks and lessen 5. explain how different factors
2.1 Factors that affect climate climate and how to adapt effects of climate change affect the climate of an S9ES-IIIe-30
2.2 Global climate phenomenon accordingly area;
6. describe certain climatic

phenomena that occur on a S9ES-IIIf-31
global level;
3. Constellations the relationship between the discuss whether or not  EASE Integrated
3.1 Characteristics of stars visible constellations in the popular beliefs and Science 1 Module
3.2 Arrangement of stars in a group sky and Earth‘s position practices with regard to 7. infer the characteristics of 18
3.3 Changing position of along its orbit constellations and stars based on the S9ES-IIIg-32
constellations during the night astrology have scientific characteristics of the Sun;
and at different times of the year basis

STANDARDS MATERIALS
3.4 Beliefs and practices about

constellations and astrology
8. infer that the arrangement of
stars in a group
S9ES-IIIh-33
(constellation) does not
change;
9. observe that the position of a

constellation changes in the S9ES-IIIi-34
course of a night; and
10. show which constellations

may be observed at different
S9ES-IIIj-35
times of the year using
models.
Grade 9 – Force, Motion, and Energy

The Learners demonstrate The Learners shall be able The Learners should be able  APEX Physics
Motion in Two Dimensions an understanding of: to: to… Unit 3 Chapter
1 LP 4 Falling
1. Projectile Motion projectile motion, impulse propose ways to enhance 1. describe the horizontal and Bodies
S9FE-IVa-34
1.2.Impulse, Momentum and and momentum, and sports related to projectile vertical motions of a  BEAM Learning
Impulse conservation of linear motion projectile; Guide Physics-
1.3.Conservation of Linear momentum 2. investigate the relationship 4th Year Energy
Momentum between the angle of release in
S9FE-IVa-35
and the height and range of Transportation
the projectile; Put It into
3. relate impulse and Motion
momentum to collision of S9FE-IVb-36  APEX Physics
objects (e.g., vehicular Unit 3 Chapter
collision); 1 LP 10

STANDARDS MATERIALS
4. infer that the total Momentum

momentum before and after S9FE-IVb-37
collision is equal;
5. examine effects and predict
S9FE-IVc-38
causes of collision-related
damages/injuries;
6. explain energy
2. Work Power and Energy conservation of mechanical create a device that shows transformation in various  APEX Physics
energy conservation of activities/events (e.g., S9FE-IVc-39 Unit 3 Chapter
2.1 Changes in form of mechanical mechanical energy waterfalls, archery, 1 LP 12 Law of
energy amusement rides); Conservation of
2.2 Conservation of energy Energy
7. perform activities to
demonstrate conservation of S9FE-IVd-40
mechanical energy;
8. infer that the total

mechanical energy remains
S9FE-IVe-41
the same during any
process;
3. Heat, Work, and Efficiency the relationship among analyze how power plants  APEX Physics
heat, work, and efficiency generate and transmit 9. construct a model to S9FE-IVe-42 Unit 3 Chapter
electrical energy demonstrate that heat can do 2 LP 1 Heat
work; Engines
 BEAM Learning
10. infer that heat transfer can Guide 4th Year
be used to do work, and that Physics Force,
S9FE-IVf-43
work involves the release of Power, Work
heat; and Energy
Mode Swing
11. explain why machines are
S9FE-IVf-44
never 100-percent efficient;

STANDARDS MATERIALS
12. explain how heat transfer

and energy transformation
S9FE-IVg-45
make heat engines like
geothermal plants work; and
4. Electricity and magnetism  BEAM Learning
4.1 Power generation and energy generation, transmission, Guide Year 4
losses and distribution of electrical 13. explain how electrical Science
S9FE-IVh-j-
4.2 Transmission and distribution of energy from power plants energy is generated, Electrical
46
electrical energy from power (hydroelectric, geothermal, transmitted, and distributed. Energy
plants to homes wind, nuclear) to home Generation,
Transmission
and Use
GRADE 10
STANDARDS MATERIALS

The Learners demonstrate The Learners shall be able The Learners should be able  APEX Integrated
an understanding of: to: to… Science LP
1. Plate Tectonics (UNIT 5-
1.1 Distribution the relationship among the 1. demonstrate ways to 1. describe the distribution of Changes in the
1.1.1 volcanoes locations of volcanoes, ensure disaster S9ES –Ia-j- Environment)
active volcanoes, earthquake
1.1.2 earthquake epicenters earthquake epicenters, and preparedness during 36.1
epicenters, and major
1.1.3 mountain ranges mountain ranges earthquakes, tsunamis, mountain belts;
1.2 Plate boundaries and volcanic eruptions
1.3 Processes and landforms along 2. describe the different types of S9ES –Ia-j-
plate boundaries 2. suggest ways by which plate boundaries; 36.2
1.4 Internal structure of the Earth he/she can contribute
3. explain the different
1.5 Mechanism (possible causes of to government efforts S9ES –Ia-j-
processes that occur along
movement) in reducing damage due 36.3
the plate boundaries;
1.6 Evidence of plate movement to earthquakes,
4. describe the internal structure S9ES –Ia-j-
tsunamis, and volcanic
of the Earth; 36.4

STANDARDS MATERIALS
eruptions 5. describe the possible causes S9ES –Ia-j-

of plate movement; and 36.5
6. enumerate the lines of
S9ES –Ia-j-
evidence that support plate
36.6
movement
Grade 10 – Force, Motion and, Energy
The Learners demonstrate The Learners shall The Learners should be able  APEX Physics LP
an understanding of: be able to: to… Unit 4 Chapter
3: Lesson 3.3-
S10FE-IIa-b-
1. Electromagnetic Spectrum the different regions of the 1. compare the relative 3.9
47
electromagnetic spectrum wavelengths of different Electromagnetic
forms of electromagnetic Waves
waves;
2. cite examples of practical
applications of the different
S10FE-IIc-d-
regions of EM waves, such
48
as the use of radio waves in
telecommunications;
3. explain the effects of EM
S10FE-IIe-f-
radiation on living things and
49
the environment;
2. Light  APEX Physics LP
the images formed by the 4. predict the qualitative Unit I Chapter 1
2.1 Reflection of Light in Mirrors different types of mirrors characteristics (orientation, Lessons 2-8
2.2 Refraction of Light in Lenses and lenses type, and magnification) of S10FE-IIg- Plane and Curve
images formed by plane 50 Mirrors
and curved mirrors and
lenses;
 APEX Physics LP
Unit I Chapter 1
5. apply ray diagramming
Lessons 11-13
techniques in describing the S10FE-IIg-
Image
characteristics and positions 51
Formation &
of images formed by lenses;
Locating
Images in
STANDARDS MATERIALS
Lenses
6. identify ways in which the  APEX Physics LP

properties of mirrors and Unit I Chapter 1
S10FE-IIh- Lesson 1 Optical
lenses determine their use in
52
optical instruments (e.g., Instruments
cameras and binoculars);
3. Electricity and Magnetism 7. demonstrate the generation  APEX Physics LP
the relationship between of electricity by movement Unit 2 Chapter
S10FE-IIi-53
3.1 Electromagnetic effects electricity and magnetism in of a magnet through a coil; 2
electric motors and and Electromagnetic
generators 8. explain the operation of a Energy
simple electric motor and S10FE-IIj-54
generator.
The Learners demonstrate The Learners should be The Learners should be able  APEX Biology
an understanding of: able to: to… Unit 5 Life
1. Coordinated Functions of the S10LT-IIIa- Reproduction
Reproductive, Endocrine, and 1. organisms as having 1. describe the parts of the 33 Lessons 5-8
Nervous Systems feedback mechanisms, reproductive system and Male and
which are coordinated their functions; Reproduction
by the nervous and 2. explain the role of hormones and Fertility
endocrine systems involved in the female and S10LT-IIIb-  APEX Biology
male reproductive systems; 34 Unit 4 The
2. how these feedback Organ Systems
mechanisms help the Lessons 14&15
organism maintain 3. describe the feedback
Endocrine &
homeostasis to mechanisms involved in
S10LT-IIIc- Nervous
reproduce and survive regulating processes in the
35 Systems
female reproductive system
(e.g., menstrual cycle);
4. describe how the nervous
system coordinates and S10LT-IIIc-
regulates these feedback 36
mechanisms to maintain
homeostasis;

STANDARDS MATERIALS
2. Heredity: Inheritance and 1. the information stored in  APEX Biology

Variation DNA as being used to 5. explain how protein is made Unit 6 Anatomy
make proteins S10LT-IIId- of Genes
using information from
37 Lessons 1-5
DNA;
2. how changes in a DNA Heredity and
molecule may cause Genetics
changes in its product 6. explain how mutations may
cause changes in the S10LT-IIIe-
3. mutations that occur in structure and function of a 38
sex cells as being protein;
heritable
write an essay on the  APEX Biology
7. explain how fossil records,
3. Biodiversity and Evolution how evolution through importance of Unit 7 Evolution
comparative anatomy, and S10LT-IIIf-
natural selection can result adaptation as a Lessons 1-4
genetic information provide 39
in biodiversity mechanism for the
evidence for evolution;
survival of a species
8. explain the occurrence of S10LT-IIIg-

evolution; 40
4. Ecosystems 9. explain how species
4.1 Flow of Energy and Matter in 1. the influence of diversity increases the
Ecosystems biodiversity on the S10LT-IIIh-
probability of adaptation
4.2 Biodiversity and Stability stability of ecosystems 41
and survival of organisms in
4.3 Population Growth and changing environments;
Carrying Capacity 2. an ecosystem as being
10. explain the relationship
capable of supporting a
between population S10LT-IIIi-
limited number of
growth and carrying 42
organisms
capacity; and
11. suggest ways to minimize S10LT-IIIj-
human impact on the 43
environment.
Grade 10 – Matter

STANDARDS MATERIALS
1. Gas Laws The Learners demonstrate The Learners shall be able The Learners should be able  APEX Chemistry
an understanding of… to: to… Unit 2 Chapter 3:
Gases: The
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship Fastest-Moving
1.2 Volume, pressure, and on the motion and relative between: Particles
temperature relationship distances between gas 1.1 volume and pressure at
1.3 Ideal gas law particles constant temperature of S10MT-IVa-
a gas; b-21
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular theory;
2. Biomolecules the structure of
biomolecules, which are
2.1 Elements present in biomolecules made up mostly of a limited 2. recognize the major
2.2 Carbohydrates, lipids, proteins, number of elements, such categories of biomolecules
S10MT-IVc-
and nucleic acids as carbon, hydrogen, such as carbohydrates,
d-22
2.2.1 Food Labels oxygen, and nitrogen lipids, proteins, and nucleic
acids;
3. Chemical reactions the chemical reactions using any form of media,  APEX Chemistry
associated with biological present chemical 3. apply the principles of Unit 4 Chapter 2
S10MT-IVe-
and industrial processes reactions involved in conservation of mass to Lesson 3
g-23
affecting life and the biological and industrial chemical reactions; and
environment processes affecting life 4. explain how the factors  APEX Chemistry
and the environment affecting rates of chemical Unit 4 Chapter 2
reactions are applied in Lesson 5
food preservation and S10MT-IVh-
materials production, j-24
control of fire, pollution,
and corrosion.

GLOSSARY
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.
Earthquake The result of a sudden release of energy in the Earth‘s crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral soil),
Ecosystem
interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object‘s state
Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.
Force The exertion of physical strength.

The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of rubbing the
Friction
surface of the body.
One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one
Gas
another.
Gravity A natural phenomenon by which all physical bodies attract each other.
Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.
Light An electromagnetic radiation that is visible to the human eye.

One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed
Liquid
shape.
Living Things Anything that has life; all objects that have self-sustaining processes.
Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.
Matter Anything that has space and mass.
Motion A push or a pull; any movement or change in position.
Natural event An event pertaining to, existing in or produced by nature.

Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects that orbit
Solar system
the Sun.
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter.
Solid

GLOSSARY
Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air pressure.
Space The distance between two points or objects.
Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.

CODE BOOK LEGEND
Sample: S8ES-IId-19
Learning Area and

Living things and their Environment LT
Strand/ Subject or Science
Specialization
First Entry S8
Force, Motion and Energy FE
Grade Level Grade 8
Earth and Space ES

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth and Space ES
Matter MT
-
Roman Numeral
Quarter Second Quarter II
Lowercase Letter/s
Week Week Four d
specific week
-
Infer why the Philippines
is prone to typhoons
19

Republika ng Pilipinas
Kagawaran ng Edukasyon
Lungsod ng Pasig
K to12 Gabay Pangkurikulum

ARALING
PANLIPUNAN
Baitang 1 –10
Disyembre 2013
Figure 1. The Conceptual Framework of Araling Panlipunan
K to 12 Araling Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 2 ng 120

BALANGKAS NG ARALING PANLIPUNAN
Deskripsyon
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and
developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-aambag
sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri,
mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping
pangkasaysayan at panlipunan.
Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at
pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo
at multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang pangkasaysayan at sa iba
pang disiplina ng araling panlipunan ng mag-aaral sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang pang-disiplina.
Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor) ang mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap
ng bawat yunit sa pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy at pagbabago, 3) kutlura, pananagutan at pagkabansa, 4) karapatan, pananagutan
at pagkamamamayan 5) kapangyarihan, awtoridad at pamamahala, 6)produksyon, distibusyon at pagkonsumo 7) at ungnayang pangrehiyon at pangmundo Samantala,
ang kasanayan sa iba’t-ibang disiplina ng araling panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya , pagsasaliksik/ pagsisiyasat, kasanayang
pangkasaysayan at Araling Panlipunan, at pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay na nalilinang ayon sa kinakailangang pag-unawa at
pagkatuto ng mag-aaral sa paraang expanding.
Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan,
pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging ganap at makipamuhay ( Pillars of Learning).
Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng mga konsepto at terminolohiya. Bilang pagpapatunay ng malalim na pag-unawa, ang mag-aaral ay
kinakailangang makabuo ng sariling kahulugan at pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin nito sa ibang konteksto lalo na ang aplikasyon nito
sa tunay na buhay na may kabuluhan mismo sa kanya at sa lipunang kanyang ginagalawan.

Batayan ng K to 12 Araling Panlipunan Kurikulum
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and
developed Filipino.” Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa pagkamit
ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong
pangkaranasan at pangkonteksto.
Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:
Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at
interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at
maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong pagpapasya, likas-
kayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni,
responsable, produktibo, makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.
Layunin ng AP Kurikulum
Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at
daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan
at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga
layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i) pagsisiyasat; (ii) pagsusuri at interpretasyon ng
impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.

Tema ng AP Kurikulum
Upang tuhugin ang napakalawak at napakaraming mga paksa na nakapaloob sa Araling Panlipunan, ito ang magkakaugnay na temang gagabay sa buong AP
kurikulum, na hango sa mga temang binuo ng National Council for Social Studies (Estados Unidos).1 Hindi inaasahan na lahat ng tema ay gagamitin sa bawat baitang ng
edukasyon dahil ilan sa mga ito, katulad, halimbawa, ng ika-anim na tema, Produksyon, Distribusyon at Pagkonsumo, ay mas angkop sa partikular na kurso (Ekonomiks)
kaysa sa iba, bagamat tatalakayin din ang ilang mga konsepto nito sa kasaysayan ng Pilipinas, ng Asya at ng mundo. Iaangkop ang bawat tema sa bawat baitang ngunit sa
kabuuan, nasasakop ng kurikulum ang lahat ng mga tema.
1. Tao, Lipunan at Kapaligiran

Ang ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto sa Araling Panlipunan. Binibigyang diin ng temang ito ang pagiging bahagi ng tao hindi
lamang sa kanyang kinabibilangang komunidad at kapaligiran kundi sa mas malawak na lipunan at sa kalikasan. Sa ganitong paraan, mauunawaan ng mag-aaral ang mga
sumusunod:
1.1 Ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas at simpleng teknolohikal na instrumento, upang mailugar niya ang kanyang sarili at ang
kinabibilangan niyang komunidad;
1.2 Ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang epekto ng mga gawaing pantao sa kalikasan;
1.3 Ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at epekto ng mobilidad na ito; at
1.4 Ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-pangalaga ng kapaligiran at tapagpanatili ng likas kayang pag-unlad
2. Panahon, Pagpapatuloy at Pagbabago
Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa sinaunang panahon hanggang sa kasalukuyan upang lalo niyang maunawaan ang kanyang sarili at
bansa at sa ganoong paraan ay makapagbuo ng identidad (pagkakakilanlan) bilang indibiduwal at miyembro ng lipunan, bansa at mundo. Sentral sa pag-aaral ng
tao, lipunan at kapaligiran ang konsepto ngpanahon (time), na nagsisilbing batayang konteksto at pundasyon ng pag-uunawa ng mga pagbabago sa buhay ng bawat isa, ng
lipunang kanyang kinabibilangan, at ng kanyang kapaligiran. Ang kaisipang kronolohikal ay hindi nangangahulugan ng pagsasaulo ng mga petsa o pangalan ng tao at
lugar, bagamat mayroong mga mahahalagang historikal fact ( katotohan/ impormasyon) na dapat matutunan ng mag-aaral, kundi ang pagkilala sa pagkakaiba ng
nakaraan sa kasalukuyan, ang pagpapatuloy ng mga paniniwala, istruktura at iba pa sa paglipas ng panahon, ang pag-unawa ng konsepto ng kahalagahang
pangkasaysayan (historical significance), pagpahalaga sa konstekto ng pangyayari sa nakaraan man o sa kasalukuyan, at ang mga kaugnay na kakayahan upang maunawaan
nang buo ang naganap at nagaganap.
3. Kultura, Pagkakakilanlan at Pagkabansa

Kaugnay sa dalawang naunang tema ang konsepto ng kultura, na tumutukoy sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng
pamumuhay ng isang grupo o lipunan, kasama ang mga produkto nito katulad ng wika, sining, at iba pa. Nakaangkla sa kultura ang identidad ng grupo at ng mga
miyembro nito, na sa bansang Pilipinas at sa ibang bahagi ng mundo ay napakarami at iba-iba. May mga aspeto ng kultura na nagbabago samantala ang iba naman ay
patuloy na umiiral sa kasalukuyan. Sa pag-aaral ng temang ito, inaasahan na makabubuo ang mag-aaral ng sariing pagkakakilanlan bilang kabataan, indibidwal
at Pilipino, at maunawaan at mabigyang galang ang iba’t ibang kultura sa Pilipinas. Ang pagkakakilanlan bilang Pilipino ay magiging basehan ng makabansang
pananaw, na siya namang tutulong sa pagbuo ng mas malawak na pananaw ukol sa mundo.
4. Karapatan, Pananagutan at Pagkamamamayan

Nakabatay ang kakayahang pansibiko sa pag-unawa sa papel na ginagampanan ng bawat isa bilang mamamayan at kasapi ng lipunan at sa pagkilala at pagtupad ng
mga karapatan at tungkulin bilang tao at mamamayan. Pananagutan ng mamamayan na igalang ang karapatan ng iba, anuman ang kanilang pananampalataya,
paniniwalang pampulitika, kultural, kasarian, etnisidad, kulay ng balat, pananamit at personal na pagpili. Kasama rito ang paggalang sa opinyon ng iba kahit hindi ito sang-
ayon o katulad ng sariling pag-iisip, at respeto sa pagkatao ng sinuman sa bansa at mundo. Ang pag-unawa sa karapatang pantao at ang pananagutang kaakibat dito
ay mahalagang bahagi ng AP kurikulum upang makalahok ang magaaral nang ganap at sa makabuluhang paraan sa buhay ng komunidad, bansa at mundo.
5. Kapangyarihan, Awtoridad at Pamamahala

Bahagi ng pagkamamamayan ay ang pag-unawa sa konsepto ng kapangyarihan, ang paggamit nito sa bansa at sa pang-araw-araw na buhay, ang kahulugan at
kahalagahan ng demokratikong pamamalakad, at ang uri ng pamahalaan sa Pilipinas. Sakop din ng temang ito ang Saligang Batas, na nagsasaad ng mga karapatan at
pananagutan ng mamamayan at ng sambayanang Pilipino. Ang pag-unawa sa konsepto ng awtoridad at liderato sa iba-ibang antas at aspeto ng pamahalaan, kasama ang
mabigat na tungkulin sa pagiging isang lider, ay tatalakayin sa AP kurikulum. Ang karanasan din ng mga bansa sa Asya at sa ibang bahagi ng daigidig ngayon at sa
nakaraan ay pinagmulan ng maraming halimbawa at aralin ukol sa temang ito.
6. Produksyon, Distribusyon at Pagkonsumo

Paano gagastusin ang sariling allowance o kita ng magulang? Paano palalaguin ang naipong pondo ng pamilya? Ang sagot sa mga simpleng tanong na ito ay may
kinalaman sa batayang konsepto ng pagpili (choice), pangangailangan, paggastos (expenditure), halaga at pakinabang (cost and benefit) na sakop unang-una ng
Ekonomiks, ngunit ginagamit din sa pag-aaral ng kasaysayan ng Pilipinas at mga lipunan sa rehiyon ng Asya at daigidig. Sa pag-aaral ng temang Produksyon, Distribusyon
at Pagkonsumo, magagamit ng mag-aaral ang mga konseptong ito sa sariilng buhay at mauunawaan ang ibang konsepto katulad ng inflation, GDP, deficit, na karaniwang
nababasa sa dyaryo o naririnig sa balita sa radyo. Mahalaga ring maunawaan ng mag-aaral ang panlipunang epekto ng desisyon ng indibidwal na konsyumer at ng mga
kumpanya, katulad ng epekto ng kanilang pagpapasya sa presyo ng bilihin o ang epekto ng patakaran ng pamahalaan sa pagdebelop ng ekonomiya, gamit ang pamamaraang
matematikal. (Consumer Ed. Financial Literacy, Pag-iimpok)
7. Ugnayang Panrehiyon at Pangmundo

Sinusuportahan ng temang ito ang layunin ng AP kurikulum na makabuo ang mag-aaral ng pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
pangunahing usapin sa lipunan at mundo. Araling Asyano sa baitang 7, Kasaysayan ng Daigdig sa baitang 8, Ekonomiks sa baitang 9 at Mga Kontemporaryong Isyu
sa baitang 10. Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng lugar at papel ng Pilipinas sa rehiyon at mundo, at kung paano maaaring kumilos ang
Pilipino at ang bansa sa paglutas ng mga suliranin bilang kasapi ng pandaigdigang komunidad.
Inaasahan na sa ika-11 at ika-12 na baitang ay magkakaroon ng mga elektib na kursong tatalakay sa iba’t ibang isyu (lokal, pambansa, panrehiyon, at pandaigidig)
upang lumawak ang kaalaman ng mga mag-aaral at malinang ang kanilang mga mapanuring kakayahan. Sa ganitong paraan din ay lalong mahahasa ang
pagkakadalubhasa ng bawat AP na guro sa pagdisenyo ng nilalaman ng kurso at sa istratehiya ng pagturo nito alinsunod sa pangkalahatang balangkas ng AP. Ilang
halimbawa ng mga paksa ng elektib na kurso ay:
1. Mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at mga hakbang na maaaring gawin ng mga mag-aaral at ng komunidad upang matugunan ang mga
panganib na ito;
2. Ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang epekto nito sa tao at lipunan (at kalikasan), ang mga problema sa implementasyon at posibleng
solusyon sa problema
3. Ang ugnayan ng kultura sa pagsulong ng lipunan (komunidad, bansa) at mga isyung kaugnay sa kaunlaran ng lipunan
4. Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng tao), at ang paglutas ng mga suliraning ito

Mga Kakayahan
Ang mga kakayahan ng bagong AP kurikulum ay nakaugat sa mga layunin ng batayang edukasyon: ang kapaki - pakinabang (functional) na literasi ng lahat;
ang paglinang ng “functionally literate and developed Filipino;” at ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Makikita ang
mga pangkalahatang layuning ito sa mga partikular na kakayahan ng AP katulad halimbawa, ng pagsisiyasat at pagsusuri. Samakatuwid, ang AP kurikulum ay di lamang base
sa nilalaman (content-based) kundi rin sa mga kakayahan (competence-based). Sadyang inisa-isa ang mga kakayahan ng AP upang: (a) ipakita ang ugnayan nito sa mga
layunin ng batayang edukasyon, at (b) bigyang diin ang mga mapanuring kakayahan na hindi malilinang sa pamamagitan ng pagsasaulo ng impormasyon.
Sa ibaba ang kabuuan ng mga pangkalahatang kakayahan sa AP kurikulum at sa bawat kakayahan, ang mga partikular na kasanayan. Magkakaugnay ang
mga kakayahan at kapwa nagpapatibay ang mga ito sa isa’t isa. Nilalayong linangin ang mga kakahayan sa debelopmental na pamamaraan na angkop sa bawat antas ng
batayang edukasyon at sa proseso ng scaffolding, upang maitatag ang pundasyon ng mga kasanayan para sa mas malalim (at mas komplex) na kakayahan.
Kakayahan Partikular na Kasanayan

1. Natutukoy ang mga sanggunian o pinagmulan ng impormasyon
2. Nakagagamit ng mapa at atlas upang matukoy ang iba’t ibang lugar, lokasyon at ibang impormasyong
Pagsisiyasat
pangheograpiya
3. Nakagagamit ng mga kasangkapang teknolohikal upang makakita o makahanap ng mga sanggunian ng impormasyon
1. Nakababasa ng istatistikal na datos
2. Nakagagamit ng pamamaraang istatistikal o matematikal sa pagsuri ng kwantitatibong impormasyon at ng datos penomenong pang-
Pagsusuri at
ekonomiya
interpretasyon ng datos
3. Nakababasa sa mapanuring pamamaraan upang maunawaan ang historikal na konteksto ng
sanggunian at ang motibo at pananaw ng may-akda
1. Nakauunawa ng kahulugan, uri at kahalagahan ng primaryang sanggunian at ang kaibahan nito sa sekundaryang sanggunian
2. Nakabubuo ng kamalayan sa mga pagpapahalaga, gawi at kaugalian ng panahon at nakikilala ang impormasyon pagkakaiba at/o
pagkakatulad ng mga iyon sa kasalukuyan
3. Nakikilala ang historikal na perspektibo ng awtor o manlilikha
4. Natutukoy ang pagkakaiba ng opinyon at fact
5. Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa bias o punto de bista ng awtor/manlilikha
6. Nakakukuha ng datos mula sa iba’t ibang primaryang sanggunian
7. Nakahihinuha mula sa datos o ebidensya
Pagsusuri at
8. Nakapag-aayos at nakagagawa ng buod ng impormasyon—pangunahing katotohanan at ideya sa sariling salita
interpretasyon ng
9. Nakauunawa ng ugnayang sanhi at epekto (cause and effect)
impormasyon
10. Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di
pagkakasundo
11. Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng isang pangyayari
12. Nakapagbibigay ng historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at institusyon
13. Napag-iisipan ang sariling ideya o pagtingin tungkol sa pinag-uusapan at mga natutuhan mula sa sanggunian
14. Nakapaghahambing ng sariling kaisipan sa kaisipan ng awtor/manlilikha at naipaliliwanag kung saan at bakit sumasang-ayon o hindi
ang dalawang kaisipanNakauunawa ng mobilidad at migrasyon ng populasyon, ang distribusyon nito, dahilan at epekto
15. Nakauunawa ng papel at epekto ng heograpiya sa pagbabagong panlipunan at pangkalikasan
Kakayahan Partikular na Kasanayan
16. Nakagagamit ng pamamaraang matematikal sa pag-unawa ng mga batayang konsepto ng Ekonomiks at sa pagsusuri ng kwantitatibong
datos
17. Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon
1. Nakasasagot ng tanong base sa angkop at sapat na ebidensya
2. Nakapag-aayos ang resulta ng pagsasaliksik sa lohikal na paraan
Pagsasaliksik
3. Nakagagamit ng teknolohikal na instrumento sa pagsasaliksik, pagsusuri ng datos, pagsulat ng sanaysay o papel, at paghanda
ng presentasyon ng pananaliksik
1. Nakapag-uugnay ng sari-saring impormasyon mula sa mga angkop na sanggunian
2. Naipakikilala ang sipi mula sa sanggunian at nagagamit ito nang tama
3. Naipararating sa malinaw at maayos na paraan ang sariling kaisipan tungkol sa kaganapan o isyung pinag-aaralan
na pinatitibay ng nararapat na ebidensya o datos
Komunikasyon
4. Nakabubuo ng maikli ngunit malinaw na introduksyon at konklusyon kapag nagpapaliwanag
5. Nakasusulat ng sanaysay (na may habang 3-5 pahina sa mataas na baitang) na nagpapaliwanag ng isang
pangyayari, isyu o penomeno, gamit ang nararapat at sapat na impormasyon o ebidensiya sa angkop na
pamamaraan
1. Nakauunawa ng karapatan at tungkulin bilang mamamayan upang makalahok sa makabuluhang paraan sa buhay ng pamayanan,
bansa at dagidig
2. Naigagalang at nabibigyang kahalagahan ang pagkakaiba ng mga tao, komunidad, kultura, at paniniwala, at ang kanilang
karapatang pantao
Pagtupad sa
3. Nagiging maingat sa sariling naisin, paniniwala, punto de bista o posisyon
pamantayang pang-etika
4. Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip kahit hindi ito sumasang-ayon sa sariling ideya,
posisyon o pagtingin
5. Natutukoy ang sangguniang ginamit sa papel (reaksyon, maikling sanaysay) bilang pagkilala sa karapatan sa pag-aaring
intelektuwal ng awtor/manlilikha
Pamantayan sa Programa (Core learning Area Standard):
Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura, pampamahalaan,
pansibiko, at panlipunan gamit ang mga kasanayang nalinang sa pag-aaral ng iba’t ibang disiplina at larangan ng araling panlipunan kabilang ang
pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng
pinagkukunang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang mapanuri, mapagnilay,
mapanagutan, produktibo, makakalikasan, makabansa at makatao na papanday sa kinabukasan ng mamamayan ng bansa at daigdig.

Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):
K–3 4–6 7 – 10
Naipamamalas ang panimulang pag-unawa at Naipamamalas ang mga kakayahan bilang Naipamamalas ang mga kakayahan bilang kabataang
pagpapahalaga sa sarili, pamilya, paaralan, at batang produktibo, mapanagutan at mamamayang Pilipino na mapanuri, mapagnilay,
komunidad, at sa mga batayang konsepto ng makabansang mamamayang Pilipino gamit ang malikhain, may matalinong pagpapasya at aktibong
pagpapatuloy at pagbabago, kasanayan sa pagsasaliksik, pagsisiyasat, pakikilahok, makakalikasan, mapanagutan,produktibo,
distansya at direksyon gamit ang mga kasanayan tungo mapanuring pag-iisip, matalinong pagpapasya, makatao at makabansa, na may pandaigdigang pananaw
sa malalim ng pag-unawa tungkol sa sarili at pagkamalikhain, pakikipagkapwa, likas-kayang gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng
kapaligirang pisikal at sosyo-kultural , bilang kasapi ng paggamit ng pinagkukunang-yaman at datos at iba’t ibang sanggunian, pagsasaliksik, mabisang
sariling komunidad at ng mas malawak na lipunan pakikipagtalastasan at pag-unawa sa mga komunikasyon at pag-unawa sa mga batayang konsepto ng
batayang konsepto ng heograpiya, kasaysayan, heograpiya, kasaysayan, ekonomiya, politika at kultura
ekonomiya, pamamahala, sibika at kultura tungo tungo sa pagpapanday ng maunlad na kinabukasan para sa
sa pagpapanday ng maunlad na kinabukasan para bansa.
sa bansa.
Pamantayan sa Bawat Baitang/ Antas (Grade Level Standards):
Baitang Pamantayan sa Pagkatuto
Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang
K
sosyal.
Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng
1
pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng lipunan.komunidad.
Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng
2 pagpapatuloy at pagbabago,kapangyarihan, pamumuno at pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga simpleng konseptong
heograpikal tulad ng lokasyon at pinagkukunang-yaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng kasaysayan.
Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa
3 (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang malalim na konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at
kapaligirang pisikal at sosyal.

Baitang Pamantayan sa Pagkatuto
Naipagmamalaki ang pagka- Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga
4
kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin ng bansang Pilipinas.
Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa mga malalaking
pagbabagong pang-ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang konsepto katulad ng
5 kahalagahang pangkasaysayan (historical significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang batang
mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa at may pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na kinabukasan para sa bansa.
Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa pagbuo
ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas Naipamamalas ang malalim na pag-unawa sa kasaysayan ng Pilipinas base sa
6
pagsusuri ng sipi ng mga piling primaryang sangguniang nakasulat, pasalita, awdyo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang panahon,
tungo sa pagbuo ng makabansang kaisipan na siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura, lipunan, pamahalaan at ekonomiya ng
7
mga bansa sa rehiyon tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng Asya
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga pandaigdigang hamon sa sangkatauhan sa kabila
8 ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan, kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad at
matatag na kinabukasan
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga kasanayan at
9 pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo,
makatarungan, at makataong mamamayan ng bansa at daigdig
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya, pangkalikasan, pampolitika,
karapatang pantao, pang-edukasyon at pananagutang sibiko at pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang mga
10
kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip, mabisang komunikasyon at matalinong
pagpapasya

Saklaw at Daloy ng Kurikulum
Naipamamalas ang kamalayan bilang batang Pilipino sa katangian at bahaging ginagampanan ng tahanan, paaralan at pamayanan tungo sa paghubog ng isang
mamamayang mapanagutan, may pagmamahal sa bansa at pagmamalasakit sa kapaligiran at kapwa.
Grado Daloy ng Paksa Deskripsyon Tema

Pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan
K Ako at ang Aking kapwa 1-2
sa kapaligirang sosyal
Ang sarili bilang kabahagi ng pamilya at paaralan tungo sa pagkakakilanlan bilang indibidwal at
1 Ako, ang Aking Pamilya at Paaralan kasapi ng komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon 1-3
distansya at direksyon at ang pagpapahalaga sa kapaligirang pisikal at paaralan
Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng
Ang Aking Komundad, Ngayon at pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng
2 1-5
Noon konseptong heograpikal tulad ng lokasyon at pinagkukunang yaman, at konsepto ng mga saksi
ng kasaysayan tulad ng tradisyon oral at mga labi ng kasaysayan
Pag-unawa sa pinagmulan at pag-unlad ng sariling lalawigan at rehiyon kasama ang aspektong
3 Ang Mga Lalawigan sa Aking Rehiyon pangkultura, pampulitika, panlipunan at pangkabuhayan gamit ang malalim na konsepto ng 1-6
pagapapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal
Pagpapahalaga sa pambansang pagkakakilanlan at ang mga kontribosyon ng bawat rehiyon sa
paghubog ng kulturang Pilipino at pambansang pag-unlad gamit ng mga kasanayan sa
4 Ang Bansang Pilipinas 1-6
heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga
sa mga mithiin ng bansang Pilipinas.
Pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa simula ng ika-20
5 Pagbuo ng Pilipinas bilang Nasyon siglo gamit ang batayang konseptong katulad ng kahalagahang pangkasaysayan (historical 1-6
significance), pagbabago, pag-unlad at pagpapatuloy.
Ang Pilipinas sa harap ng mga hamon at tugon ng ika-20 siglo hanggang sa kasalukuyan tungo
6 Mga Hamon at Tugon sa Pagkabansa 1-6
sa pagbuo ng tiyak na pagkakakilanlang Pilipino at matatag na pagkabansa (strong nationhood)
Pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura,

lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng
7 Araling Asyano 1-7
pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng
Asya

Grado Daloy ng Paksa Deskripsyon Tema
Pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga pandaigdigang

hamon sa sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan,
8 Kasaysayan ng Daigdig 1-7
kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad at
matatag na kinabukasan.
Pag-unawa sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga
kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng
9 Ekonomiks 1-7
mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo, makatarungan,
at makataong mamamayan ng bansa at daigdig
Pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya,
pangkalikasan, pampolitika, karapatang pantao, pang-edukasyon at pananagutang sibiko at
10 Mga Kontemporaryong Isyu pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang mga 1-7
kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik,
mapanuring pag-iisip, mabisang komunikasyon at matalinong pagpapasya
BILANG NG ORAS SA PAGTUTURO: 10 weeks/quarter; 4 quarters/year
Grade Time Allotment
1-2 30 min/day x 5 days
3-6 40 min/day x 5 days
7-10 3 hrs/week

BAITANG 1
Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal
gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi
ng komunidad.
PAMANTAYANG PAMANTAYAN
NILALAMAN PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN SA PAGGANAP CODE
(Content ) ( Learning Competencies) MATERIALS
(Content Standard) (Performance Standard)
UNANG MARKAHAN - Ako ay Natatangi
A. Pagkilala sa Sarili Ang mag-aaral ay… Ang mag-aaral ay… 1. Nasasabi ang batayang
impormasyon tungkol sa sarili:
naipamamalas ang pag- buong pagmamalaking pangalan, magulang, kaarawan,
AP1NAT-Ia-1
unawa sa kahalagahan ng nakapagsasalaysay ng edad, tirahan, paaralan, iba pang
pagkilala sa sarili bilang kwento tungkol sa pagkakakilanlan at mga katangian
Pilipino gamit ang konsepto sariling katangian at bilang Pilipino
ng pagpapatuloy at pagkakakilanlan bilang 2. Nailalarawan ang pisikal na
pagbabago Pilipino sa malikhaing katangian sa pamamagitan ng
AP1NAT-Ia-2
pamamaraan iba’t ibang malikhaing
pamamaraan
3. Nasasabi ang sariling
pagkakakilanlan sa iba’t ibang AP1NAT-Ib-3
pamamaraan
4. Nailalarawan ang pansariling
pangangailan: pagkain, kasuotan
AP1NAT-Ib-4
at iba pa at mithiin para sa
Pilipinas
5. Natatalakay ang mga pansariling
kagustuhan tulad ng: paboritong
kapatid, pagkain, kulay, damit,
AP1NAT-Ic-5
laruan atbp at lugar sa Pilipinas
na gustong makita sa malikhaing
pamamaraan
B. Ang Aking Kwento 6. Natutukoy ang mga
mahahalagang pangyayari sa
buhay simula isilang hanggang sa AP1NAT-Ic-6
kasalukuyang edad gamit ang
mga larawan
7. Nailalarawan ang mga personal AP1NAT-Id-7
na gamit tulad ng laruan, damit

at iba pa mula noong sanggol
hanggang sa kasalukuyang edad
8. Nakikilala ang timeline at ang AP1NAT-Id-8
gamit nito sa pag-aaral ng
buhay hanggang sa kanyang
kasalukuyang edad
9. Naipakikita sa pamamagitan ng AP1NAT-Ie-9
timeline at iba pang pamamaraan
ang mga pagbabago sa buhay at
mga personal na gamit mula
noong sanggol hanggang sa
kasalukuyang edad
10. Nakapaghihinuha ng konsepto ng
pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos ng AP1NAT-If-10
mga larawan ayon sa
pagkakasunod-sunod
11. Naihahambing ang sariling
AP1NAT-Ig-
kwento o karanasan sa buhay sa
11
kwento at karanasan ng mga
kamag-aral
C. Pagpapahalaga sa Sarili 12. Nailalarawan ang mga pangarap
o ninanais para sa sarili
12.1 Natutukoy ang mga
AP1NAT-Ih-
pangarap o ninanais
12
12.2 Naipapakita ang
pangarap sa malikhaing
pamamaraan
13. Naipaliliwanag ang kahalagahan
AP1NAT-Ii-13
ng pagkakaroon ng mga
pangarap o ninanais para sa sarili
14. Naipagmamalaki ang sariling
pangarap o ninanais sa AP1NAT-Ij-14
pamamagitan ng mga malikhaing
pamamamaraan

IKALAWANG MARKAHAN – Ang Aking Pamilya
A. Pagkilala sa mga kasapi ng Ang mag-aaral ay… Ang mag-aaral ay… 1. Nauunawaan ang konsepto ng
AP1PAM-IIa-
Pamilya pamilya batay sa bumubuo nito
1
naipamamalas ang pag- buong pagmamalaking (ie. two-parent family, single-
unawa at pagpapahalaga sa nakapagsasaad ng parent family, extended family)
sariling pamilya at mga kwento ng sariling 2. Nailalarawan ang bawat kasapi
AP1PAM-IIa-
kasapi nito at bahaging pamilya at bahaging ng sariling pamilya sa
2
ginagampanan ng bawat isa ginagampanan ng bawat pamamagitan ng likhang sining
kasapi nito sa malikhaing 3. Nailalarawan ang iba’t ibang
pamamaraan papel na ginagampanan ng bawat AP1PAM-IIa-
kasapi ng pamilya sa iba’t ibang 3
pamamaraan
4. Nasasabi ang kahalagahan ng AP1PAM-IIa-
bawat kasapi ng pamilya 4
B. Ang Kwento ng Aking 5. Nakabubuo ng kwento tungkol sa AP1PAM-IIb-
Pamilya pang-araw-araw na gawain ng 5
buong pamilya
6. Nailalarawan ang mga gawain ng AP1PAM-IIb-
mag-anak sa pagtugon ng mga 6
pangangailangan ng bawat kasapi
7. Nakikilala ang “family tree” at ang AP1PAM-IIc-
gamit nito sa pag-aaral ng 7
pinagmulang lahi ng pamilya
8. Nailalarawan ang pinagmulan ng AP1PAM-IIc-
pamilya sa malikhaing 8
pamamaraan
9. Nailalarawan ang mga
AP1PAM-IIc-
buhay ng pamilya sa
9
pamamagitan ng timeline/family
tree
10. Nailalarawan ang mga pagbabago
AP1PAM-IId-
sa nakagawiang gawain at ang
10
pinapatuloy na tradisyon ng
pamilya
11. Naipahahayag sa malikhaing AP1PAM-IId-
pamamamaraan ang sariling 11
kwento ng pamilya
12. Naihahambing ang kwento ng AP1PAM-IId-
sariling pamilya at kwento ng 12
pamilya ng mga kamag-aral
13. Naipagmamalaki ang kwento ng AP1PAM-IIe-
sariling pamilya. 13
C. Mga Alituntunin sa Pamilya 14. Naiisa-isa ang mga alituntunin ng AP1PAM-IIe-
pamilya 14
15. Natatalakay ang mga batayan ng AP1PAM-II0-
mga alituntunin ng pamilya 15
16. Nahihinuha na ang mga
alituntunin ng pamilya ay AP1PAM-IIe-
tumumutugon sa iba-ibang 16
sitwasyon ng pang-araw-araw na
gawain ng pamilya
17. Nakagagawa ng wastong pagkilos AP1PAM-IIf-
sa pagtugon sa mga alituntunin 17
ng pamilya
18. Naihahambing ang alituntunin ng AP1PAM-IIf-
sariling pamilya sa alituntunin ng 18
pamilya ng mga kamag-aral
D. Pagpapahalaga sa Pamilya 19. Naipakikita ang pagpapahalaga sa
AP1PAM-IIf-
pagtupad sa mga alituntunin ng
19
sariling pamilya at pamilya ng
mga kamag-aral
20. Nailalarawan ang batayang
AP1PAM-IIg-
pagpapahalaga sa sariling
20
pamilya at nabibigyang katwiran
ang pagtupad sa mga ito
21. Naihahahambing ang mga AP1PAM-IIg-
pagpapahalaga ng sariling 21
pamilya sa ibang pamilya
22. Natutukoy ang mga halimbawa AP1PAM-IIg-
ng ugnayan ng sariling pamilya sa 22
ibang pamilya
23. Nakabubuo ng konklusyon AP1PAM-IIh-
tungkol sa mabuting pakikipag- 23
ugnayan ng sariling pamilya sa
iba pang pamilya sa lipunang
Pilipino.
IKATLONG MARKAHAN – Ang Aking Paaralan
Ang mag-aaral ay… Ang mag-aaral ay… 1. Nasasabi ang mga batayang
A. Pagkilala sa Aking Paaralan impormasyon tungkol sa sariling
naipamamalas ang pag- buong pagmamalaking paaralan: pangalan nito (at bakit
unawa sa kahalagahan ng nakapagpapahayag ng ipinangalan ang paaralan sa
AP1PAA-IIIa-
pagkilala ng mga batayang pagkilala at taong ito), lokasyon, mga bahagi
1
impormasyon ng pisikal na pagpapahalaga sa nito, taon ng pagkakatatag at
kapaligiran ng sariling sariling paaralan ilang taon na ito, at mga
paaralan at ng mga taong pangalan ng gusali o silid (at
bumubuo dito na bakit ipinangalan sa mga taong
nakakatulong sa paghubog ito)
ng kakayahan ng bawat 2. Nailalarawan ang pisikal na AP1PAA-IIIa-
batang mag-aaral kapaligiran ng sariling paaralan 2
3. Nasasabi ang epekto ng pisikal na
AP1PAA-IIIb-
kapaligiran sa sariling pag-aaral
3
(e.g. mahirap mag-aaral kapag
maingay, etc)
4. Nailalarawan ang mga tungkuling
ginagampanan ng mga taong AP1PAA-IIIb-
bumubuo sa paaralan (e.g. 4
punong guro, guro, mag-aaral,
doktor at nars, dyanitor, etc
B. Ang Kwento ng Aking 5. Naipaliliwanag ang kahalagahan AP1PAA-IIIc-
Paaralan ng paaralan sa sariling buhay at 5
sa pamayanan o komunidad.
6. Nasasabi ang mahahalagang AP1PAA-IIIc-
pangyayari sa pagkakatatag ng 6
sariling paaralan
7. Nailalarawan ang mga pagbabago
sa paaralan tulad ng pangalan, AP1PAA-IIId-
lokasyon, bilang ng mag-aaral 7
atbp gamit ang timeline at iba
pang pamamaraan

8. Naipapakita ang pagbabago ng
AP1PAA-IIId-
sariling paaralan sa pamamagitan
8
ng malikhaing pamamaraan at iba
pang likhang sining
9. Natutukoy ang mga alituntunin AP1PAA-IIIe-
ng paaralan 9
10. Nabibigyang katwiran ang AP1PAA-IIIe-
pagtupad sa mga alituntunin ng 10
paaralan
11. Nasasabi ang epekto sa sarili at
AP1PAA-IIIf-
sa mga kaklase ng pagsunod at
11
hindi pagsunod sa mga
alituntunan ng paaralan
C. Pagpapahalaga sa Paaralan 12. Nahihinuha ang kahalagahan ng
AP1PAA-IIIg-
alituntunin sa paaralan at sa
12
buhay ng mga mag-aaral
13. Naiisa-isa ang mga gawain at
AP1PAA-IIIh-
pagkilos na nagpapamalas ng
13
pagpapahalaga sa sariling
paaralan (eg. Brigada Eskwela)
14. Natatalakay ang kahalagahan ng
pag-aaral
14.1 Nakapagsasaliksik ng mga
kwento tungkol sa mga
batang nakapag-aral at AP1PAA-IIIi-
hindi nakapag-aral j-14
14.2 Nasasabi ang maaring
maging epekto ng nakapag-
aral at hindi nakapag-aral
sa tao
IKAAPAT NA MARKAHAN – Ako at ang Aking Kapaligiran
A. Ako at ang Aking Tahanan Ang mag-aaral ay… Ang mag-aaral ay… 1. Nakikilala ang konsepto ng AP1KAP-IVa-
distansya at ang gamit nito sa 1
naipamamalas ang pag- 1. nakagagamit ang pagsukat ng lokasyon
unawa sa konsepto ng konsepto ng 2. Nagagamit ang iba’t ibang AP1KAP-IVa-
distansya sa paglalarawan ng distansya sa katawagan sa pagsukat ng 2
sariling kapaligirang paglalarawan ng lokasyon at distansya sa

ginagalawan tulad ng pisikal na pagtukoy ng mga gamit at lugar
tahanan at paaralan at ng kapaligirang sa bahay (kanan, kaliwa, itaas,
kahalagahan ng pagpapanatili ginagalawan ibaba, harapan at likuran)
at pangangalaga nito 3. Nailalarawan ang kabuuan at AP1KAP-IVb-
2. nakapagpakita ng mga bahagi ng sariling tahanan 3
payak na gawain sa at ang mga lokasyon nito
pagpapanatili at 4. Nakagagawa ng payak na mapa AP1KAP-IVb-
pangangalaga ng ng loob at labas ng tahanan 4
kapaligirang 5. Naiisa-isa ang mga bagay at
ginagalawan AP1KAP-IVc-
istruktura na makikita sa
5
nadadaanan mula sa tahanan
patungo sa paaralan
6. Naiuugnay ang konsepto ng
lugar, lokasyon at distansya sa
AP1KAP-IVc-
pang-araw-araw na buhay sa
6
pamamagitan ng iba’t ibang uri
ng transportasyon mula sa
tahanan patungo sa paaralan
B. Ako at ang Aking Paaralan 7. Nailalarawan ang pagbabago sa
mga istruktura at bagay mula sa AP1KAP-IVd-
tahanan patungo sa paaralan at 7
natutukoy ang mga mahalagang
istruktura sa mga lugar na ito.
8. Nakagagawa ng payak na mapa AP1KAP-IVd-
mula sa tahanan patungo sa 8
paaralan
9. Natutukoy ang bahagi at gamit sa AP1KAP-IVe-
loob ng silid-aralan/ paaralan at 9
lokasyon ng mga ito
10. Nakagagawa ng payak na mapa AP1KAP-IVf-
ng silid-aralan/paaralan 10
11. Naipaliliwanag ang konsepto ng
distansya sa pamamagitan ng
nabuong mapa ng silid-aralan at AP1KAP-IVg-
paaralan 11
11.1 distansya ng mga bagay
sa isa’t isa sa loob ng

silid-aralan
11.2 distansya ng mga mag-
aaral sa ibang mga bagay
sa silid-aralan
11.3 distansya ng silid-aralan
sa iba’t ibang bahagi ng
paaralan
12. Nakapagbigay halimbawa ng mga
AP1KAP-IVh-
gawi at ugali na makatutulong at
12
nakasasama sa sariling
kapaligiran: tahanan at paaralan
C. Pagpapahalaga sa 13. Naipakikita ang iba’t ibang
Kapaligiran pamamaraan ng pangangalaga
ng kapaligirang ginagalawan
AP1KAP-IVi-
13.1 sa tahanan
13
13.2 sa paaralan
13.3 sa komunidad
14. Naipakikita ang pagpapahalaga
AP1KAP-IVj-
sa kapaligirang ginagalawan sa
14
iba’t ibang pamamaraan at
likhang sining.

BAITANG 2
Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng konseptong hepgrapikal tulad ng
lokasyon at pinagkukunang yaman at bukal ng yamang lahi, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga bakas
ng kasaysayan.
UNANG MARKAHAN - Ang Aking Komunidad
A. Pagkilala sa Komunidad Ang Mag-aaral ay… Ang Mag-aaral ay… 1. Nauunawaan ang konsepto ng
‘komunidad’
naipamamalas ang pag- malikhaing 1.1 Nasasabi ang payak na
AP2KOM-Ia-1
unawa sa kahalagahan nakapagpapahayag/ kahulugan ng ‘komunidad’
ng kinabibilangang nakapagsasalarawan ng 1.2 Nasasabi ang mga
komunidad kahalagahan ng halimbawa ng ‘komunidad’
kinabibilangang komunidad 2. Naipaliliwanag ang kahalagahan
AP2KOM-Ib-2
ng ‘komunidad’
3. Natutukoy ang mga bumubuo ng
komunidad:
3.1 Mga tao: mga iba’t ibang
naninirahan sa
komunidad, mga pamilya
o mag-anak
3.2 Mga institusyon: paaralan, AP2KOM-Ib-
mga sentrong pamahalaan 3
o nagbibigay serbisyo,
sentrong pangkalusugan,
pamilihan, simbahan o
mosque at iba pang
pinagtitipunan ng mga
kasapi ng ibang relihiyon
4. Naiuugnay ang tungkulin at
AP2KOM-Ic-4
gawain ng mga bumubuo ng
komunidad sa sarili at sariling
pamilya
B. Ang Aking Komunidad 5. Nasasabi na ang bawat bata ay
AP2KOM-Ic-5
may kinabibilangang komunidad
6. Nasasabi ang batayang AP2KOM-Id-6

impormasyon tungkol sa sariling
komunidad: pangalan ng
komunidad; lokasyon ( malapit
sa tubig o bundok, malapit sa
bayan), mga namumuno dito,
populasyon, mga wikang
sinasalita, atbp
7. Nailalarawan ang sariling
komunidad gamit ang mga
simbolo sa payak na mapa
7.1 Nakikilala ang mga
sagisag na ginagamit sa
mapa sa tulong ng
panuntunan.
7.2 Natutukoy ang lokasyon
ng mga mahahalagang
lugar sa sariling
komunidad batay sa
AP2KOM-Id-
lokasyon nito sa sariling
e-7
tahanan o paaralan
7.3 Nailalarawan ang mga
anyong lupa at tubig sa
sariling komunidad
7.4 Nakaguguhit ng payak na
mapa ng komunidad mula
sa sariling tahahan o
paaralan, na nagpapakita
ng mga mahahalagang
lugar at istruktura, anyong
lupa at tubig, atbp.
8. Nailalarawan ang panahon at
kalamidad na nararanasan sa
sariling komunidad
AP2KOM-If-h-
8.1 Nasasabi ang iba’t ibang
8
uri ng panahong
nararanasan sa sariling
komunidad (tag-ulan at

tag-init)
natural na kalamidad o
sakunang madalas
maganap sa sariling
komunidad
8.3 Nakakukuha ng
impormasyon tungkol sa
mga epekto ng kalamidad
sa kalagayan ng mga
anyong lupa, anyong
tubig at sa mga tao sa
sariling komunidad
8.4 Nasasabi ang mga
wastong gawain/ pagkilos
sa tahanan at paaralan sa
panahon ng kalamidad
8.5 Nasasabi kung paano
ibinabagay ng mga tao sa
panahon ang kanilang
kasuotan at tirahan
9. Nasasabi ang pagkakapareho at
pagkakaiba ng sariling AP2KOM-Ii-9
komunidad sa mga kaklase
IKALAWANG MARKAHAN – Ang Aking Komunidad Ngayon at Noon
A. Ang Kwento ng Pinagmulan Ang mag-aaral ay… Ang mag-aaral ay… 1. Nakapagsasalaysay ng
ng Aking Komunidad pinagmulan ng sariling
naipamamalas ang pag- 1. nauunawaan ang komunidad batay sa mga
AP2KNN-IIa-1
unawa sa kwento ng pinagmulan at pagsasaliksik, pakikinig sa
pinagmulan ng sariling kasaysayan ng kuwento ng mga nakakatanda sa
komunidad batay sa komunidad komunidad, atbp
konsepto ng pagbabago 2. Naiuugnay ang mga
at pagpapatuloy at 2. nabibigyang halaga ang pagbabago sa pangalan ng AP2KNN-IIa-2
pagpapahalaga sa mga bagay na nagbago sariling komunidad sa mayamang
kulturang nabuo ng at nananatili sa kuwento ng pinagmulan nito
komunidad pamumuhay komunidad 3. Nasasabi ang pinagmulan at
AP2KNN-IIb-3
pagbabago ng sariling

komunidad sa pamamagitan ng
timeline at iba pang graphic
organizers
4. Nakagagawa ng maikling
salaysay ng mga pagbabago sa
sariling komunidad sa iba’t ibang
aspeto nito tulad ng uri ng
transportasyon, pananamit, AP2KNN-IIc-4
libangan,pangalan ng mga kalye
atbp. sa pamamagitan ng iba’t-
ibang sining (ei. pagguhit,
paggawa ng simpleng graf,
pagkuwento, atbp.)
5. Naiuugnay ang mga sagisag,
natatanging istruktura, bantayog
ng mga bayani at mga AP2KNN-IId-5
mahahalagang bagay na
matatagpuan sa komunidad sa
kasaysayan nito
6. Nailalarawan ang dami ng tao sa
sariling komunidad sa AP2KNN-IId-6
pamamagitan ng graf
B. Ang Kultura sa Aking Naipagmamalaki ang kultura 7. Nakabubuo ng maikling salaysay
Komunidad ng sariling komunidad tungkol sa mga bagay na hindi
AP2KNN-IIe-7
1. Pamumuhay nagbago sa komunidad (hal.,
2. Tradisyon/ Kaugalian pangalan, pagkain, gusali o
3. Mga pagdiriwang istruktura)
4. Sining 8. Nakasusuri ng pagkakaiba ng
kalagayan ng kapaligiran ng
AP2KNN-IIe-8
sariling komunidad (ei. mga
anyong lupa at tubig ngayon at
noon)
9. Nailalarawan ang
pagkakakilanlang kultural ng
AP2KNN-IIf-
komunidad
g-9
9.1 Natutukoy at naipaliliwanag
ang mga katangiang

nagpapakilala ng sariling
komunidad (ie, tanyag na
anyong lupa o tubig,
produkto, pagkain, tanyag na
kasapi ng komunidad atbp.)
9.2 Natutukoy ang iba’t ibang
pagdiriwang ng komunidad
9.3 Natatalakay ang mga
tradisyon na nagpapakilala sa
sariling komunidad
9.4 Natatalakay ang iba’t-ibang uri
ng sining na nagpapakilala sa
sariling komunidad (ei.
panitikan, musika, sayaw,
isports atbp)
10. Naihahambing ang katangian ng
sariling komunidad sa iba pang
komunidad tulad ng likas na AP2KNN-IIh-
yaman, produkto at hanap- 10
buhay, kaugalian at mga
pagdiriwang, atbp.
11. Nasusuri ang kahalagahan ng
AP2KNN-IIi-
mga pagdriwang at tradisyon na
11
nagbubuklod ng mga tao sa
pag-unlad ng sariling komunidad
12. Nakakalahok sa mga proyekto o AP2KNN-IIj-
mungkahi na nagpapaunlad o 12
nagsusulong ng natatanging
IKATLONG MARKAHAN – Pamumuhay sa Komunidad
A. Kabuhayan sa Komunidad Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang mga produkto at
mga kaugnay na hanapbuhay na
naipamamalas ang nakapagpapahayag ng nalilikha mula sa likas yaman ng
kahalagahan ng pagpapahalaga sa pagsulong komunidad AP2PSK-IIIa-
mabuting paglilingkod ng ng mabuting paglilingkod ng 1.1 Nailalarawan ang likas na 1
mga namumuno sa mga namumuno sa yaman at pangunahing
pagsulong ng mga komunidad tungo sa produkto ng komunidad
pangunahing pagtugon sa 1.2 Naiuugnay ang mga

hanapbuhay at pagtugon pangangailangan ng mga pangunahing hanapbuhay ng
sa pangangailangan ng kasapi ng sariling komunidad komunidad sa likas na yaman
mga kasapi ng sariling ng komunidad
komunidad 2. Naipaliliwanag ang pananagutan
ng bawat isa sa pangangalaga sa
likas na yaman at pagpanatili ng
kalinisan ng sariling komunidad.
2.1 Nasasabi ang mga sanhi at
bunga ng pagkasira ng likas na
yaman ng kinabibilangang
komunidad
AP2PSK-IIIb-
2.2 Nahihinuha ang mga posibleng
2
dahilan ng tao sa pagsira ng
mga likas na yaman ng
kinabibilangang komunidad.
2.3 Nakapagbibigay ng
mungkahing paraan ng pag-
aalaga sa kapaligiran at likas
na yaman ng kinabibilangang
komunidad
B. Pamumuno at Paglilingkod 3. Nailalarawan kung paano
AP2PSK-IIIc-
sa Komunidad natutugunan ang
3
pangangailangan ng mga tao mula
sa likas yaman ng komunidad
4. Naiuugnay ang epekto ng
AP2PSK-IIId-
pagkakaroon ng hanapbuhay sa
4
pagtugon ng pangangailangan ng
komunidad at ng sariling pamilya
5. Nakikilala ang mga namumuno sa

sariling komunidad at ang
kanilang kaakibat na tungkulin at
responsibilidad AP2PSK-IIIe-
5.1 Nasasabi kung paano f-5
nagiging pinuno
5.2 Nasasabi ang katangian ng
mabuti at di mabuting pinuno

6. Nasasabi ang kahalagahan ng
AP2PSK-IIIg-
mabuting pamumuno sa pagtugon
6
ng pangangailangan ng mga tao
sa komunidad.
7. Nakikilala ang mga taong nag-
aambag sa kapakanan at
kaunlaran ng komunidad sa iba’t AP2PSK-IIIh-
ibang aspeto at paraan (ei mga 7
pribadong samahan (NGO) na
tumutulong sa pag-unlad ng
komunidad)
8. Nakapagbigay ng mga mungkahi
at dahilan upang palakasin ang
AP2PSK-IIIi-8
tama, maayos at makatwirang
pamumuno
IKAAPAT NA MARKAHAN - Pagiging Kabahagi ng Komunidad
A. Kabahagi Ako ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang kahalagahan ng
Komunidad mga paglilingkod/ serbisyo ng
naipamamalas ang nakapahahalagahan ang komunidad upang matugunan ang
AP2PKK-IVa-1
pagpapahalaga sa mga paglilingkod ng pangangailangan ng mga kasapi
kagalingang pansibiko komunidad sa sariling pag- sa komunidad.
bilang pakikibahagi sa unlad at nakakagawa ng
mga layunin ng sariling makakayanang hakbangin 2. Natutukoy ang iba pang tao na
komunidad bilang pakikibahagi sa mga naglilingkod at ang kanilang
layunin ng sariling kahalagahan sa komunidad (e.g.
AP2PKK-IVa-2
komunidad guro, pulis, brgy. tanod, bumbero,
nars, duktor, tagakolekta ng
basura, kartero, karpintero,
tubero, atbp.)
3. Naiuugnay ang pagbibigay
serbisyo/ paglilingkod ng
komunidad sa karapatan ng
bawat kasapi sa komunidad. AP2PKK-IVb-
3.1 Nasasabi na ang bawat kasapi d-3
ay may karapatan na
mabigyan ng paglilingkod/
serbisyo mula sa komunidad

3.2 Nakapagbibigay halimbawa ng
pagtupad at hindi pagtupad ng
karapatan ng bawat kasapi
mula sa mga serbisyo ng
komunidad
3.3 Naipaliliwanag ang epekto ng
pagbigay serbisyo at di
pagbigay serbisyo sa buhay ng
tao at komunidad
4. Naipaliliwanag na ang mga
karapatang tinatamasa ay may AP2PKK-IVe-4
katumbas na tungkulin bilang
kasapi ng komunidad
5. Naisasagawa ang disiplinang
pansarili sa pamamagitan ng
pagsunod sa mga tuntunin bilang
kasapi ng komunidad
5.1 Natutukoy ang mga tuntuning
sinusunod ng bawat kasapi sa
AP2PKK-IVf-5
komunidad (ei. pagsunod sa
mga babala, batas, atbp)
5.2 Natatalakay ang kahalagahan
ng mga tuntuning itinakda
para sa ikabubuti ng lahat ng
kasapi
6. Napahalagahan ang kagalingan
pansibiko sa sariling komunidad
tradisyong may kinalaman sa
pagkakabuklod buklod ng mga
tao sa komunidad AP2PKK-IVg-
6.2 Naipaliliwanag ang j-6
kahalagahan ng
pagtutulungansa paglutas mga
suliranin ng komunidad
6.3 Naipakikita ang iba’t ibang
paraan ng pagtutulungan ng

mga kasapi ng komunidad sa
pagbigay solusyon sa mga
problema sa komunidad
6.4 Nakakalahok sa mga gawaing
pinagtutulungan ng mga
kasapi para sa ikabubuti ng
pamumuhay sa komunidad

BAITANG 3
Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng
bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang konsepto ng pagpapatuloy at pagbabago,
interaksyon ng tao at kapaligirang pisikal at sosyal.
UNANG MARKAHAN - Ang Mga Lalawigan Sa Aking Rehiyon
A. Ang Kinalalagyan ng mga Ang mag-aaral ay… Ang mag-aaral ay… 1. Naipaliliwanagi ang kahulugan ng
Lalawigan sa Aking Rehiyon mga simbolo na ginagamit sa AP3LAR-Ia-1
naipamamalas ang pang- nakapaglalarawan ng pisikal mapa sa tulong ng panuntunan
Batayang heograpiya unawa sa kinalalagyan na kapaligiran ng mga (ei. katubigan, kabundukan, etc)
1. direksyon ng mga lalawigan sa lalawigan sa rehiyong 2. Nakapagbabasa at MISOSA Lesson
2. relatibong lokasyon rehiyong kinabibilangan kinabibilangan gamit ang nakapagsasagawa ng #7 (Grade IV)
3. distansya ayon sa katangiang mga batayang impormasyon interpretasyon tungkol sa
4. anyong tubig/ anyong heograpikal nito tungkol sa direksiyon, kinalalagyan ng iba’t ibang AP3LAR-Ib-2
lupa lokasyon, populasyon at lalawigan sa rehiyon gamit ang
paggamit ng mapa mga batayang heograpiya tulad
Kagamitang mapa ng distansya at direksyon
1. mapa ng rehiyon 3. Nailalarawan ang kinalalagyan ng
2. demogprahic map mga lalawigan ng sariling
AP3LAR-Ic-3
3. population map rehiyon batay sa mga nakapaligid
dito gamit ang pangunahing
direksiyon (relative location)
4. Naipaghahambing ang mga MISOSA Lesson
lalawigan sa sariling rehiyon ayon AP3LAR-Ic-4 #9-10 (Grade IV)
sa lokasyon, direksiyon, laki at
kaanyuan
5. Nailalarawan ang populasyon ng
AP3LAR-Id-5
iba’t ibang pamayanan sa sariling
lalawigan gamit ang bar graph
B. Ang Mga Lalawigan sa Ang mag-aaral ay… Ang mag-aaral ay… 6. Naihahambing ang mga lalawigan
Aking Rehiyon sa rehiyon ayon sa dami ng AP3LAR-Id-6
1. Mapang topograpiya naipamamalas ang pag- 1. nakalalahok sa populasyon gamit ang mapa ng
2. Hazard map unawa sa rehiyon bilang pangangalaga ng mga populasyon
3. Topograpiya konseptong heograpikal lalawigan bunga ng 7. Nailalarawan ang iba’t ibang
AP3LAR-Ie-7
3.1 Panahon upang mapahalagahan pakikibahagi sa nasabing lalawigan sa rehiyon ayon sa mga
3.2 Anyong tubig/ ang sariling rehiyon rehiyon katangiang pisikal at

Anyong lupa gamit ang mapa at iba pagkakakilanlang heograpikal nito
3.3 Likas yaman pang kasanayang 2. nagagamit ang kaalaman gamit ang mapang topograpiya
4. Kahalagahan at pangheograpiya sa kasanayang ng rehiyon
pangangalaga pangheograpikal sa 8. Napaghahambing ang iba’t ibang
pagpapanukala ng mga pangunahing anyong lupa at AP3LAR-Ie-8
solusyon sa pangunahing anyong tubig ng iba’t ibang
problema o isyung lalawigan sa sariling rehiyon
pangkapaligiran ng 9. Natutukoy ang pagkakaugnay-
sariling pamayanan bilang ugnay ng mga anyong tubig at AP3LAR-If-9
isang rehiyon lupa sa mga lalawigan ng sariling
rehiyon
10. Nakagagawa ng payak na mapa
na nagpapakita ng mahahalagang
AP3LAR-If-10
anyong lupa at anyong tubig ng
sariling lalawigan at mga karatig
na lalawigan nito
11. Natutukoy ang mga lugar na
sensitibo sa panganib batay sa
lokasyon at topographiya nito
11.1 Nasasabi o natataluntun ang
mga lugar ng sariling
rehiyon na sensitibo sa
AP3LAR-Ig-h-
panganib gamit ang hazard
11
map
11.2 Nakagagawa nang maagap
at wastong pagtugon sa
mga panganib na madalas
maranasan ng sariling
rehiyon.
12. Nailalarawan ang mga AP3LAR-Ih-
pangunahing likas na yaman ng 12
mga lalawigan sa rehiyon
13. Natatalakay ang wastong
pangangasiwa ng mga likas na
yaman ng sariling laalwigan at AP3LAR-Ii-13
rehiyon
13.1 Nasusuri ang matalino at di-

matalinong mga paraan ng
pangangasiwa ng mga likas
na yaman
13.2 Nakabubuo ng konklusyon
na ang matalinong
pangangasiwa ng likas na
yaman ay may kinalaman sa
pag-unlad ng sariling
lalawigan at rehiyon
14. Nakabubuo ng interprestayon ng AP3LAR-Ii-14 MISOSA Lesson
kapaligiran ng sariling lalawigan 18, 21,26,27,28,
at karatig na mga lalawigan ng 29, 30 (for specific
rehiyon gamit ang mapa regions)
IKALAWANG MARKAHAN - Ang Mga Kwento Ng Mga Lalawigan Sa Sariling Rehiyon
A. Ang mga Kwento ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Nauunawaan ang kasaysayan ng
Rehiyon kinabibilangang rehiyon
naipapamalas ang pang- nakapagpapamalas ang mga 1.1 Naisalaysay ang pinagmulan ng
1. Pinagmulan at mga unawa at pagpapahalaga mag-aaral ng pagmamalaki sariling lalawigan at mga
Pagbabago ng iba’t ibang kwento sa iba’t ibang kwento at karatig na lalawigan sa
2. Makasaysayang pook at and mga sagisag na sagisag na naglalarawan ng pamamagitan ng malikhaing
pangyayari sa Iba’t naglalarawan ng sariling sariling lalawigan at mga pagpapahayag at iba pang
Ibang Lalawigan lalawigan at mga karatig karatig lalawigan sa likhang sining
3. Simbolo ng mga lalawigan sa kinabibilangang rehiyon 1.1.1 Natutukoy ang
Lalawigan kinabibilangang rehiyon kasaysayan ng pagbuo
4. Mga Bayani ng mga ng sariling lalawigan
AP3KLR-IIa-
Lalawigan ayon sa batas
b-1
1.1.2 Naisasalaysay ang mga
pagbabago ng sariling
lalawigan at mga karatig
na lalawigan sa rehiyon
tulad ng laki nito,
pangalan, lokasyon,
populasyon, mga
istruktura at iba pa
1.2 Nakabubuo ng timeline ng mga
makasaysayang pangyayari sa
rehiyon sa iba’t ibang

malikhaing pamamaraan
1.3 Nasasabi ang mga paraan ng
pagtutulungan ng mga
lalawigan sa rehiyon noon at sa
kasalukuyan
B. Pagpapahalaga sa mga 2. Natatalakay ang mga pagbabago
Sagisag ng Kinabibilangang at nagpapatuloy sa sariling AP3KLR-IIc-2
Lalawigan at Rehiyon lalawigan at kinabibilangang
rehiyon
3. Naisasalaysay o naisasadula ang
kwento ng mga makasaysayang
AP3KLR-IId-3
pook o pangyayaring
nagpapakilala sa sariling lalawigan
at mga karatig nito sa rehiyon
4. Natatalakay ang kahulugan ng
ilang simbolo at sagisag ng AP3KLR-IIe-4
sariling lalawigan at rehiyon
5. Naihahambing ang ilang simbolo
at sagisag na nagpapakilala ng
AP3KLR-IIf-5
iba’t ibang lalawigan sa sariling
rehiyon
“official hymn” at iba pang sining
AP3KLR-IIg-6
na nagpapakilala ng sariling
7. Naipagmamalaki ang mga bayani
ng sariling lalawigan at rehiyon
7.1 Nakikilala ang mga bayani ng
mga sariling lalawigan at
rehiyon
7.2 Napahahalagahan ang AP3KLR-IIh-
pagpupunyagi ng mga bayani i-7
ng sariling lalawigan at
rehiyon sa malikhaing
pamamaraan
7.3 Nakalilikha ng anumang sining
tungkol sa bayani ng

lalawigan o rehiyon na nais
tularan
8. Nakasusulat ng payak na kwento/
1-2 talata tungkol sa lalawigan sa
AP3KLR-IIj-8
kinabibilangang rehiyon na naging
katangi-tangi para sa sarili.
IKATLONG MARKAHAN - Ang Pagkakakilanlang Kultural Ng Kinabibilangang Rehiyon
A. Ang Kultura ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Naibibigay ang kahulugan ng AP3PKR-IIIa-
Lalawigan at sariling kultura at mga kaugnay na 1
Kinabibilangang Rehiyon naipapamalas ang pag- nakapagpapahayag ng may konsepto
unawa at pagpapahalaga pagmamalaki at pagkilala sa 2. Naipaliliwanag na ang mga salik
1. Mga Tao sa pagkakakilanlang nabubuong kultura ng mga heograpikal katulad ng lokasyon
AP3PKR-IIIa-
2. Panahanan kultural ng lalawigan sa kinabibilangang at klima ay naka iimpluwensiya sa
2
3. Dialekto at Wika kinabibilangang rehiyon rehiyon pagbuo at paghubog ng uri ng
4. Paniniwala at Tradisyon pamumuhay ng mga lalawigan at
5. Pagdiriwang rehiyon
6. Katutubong Sining 3. Nailalarawan ang
(tula/awit/ sayaw/laro) pagkakakilanlang kultural ng
7. Bagay Pang-kultura kinabibilangang rehiyon
(pagkain, produkto, 3.1 Nailalarawan ang
atbp) pagkakakilanlang kultura ng
8. Katawagan sariling lalawigan
3.2 Naiisa-isa ang mga pangkat
ng mga tao sa sariling
AP3PKR-IIIb-
c-3
3.3 Nakapagbibigay ng mga
halimbawang salita mula sa
mga wika at diyalekto sa
3.4 Nailalarawan ang mga
kaugalian, paniniwala at
tradisyon ng sariling lalawigan
at ng rehiyon.
B. Pagpapahalaga sa 4. Naipaliliwanag ang kahalagahan
AP3PKR-IIId-
Pagkakakilanlang Kultural ng mga makasaysayan lugar at
4
ng Sariling Lalawigan at ang mga saksi nito sa
Rehiyon pagkakakilanlang kultura ng

5. Naihahambing ang pagkakatulad
at pagkakaiba ng mga kaugalian,
AP3PKR-IIIe-
paniniwala at tradisyon sa sariling
5
lalawigan sa karatig lalawigan sa
kinabibilangang rehiyon at sa
ibang lalawigan at rehiyon
6. Nasusuri ang papel na
ginagampanan ng kultura sa
AP3PKR-IIIf-
pagbuo ng pagkakakilanlan ng
6
sariling lalawigan at rehiyon, at
sa Pilipinas
7. Napahahalagahan ang iba’t ibang
AP3PKR-IIIf-
pangkat ng tao sa lalawigan at
7
rehiyon
8. Napapahalagahan ang mga sining
(tula/awit/ sayaw) na
nagpapakilala sa lalawigan at AP3PKR-IIIg-
rehiyon sa pamamagitan ng 8
pakikilahok sa mga gawain na
nagsusulong ng pagpapahalaga sa
mga sining sa lalawigan
9. Naipapakita sa iba’t-ibang sining
ang pagmamalaki sa mga
natatanging kaugalian, paniniwala AP3PKR-IIIh-
at tradisyon ng iba’t ibang 9
lalawigan sa kinabibilangang
rehiyon
10. Natutukoy ang mga katawagan sa
iba’t ibang layon sa AP3PKR-IIIi-
kinabibilanagng rehiyon (e.g. 10
paggalang, paglalambing,
pagturing)
11. Nakagagawa ng isang payak na
mapang kultural na nagpapakilala AP3PKR-IIIj-
ng kultura ng ibat ibang lalawigan 11
sa rehiyon

IKAAPAT NA KARKHAN - Ekonomiya At Pamamahala
A. Ang Ekonomiya ng mga Ang mag-aaral ay… Ang mag-aaral ay… 1. Naiuugnay ang kapaligiran sa uri
AP3EAP-IVa-
Lalawigan sa Rehiyon ng pamumuhay ng kinabibilangang
1
naipamamalas ang pang- nakapagpapakita ng lalawigan
unawa sa mga gawaing aktibong pakikilahok sa mga 2. Naipapaliwanag ang iba’t ibang
1. Kabuhayan at pangkabuhayan at gawaing panlalawigan tungo pakinabang pang ekonomiko ng AP3EAP-IVa-
pinagkukunanng bahaging ginagampanan sa ikauunlad ng mga mga likas yaman ng lalawigan at 2
yaman ng pamahalaan at ang lalawigan sa kinabibilangang kinabibilangang rehiyon
2. Produkto mga kasapi nito, mga rehiyon 3. Natatalakay ang pinanggalingan MISOSA Lesson
AP3EAP-IVb-
3. Industriya pinuno at iba pang ng produkto ng kinabibilagang #31 (Grade IV)
3
4. Kalakalan naglilingkod tungo sa lalawigan
5. Negosyo pagkakaisa, kaayusan at 4. Naiisa-isa ang mga produkto at
6. Inprastraktura kaunlaran ng mga AP3EAP-IVb-
kalakal na matatagpuan sa
7. Uri ng Empleyo lalawigan sa 4
kinabibilangang rehiyon
kinabibilangang rehiyon 5. Naipakikita ang ugnayan ng
kabuhayan ng mga lalawigan sa AP3EAP-IVc-5
kinabibilangang rehiyon at sa
ibang rehiyon
6. Naiuugnay ang pakikipagkalakalan
sa pagtugon ng mga
AP3EAP-IVc-6
pangangailangan ng sariling
lalawigan at mga karatig na
lalawigan sa rehiyon at ng bansa.
7. Natutukoy ang inprastraktura
(mga daanan, palengke) ng mga AP3EAP-IVd-
lalawigan at naipaliliwanag ang 7
kahalagahan nito sa kabuhayan
8. Naipaliliwanag ang iba’t ibang
aspeto ng ekonomiya
(pangangailangan, produksyon, AP3EAP-IVd-
kalakal, insprastraktura, atbp.) sa 8
pamamagitan ng isang graphic
organizer
9. Natutukoy na ang rehiyon ay
AP3EAP-IVe-
binibuo ng mga lalawigan na may
9
sariling pamunuan

B. Ang Pamamahala sa mga 10. Natutukoy na ang rehiyon ay AP3EAP-IVe-
Lalawigan ng binibuo ng mga lalawigan na may 10
Kinabibilangang Rehiyon sariling pamunuan
11. Natutukoy ang mga tungkulin at
1. Mga Pinuno ng mga pananagutan ng mga namumuno AP3EAP-IVf-
Lalawigan sa Rehiyon sa mga lalawigan ng 11
2. Pamamahala at kinabibilangang rehiyon
Programa/ Proyekto/ 12. Natatalakay ang mga paraan ng
AP3EAP-IVf-
Serbisyo pagpili ng pinuno ng mga
12
3. Karapatan at Tungkulin lalawigan
13. Naipapaliwang ang kahalagahan
AP3EAP-IVg-
ng pagkakaroon ng pamahalaan sa
13
bawat lalawigan sa
14. Naipaliliwanag ang dahilan ng AP3EAP-IVg-
paglilingkod ng pamahalaan ng 14
mga lalawigan sa mga kasapi nito.
15. Natutukoy ang iba’t ibang paraan
AP3EAP-IVh-
sa pakikiisa sa mga proyekto ng
15
pamahalaan ng mga lalawigan sa
16. Nakalalahok sa mga gawaing
nakatutulong sa pagkakaisa, AP3EAP-IVi-
kaayusan at kaunlaran ng sariling 16
lalawigan at kinabibilangang
rehiyon

BAITANG 4
PAMANTAYAN SA PAGKATUTO: Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa
paggamit ng mga kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga
mithiin ng bansang Pilipinas.
UNANG MARKAHAN - Ang Aking Bansa
A. Pagkilala sa Bansa Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang konsepto ng
bansa
naipamamalas ang pag- naipapaliwanag na ang 1.1 Nakapagbibigay ng halimbawa
AP4AAB-Ia-1
unawa sa konsepto ng Pilipinas ay isang bansa ng bansa
bansa. 1.2 Naiisa-isa ang mga katangian
ng bansa
2. Nakapagbubuo ng kahulugan ng AP4AAB-Ib-2
bansa
3. Naipapaliwanag na ang Pilipinas ay AP4AAB-Ib-3
isang bansa
B. Ang Kinalalagyan ng Naipamamalas ang pang- Naipamamalas ang 4. Natutukoy ang relatibong lokasyon MISOSA Lesson #1
Aking Bansa unawa sa kasanayan sa paggamit (relative location) ng Pilipinas (Grade IV)
AP4AAB-Ic-4
pagkakakilanlan ng bansa ng mapa sa pagtukoy ng batay sa mga nakapaligid dito
Batayang heograpiya ayon sa mga katangiang iba’t ibang lalawigan at gamit ang pangunahin at
1. direksyon heograpikal gamit ang rehiyon ng bansa pangalawang direksyon
2. relatibong lokasyon mapa. 5. Natutukoy sa mapa ang
AP4AAB-Ic-5
3. distansya kinalalagyan ng bansa sa rehiyong
Asya at mundo
Uri ng mapa 6. Nakapagsasagawa ng MISOSA Lesson #1
1. mapa ng Pilipinas sa interpretasyon tungkol sa (Grade IV)
mundo kinalalagyan ng bansa gamit ang AP4AAB-Id-6
2. mapa ng mga lalawigan mga batayang heograpiya tulad ng
at rehiyon iskala, distansya at direksyon
3. mapa ng populasyon 7. Natatalunton ang mga hangganan
at lawak ng teritoryo ng Pilipinas AP4AAB-Id-7
gamit ang mapa
8. Naiuugnay ang klima at panahon MISOSA Lesson #9
sa lokasyon ng bansa sa mundo. (GRADE IV)
AP4AAB-Ie-f-8
8.1 Nakikilala na ang Pilipinas ay
isang bansang tropikal

8.2 Natutukoy ang iba pang salik
(temperatura, dami ng ulan)
na may kinalaman sa klima
ng bansa
8.3 Nailalarawan ang klima sa iba’t
ibang bahagi ng bansa sa
tulong ng mapang pangklima
8.4 Naipapaliwanag na ang klima
ay may kinalaman sa uri
ngmga pananim at hayop sa
Pilipinas
9. Naipaliliwanag ang katangian ng MISOSA Lesson
Pilipinas bilang bansang maritime AP4AAB-Ig-9 #13 (Grade VI)
o insular
C. Ang Katangiang Pisikal ng 10. Nailalarawan ang bansa ayon sa MISOSA Lessons
Aking Bansa mga katangiang pisikal at 15-22 (Grade VI)
pagkakakilanlang heograpikal nito
Uri ng Mapa 10.1 Napaghahambing ang iba’t
1. Mapang pisikal ibang pangunahing anyong
2. Mapang pangklima lupa at anyong tubig ng
3. Mapang topograpiya bansa
3.1 lokasyon 10.2 Natutukoy ang mga
3.2 klima/ panahon pangunahing likas na yaman
3.3 anyong tubig/ ng bansa
anyong lupa 10.3 Naiisa-isa ang mga
AP4AAB-Ig-
magagandang tanawin at
h-10
lugar pasyalan bilang
yamang likas ng bansa
10.4 Naihahambing ang
topograpiya ng iba’t ibang
rehiyon ng bansa gamit ang
mapang topograprapiya
10.5 Naihahambing ang iba’t
ibang rehiyon ng bansa ayon
sa populasyon gamit ang
mapa ng populasyon

11. Nailalarawan ang kalagayan ng
Pilipinas na nasa “Pacific Ring of AP4AAB-Ii-11
Fire” at ang implikasyon nito.
12. Nakagagawa ng mga mungkahi
upang mabawasan ang masamang
epekto dulot ng kalamidad
12.1 Natutukoy ang mga lugar sa
Pilipinas na sensitibo sa AP4AAB-Ii-j-
panganib gamit ang hazard 12
map
12.2 Nakagagawa ng nang
maagap at wastong
pagtugon sa mga panganib
13. Nakapagbibigay ng konlusyon
tungkol sa kahalagahan ng mga
AP4AAB-Ij-13
katangiang pisikal sa pag-unlad ng
bansa
IKALAWANG MARKAHAN - Lipunan, Kultura at Ekonomiya ng Aking Bansa
A. Gawaing Pangkabuhayan Ang mag-aaral ay… Ang mag-aaral ay… 1. Nailalarawan ang mga gawaing
ng Bansa pangkabuhayan sa iba’t ibang
1. Likas yaman nasusuri ang mga iba’t nakapagpapakita ng lokasyon ng bansa
2. Kahalagahan at ibang mga gawaing pagpapahalaga sa iba’t 1.1 Naiuugnay ang kapaligiran sa uri
pangangalaga pangkabuhayan batay sa ibang hanapbuhay at ng hanap buhay
3. Kabuhayan at heograpiya at mga gawaing pangkabuhayan 1.2 Naihahambing ang mga
pinagkukunang yaman oportunidad at hamong na nakatutulong sa produkto at kalakal na
kaakibat nito tungo sa pagkakakilanlang Pilipino matatagpuan sa iba’t ibang AP4LKE-IIa-1
Uri ng Mapa likas kayang pag-unlad. at likas kayang pag-unlad lokasyon ng bansa (Hal:
1. mapang pisikal ng bansa. pangingisda, paghahabi,
2. mapang pangklima pagdadaing, pagsasaka, atbp.)
3. mapa ng mga produkto 1.3 Nabibigyang-katwiran ang pang-
aangkop na ginawa ng mga tao
sa kapaligiran upang matugunan
ang kanilang pangangailangan
2. Naipaliliwanag ang iba’t ibang
pakinabang pang ekonomiko ng
AP4LKE-IIb-2
mga likas yaman ng bansa

3. Nasusuri ang kahalagahan ng
matalinong pagpapasya sa
pangangasiwa ng mga likas na
yaman ng bansa
3.1 Natatalakay ang ilang mga
isyung pangkapaligiran ng bansa
3.2 Naipaliliwanag ang matalino at
di-matalinong mga paraanng
pangangasiwa ng mga likas
nayaman ng bansa
3.3 Naiuugnay ang matalinong AP4LKE-IIb-d-
pangangasiwa ng likas na yaman 3
sa pag-unlad ng bansa
pananagutan ng bawat kasapi sa
pangangasiwa at pangagalaga
ng pinagkukunang yaman ng
bansa
3.5 Nakapagbibigay ng mungkahing
paraan ng wastong
pangangasiwa ng likas yaman
ng bansa
4. Naiuugnay ang kahalagahan ng
pagtangkilik sa
AP4LKE-IId-4
sariling produkto sa pag-unlad at
pagsulong ng bansa
5. Natatalakay ang mga hamon at
oportunidad sa mga gawaing AP4LKE-IId-5
pangkabuhayan ng bansa.
6. Nakalalahok sa mga gawaing
lumilinang sa pangangalaga, at
nagsusulong ng likas kayang pag- AP4LKE-IIe-6
unlad (sustainable development)
ng mga likas yaman ng bansa
B. Pagkakilanlang Kultural Ang mag-aaral ay… Ang mag-aaral ay… 7. Nailalarawan ang mga
AP4LKE-IIe-f-
pagkakakilanlang kultural ng
7
Uri ng mapang kakailanganin naipamamalas ang pag- naipagmamalaki ang Pilipinas

1. relihiyon unawa sa pagkakilanlang pagkakakilanlang kultural 7.1 Natutukoy ang ilang
2. panahanan Pilipino batay sa ng Pilipino batay sa pag- halimbawa ng kulturang
3. Katutubong Pamayanan pagpapahalaga sa unawa, pagpapahalaga at Pilipino sa iba’t ibang rehiyon
(indigenous peoples/ pagkakaiba-iba ng mga pagsusulong ng pangkat ng Pilipinas (tradisyon,
Indigenous Cultural pamayanang pangkultural, pangkat etno- relihiyon, kaugalian,
Community) kultural. linggwistiko at iba pang paniniwala, kagamitan, atbp.)
4. pangkat etno- pangkat panlipunan na 7.2 Natatalakay ang kontribusyon
linggwistiko bunga ng migrasyon at ng mga iba’t ibang pangkat
5. Kaugalian, tradisyon, “inter-marriage”. (pangkat etniko, pangkat etno-
paniniwala linguistiko at iba pang pangkat
6. Pamanang Pook panlipunan na bunga ng
migrasyon at “inter-marriage”)
sa kulturang Pilipino
7.3 Natutukoy ang mga pamanang
pook bilang bahagi ng
pagkakakilanlang kulturang
Pilipino
7.4 Nakagagawa ng mungkahi sa
pagsusulong at pagpapaunlad
kulturang Pilipino
8. Nasusuri ang papel na
ginagampanan ng kultura sa AP4LKE-IIg-8
pagbuo ng pagkakakilanlang
Pilipino
9. Naipapakita ang kaugnayan ng
heograpiya, kultura at
AP4LKE-IIg-9
pangkabuhayang gawain sa
pagbuo ng pagkakilanlang Pilipino

AP4LKE-IIh-
pambansang awit at watawat
10
bilang mga sagisag ng bansa
11. Nakabubuo ng plano na

magpapakilala at magpapakita ng AP4LKE-IIi-11
pagmamalaki sa kultura ng mga
rehiyon sa malikhaing paraan.

12. Nakasusulat ng sanaysay na
AP4LKE-IIj-12
tumatalakay sa pagpapahalaga at
pagmamalaki ng kulturang Pilipino
IKATLONG MARKAHAN – Ang Pamamahala Sa Aking Bansa
A. Ang Pambansang Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang kahulugan at MISOSA Lesson #26
AP4PAB-IIIa-
Pamahalaan kahalagahan ng pambansang (GRADE VI)
1
1. Balangkas naipamamalas ang pang- nakapagpapakita ng pamahalaan
2. Mga Kapangyarihan ng unawa sa bahaging aktibong pakikilahok at
mga Sangay ginagampanan ng pakikiisa sa mga proyekto 2. Nasusuri ang balangkas o MISOSA Lesson #28
3. Sagisag ng bansa pamahalaan sa lipunan, at gawain ng pamahalaan istruktura ng pamahalaan ng (Grade VI)
mga pinuno at iba pang at mga pinuno nito tungo Pilipinas
naglilingkod sa sa kabutihan ng lahat 2.1 Natatalakay ang
pagkakaisa, kaayusan at (common good) kapangyarihan ng tatlong
kaunlaran ng bansa sangay ng pamahalaan
(ehekutibo, lehislatura at
hudikatura)
AP4PAB-IIIa-
2.2 Natatalakay ang antas ng
b-2
pamahalaan (pambansa at
lokal)
namumuno ng bansa
2.4 Natatalakay ang paraan ng
pagpili at ang kaakibat na
kapangyarihan ng mga
namumuno ng bansa
3. Nasusuri ang mga ugnayang
kapangyarihan ng tatlong sangay
ng pamahalaan
3.1 Naipaliliwanag ang
“separation of powers” ng
tatlong sangay ng AP4PAB-IIIc-
pamahalaan 3
3.2 Naipaliliwanag ang “check
and balance” ng
kapangyarihan sa bawat
isang sanga

B. Ang Pamahalaan at Naipapaliwanag ang 4. Natatalakay ang epekto ng
AP4PLR-IIId-
Serbisyong Panlipunan tungkulin ng pamahalaan mabuting pamumuno sa pagtugon
4
na itaguyod ang ng pangangailangan ng bansa
karapatan ng mga
mamamayan 5. Natatalakay ang kahulugan ng
ilang simbolo at sagisag ng
AP4PAB-IIId-
kapangyarihan ng pamahalaan
5
(ei. executive, legislative,
judiciary)
6. Nasusuri ang mga paglilingkod ng MISOSA Lesson

pamahalaan upang matugunan #29 (Grade VI)
ang pangangailangan ng bawat
mamamayan
6.1 Naiisa isa ang mga
programang pangkalusugan
6.2 Nasasabi ang mga
pamamaraan sa
pagpapaunlad ng edukasyon
sa bansa
AP4PAB-IIIf-
6.3 Nakakapagbigay halimbawa
g-6
ng mga programa
pangkapayapaan
6.4 Nasasabi ang mga paraan ng
pagtataguyod ng ekonomiya
ng bansa
6.5 Nakakapag bigay halimbawa
ng mga programang pang-
inprastraktura atbp ng
pamahalaan
7. Nasusuri ang tungkulin ng

pamahalaan na itaguyod ang
AP4PAB-IIIh-
karapatan ng bawat
7
mamamayan

8. Nasusuri ang mga proyekto at
iba pang gawain ng pamahalaan
AP4PAB-IIIi-8
sa kabutihan ng lahat o
nakararami
9. Nasusuri ang iba’t ibang paraan
ng pagtutulungan ng
pamahalaang pambayan,
AP4PAB-IIIj-9
pamahalaang panlalawigan at
iba pang tagapaglingkod ng
pamayanan
IKAAPAT NA MARKAHAN - Kabahagi Ako sa Pag-unlad ng Aking Bansa
Mga Karapatan at Tungkulin ng Ang mag-aaral ay Ang mag-aaral ay 1. Natatalakay ang konsepto ng
Mamamayang Pilipino pagkamamamayan
naipamamalas ng mag- nakikilahok sa mga 1.1. Natutukoy ang batayan ng AP4KPB-IVa-
1. Kagalingang pansibiko aaral ang pang-unawa at gawaing pansibiko na pagka mamamayang Pilipino b-1
2. Karapatang Panlipunan pagpapahalaga sa nagpapakita ng pagganap 1.2. Nasasabi kung sino ang mga
3. Karapatang Pantao kanyang mga karapatan sa kanyang tungkulin mamamayan ng bansa
4. Karapatang pambansa at tungkulin bilang bilang mamamayan ng 2. Natatalakay ang konsepto ng
mamamayang Pilipino bansa at pagsasabuhay karapatan at tungkulin
ng kanyang karapatan. 2.1 Natatalakay ang mga
karapatan ng mamamayang AP4KPB-IVc-2
Pilipino
2.2 Natatalakay ang tungkulin ng
mamamayang Pilipino
3. Natatalakay ang mga tungkuling
AP4KPB-IVc-3
kaakibat ng bawat karapatang
tinatamasa.
4. Natatalakay ang kahalagahan ng MISOSA Lessons
mga gawaing pansibiko ng bawat 44-48 (Grade VI)
isa bilang kabahagi ng bansa
4.1 Naibibigay ang kahulugan ng
kagalingang pansibiko (civic AP4KPB-IVd-
efficacy) e-4
4.2 Natatalakay ang mga gawaing
nagpapakita ng kagalingan
pansibiko ng isang kabahagi ng
bansa (hal. Pagtangkilik ng

produktong Pilipino, pagsunod
sa mga batas ng bansa,
tumulong sa paglilinis ng
kapaligiran).
4.3 Nahihinuha ang epekto ng
kagalingang pansibiko sa pag-
unlad ng bansa.
5. Nabibigyang halaga ang bahaging
ginagampanan ng mga
mamamayan sapagtataguyod ng
kaunlaran ng bansa
5.1 Naipaliliwanag kung paano
itinataguyod ng
mgamamamayan ang
kaunlaran ng bansa AP4KPB-IVf-
5.2 Naipaliliwanag kung paano g-5
makatutulong sa pagunlad at
pagsulong ng bansa ang
pagpapaunlad sa sariling
kakayahan at kasanayan
5.3 Naibibigay ang kahulugan at
katangian ng pagiging
produktibong mamamayan
6. Napahahalagahan ang mga
pangyayari at kontribusyon ng mga
Pilipino sa iba’t-ibang panig ng AP4KPB-IVh-6
daigdig tungo sa kaunlaran ng
bansa (hal. OFW)
7. Naipakikita ang pakikilahok sa mga
programa at proyekto ng AP4KPB-IVi-7
pamahalaan na nagtataguyod ng
mga karapatan ng mamamayan
8. Nakapagsusulat ng sanaysay
AP4KPB-IVj-8
tungkol sa pagka-Pilipino at sa
Pilipinas bilang bansa

BAITANG 5
PAMANTAYAN SA PAGKATUTO: Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa mga
malalaking pagbabagong pang-ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang
konsepto katulad ng kahalagahang pangkasaysayan (historical significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto
tungo sa paglinang ng isang batang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at
makabansa at may pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na
kinabukasan para sa bansa.
UNANG MARKAHAN - Ang Pinagmulan ng Lahing Pilipino
A. Ang Kinalalagyan ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Nailalarawan ang lokasyon ng MISOSA Lessons
Bansa Pilipinas sa mapa #2,3,6,8
naipamamalas ang naipamamalas ang 1.1 Natutukoy ang kinalalagyan (Grade IV)
Batayang heograpiya mapanuring pag-unawa pagmamalaki sa nabuong ng Pilipinas sa mundo gamit
1. Absolute na lokasyon gamit at kaalaman sa kabihasnan ng mga ang mapa batay sa ”absolute
ang mapa kasanayang sinaunang Pilipinogamit ang location” nito (longitude at
1.1 Prime meridian, pangheograpiya, ang kaalaman sa kasanayang latitude)
AP5PLP-Ia-1
International Date mga teorya sa pangheograpikal at 1.2 Natutukoy ang relatibong
Line, Equator, North pinagmulan ng lahing mahahalagang konteksto ng lokasyon (relative location)
and South Poles, Pilipino upang kasaysayan ng lipunan at ng Pilipinas batay sa karatig
Tropics of Cancer and mapahahalagahan ang bansa kabilang ang mga bansa na nakapaligid dito
Capricorn at Arctic and konteksto ng lipunan/ teorya ng pinagmulan at gamit ang pangunahin at
Antarctic Circles pamayanan ng mga pagkabuo ng kapuluan ng pangalawang direksyon
1.2 Likhang guhit sinaunang Pilipino at ang Pilipinas at ng lahing Pilipino
2. Relatibong lokasyon kanilang ambag sa 2. Nailalarawan ang klima ng
3. Klima at panahon pagbuo ng kasaysayan Pilipinas bilang isang bansang
ng Pilipinas tropikal ayon salokasyon nito sa
mundo
2.1 Natutukoy ang mga salik na
may kinalaman sa klima ng
bansa tulad ng temperatura, AP5PLP-Ib-c-
dami ng ulan, humidity 2
pagkakaiba ng panahon at
klima sa iba’t ibang bahagi ng
mundo
2.3 Naiugnay ang uri ng klima at
panahon ng bansa ayon sa
lokasyon nito sa mundo
3. Naipaliliwanag ang katangian ng
AP5PLP-Ic-3
Pilipinas bilang bansang
archipelago
B. Pinagmulan ng Pilipinas at 4. Naipaliliwanag ang teorya sa
mga Sinaunang Kabihasnan pagkakabuo ng kapuluan at
AP5PLP-Id-4
pinagmulan ng Pilipinas batay sa
Teorya ng pagkabuo ng Pilipinas teoryang Bulkanismo at
“Continental Shelf”
5. Nakabubuo ng pansariling
paninindigan sa
pinakapanipaniwalang teorya ng
pinagmulan ng lahing Pilipino
batay sa mga ebidensiya
5.1 Natatalakay ang teorya ng
pandarayuhan ng tao mula sa
rehiyong Austronesyano
AP5PLP-Ie-5
5.2 Natatalakay ang iba pang
mga teorya tungkol sa
pinagmulan ng mga unang
tao sa Pilipinas
5.3 Nakasusulat ng maikling
sanaysay (1-3 talata) ukol sa
mga teoryang natutunan
C. Mga Sinaunang Lipunang 6. Naipagmamalaki ang lipunan ng

Pilipino sinaunang Pilipino
1. Organisasyong 6.1 Natatalakay ang mga uri ng
panlipunan: barangay at lipunan sa iba’t ibang bahagi
sultanato, mga uring ng Pilipinas
panlipunan 6.2 Naipaliliwanag ang ugnayan
AP5PLP-If-6
2. Kabuhayan at kalakalan, ng mga tao sa iba’t ibang
mga kagamitan, antas na bumubuo ng
konsepto ng pagmamay- sinaunung lipunan
ari ng lupa, 6.3 Natatalakay ang papel ng
3. Kultura: paniniwala, batas sa kaayusang
tradisyon, iba’t ibang uri panlipunan

at anyo ng sining at 7. Nasusuri ang kabuhayan ng
arkitektura sinaunang Pilipino
4. Kagawiang panlipunan: 7.1 Natatalakay ang kabuhayan
pag-aaral, panliligaw, sa sinaunang panahon
kasal, ugnayan sa kaugnay sa kapaligiran, ang
pamilya mga kagamitan sa iba’t ibang AP5PLP-Ig-7
kabuhayan, at mga
produktong pangkalakalan
7.2 Natatalakay ang kontribusyon
ng kabuhayan sa pagbuo ng
sinaunang kabihasnan
8. Naipaliliwanag ang mga
sinaunang paniniwala at AP5PLP-Ig-8
tradisyon at ang impluwensiya
nito sa pang-araw-araw na buhay
9. Naihahambing ang mga
paniniwala noon at ngayon upang
AP5PLP-Ih-9
maipaliwanag ang mga nagbago
at nagpapatuloy hanggang sa
kasalukuyan
10. Natatalakay ang paglaganap ng
AP5PLP-Ii-10
relihiyong Islam sa ibang bahagi
ng bansa.
11. Nasusuri ang pagkakapareho at
pagkakaiba ng kagawiang AP5PLP-Ii-11
panlipunan ng sinaunang Pilipino
sa kasalukuyan
12. Nakakabuo ng konklusyon
tungkol sa kontribusyon ng
AP5PLP-Ij-12
sinaunang kabihasnan sa
pagkabuo ng lipunang at
pagkakakilanlang Piliipino
IKALAWANG MARKAHAN - Pamunuang Kolonyal ng Espanya (ika16 hangang ika 17 siglo)
A. Konteksto at Dahilan ng Naipamamalas ang Nakapagpapahayag ng 1. Natatalakay ang kahulugan ng
Pananakop sa Bansa mapanuring pag-unawa kritikal na pagsusuri at kolonyalismo at ang konteksto AP5PKE-IIa-1
sa konteksto,ang pagpapahalaga sa konteksto nito kaugnay sa pananakop ng
1. Kahulugan at layunin ng bahaging ginampanan at dahilan ng kolonyalismong Espanya sa Pilipinas

kolonyalismo ng simbahan sa, layunin Espanyol at ang epekto ng 2. Naipapaliwanag ang mga dahilan
AP5PKE-IIa-2
2. Paghahati ng mundo sa at mga paraan ng mga paraang pananakop sa at layunin ng kolonyalismong
pagitan ng Portugal at pananakopng Espanyolsa katutubong populasyon Espanyol
Espanya at mga Pilipinas at ang epekto 3. Nakabubuo ng timeline ng mga
paglalakbay ng Espanya ng mga ito sa lipunan. paglalakbay ng Espanyol sa
3. Mga dahilan ng Espanya Pilipinas hanggang sa AP5PKE-IIb-3
sa pananakop ng pagkakatatag ng Maynila at mga
Pilipinas unang engkwentro ng mga
Espanyol at Pilipino
B. Mga Paraan ng Pananakop 4. Nasusuri ang iba-ibang
perspektibo ukol sa pagkakatatag AP5PKE-IIb-4
1. Kristiyanisasyon ng kolonyang Espanyol sa
2. Paglipat ng mga Pilipinas
komunidad 5. Natatalakay ang mga paraan ng MISOSA Lessons
(reduccion) pagsasailalim ng katutubong #14, 15 (Grade V)
3. Tributo sa populasyon sa kapangyharihan
pamamagitan ng ng Espanya AP5PKE-IIc-
encomienda 5.1 proseso ng Kristiyanisasyon d-5
4. Sapilitang paggawa 5.2 Reduccion
(forced labor) 5.3 Tributo at encomienda
5.4 Sapilitang paggawa
6. Nasusuri ang relasyon ng mga
paraan ng pananakop ng
Espanyol sa mga katutubong
populasyon sa bawat isa.
6.1 Naiuugnay ang
Kristiyanisasyon sa reduccion
6.2 Natatalakay ang konsepto ng
encomienda at mga AP5PKE-IIe-
kwantitatibong datos ukol sa f-6
tributo, kung saan ito
kinolekta, at ang halaga ng
mga tributo
6.3 Nasusuri ang mga patakaran,
papel at kahalagahan ng
sapilitang paggawa sa
pagkakatatag ng kolonya sa

Pilipinas
C. Ugnayan ng Simbahan at 7. Nasusuri ang naging reaksyon ng
AP5PKE-IIg-7
Pamahalaang Kolonyal mga Pilipino sa Kristiyanismo
1. Ang Pilipinas sa 8. Natatalakay ang kapangyarihang

Pamamahala ng Patronato Real
mga Prayle 8.1 Nasusuri ang pamamalakad
(Conquistador) ng mga prayle sa
2. Gampanin (Role) ng pagpapaunlad ng sinaunang
mga Prayle Pilipino
AP5PKE-IIg-
3. Reaksyon ng mga 8.2 Natutukoy ang mga tungkulin
h-8
Pilipino sa o papel ng mga prayle sa
Pamamahala ng ilalim ng Patronato Real
mga Prayle 8.3 Naipaliliwanang ang mga
naging reaksyon ng mga
Pilipino sa pamamahala ng
mga prayle.
9. Nakapagbibigay ng sariling
pananaw tungkol sa naging AP5PKE-IIi-9
epekto sa lipunan ng
pamamahala ng mga prayle
IKATLONG MARKAHAN - Pagbabagong Kultural sa Pamamahalang Kolonyal ng mga Espanyol
A. Pagbabago sa Lipunan sa Naipamamalas ang Nakakapagpakita ng 1. Nasusuri ang pagbabago sa MISOSA Lessons 4-
Ilalim ng Pamahalaang mapanuring pag-unawa pagpapahalaga at panahanan ng mga Pilipino sa 10 (Grade V)
Kolonyal sa mga pagbabago sa pagmamalaki sa panahon ng Español (ei
AP5KPK-IIIa-
lipunan ng sinaunang pagpupunyagi ng mga pagkakaroon ng organisadong
1A
1. Pamamahala Pilipino kabilang ang Pilipino sa panahon ng poblasyon, uri ng tahanan,
1.1 Pamahalaang sentral pagpupunyagi ng ilang kolonyalismong Espanyol nagkaroon ng mga sentrong
1.2 Pamahalaang local pangkat na mapanatili pangpamayanan, at iba pa.)
1.3 Tungkulin ng mga ang kalayaan sa
opisyales Kolonyalismong Espanyol 2. Napaghahambing ang antas ng MISOSA Lesson #5
2. Antas ng Katayuan ng at ang impluwensya nito katayuan ng mga Pilipino sa (Grade V)
mga Pilipino sa kasalukuyang lipunan bago dumating ang mga
AP5KPK-IIIb-
3. Uri ng edukasyon panahon. Espanyol at sa Panahon ng
2
Kolonyalismo
2.1 Napaghahambing ang mga
tradisyunal at di-tradisyunal

na papel ng babae sa lipunan
ng sinaunang Pilipino at sa
panahon ng kolonyalismo
2.2 Natatalakay ang
pangangailangan sa pagpapa-
buti ng katayuan ng mga
babae
3. Nasusuri ang pagbabago sa
kultura ng mga Pilipino sa
Panahon ng Espanyol
inpluwensya ng kulturang
Espanyol sa kulturang Pilipino
3.2 Natatalakay ang bahaging AP5KPK-IIIc-
ginagampanan ng 3
Kristianismo sa kultura at
tradisyon ng mga Pilipino
3.3 Nasusuri ang ginawang pag-
aangkop ng mga Pilipino sa
kulturang ipinakilala ng
Espanyol
4. Nasusuri ang mga pagbabagong MISOSA Lesson
pampulitika at ekonomiya na #1-3 (Grade V)
ipinatupad ng kolonyal na
pamahalaan
4.1 Naipaghahambing ang
istruktura ng pamahalaang
kolonyal sa uri pamamahala
ng mga sinaunang Pilipino AP5KPK-
4.2 Naipaghahambing ang IIId-e-4
sistema ng kalakalan ng mga
sinaunang Pilipino at sa
panahon ng kolonyalismo
4.3 Natatalakay ang epekto ng
mga pagbabago sa
pamamahala ng mga
Espanyol sa mga sinaunang

Pilipino
5. Nakapagbibigay ng sariling
pananaw tungkol sa naging
AP5KPK-IIIf-5
epekto ng kolonyalismo sa
lipunan ng sinaunang Pilipino
B. Pagpupunyagi ng 6. Naipaliliwanag ang di

Katutubong Pangkat na matagumpay na pananakop sa
Mapanatili ang Kalayaan sa mga katutubong pangkat ng
Kolonyal na Pananakop kolonyalismong Espanyol
6.1 Nasusuri ang mga paraang
1. Pananakop sa Cordillera armado ng pananakop ng
2. Pananakop sa mga mga Espanyol
bahagi ng Mindanao 6.2 Natalakay ang iba’t ibang
reaksyon ng mga katutubong
pangkat sa armadong
pananakop
AP5KPK-IIIg-
isinagawang rebelyon ng mga
i6
katutubong pangkat
6.4 Natataya ang sanhi at bunga
ng mga rebelyon at iba pang
reaksiyon ng mga katutubong
Pilipino sa kolonyalismo
6.5 Nakakabuo ng konklusyon
tungkol sa mga dahilan ng di
matagumpay na armadong
pananakop ng mga Espanyol
sa ilang piling katutubong
pangkat
7. Nasusuri ang epekto ng

kolonyalismong Espanyol sa AP5KPK-IIIi-
pagkabansa at pagkakakilanlan 7
ng mga Pilipino

IKAAPAT NA MARKAHAN - Mga Pagbabago sa Kolonya at Pag-usbong ng Pakikibaka ng Bayan (ika-18 dantaon hanggang 1815)
A. Konteksto ng Reporma Naipamamalas ang Nakapagpapahayag ng 1. Natatalakay ang mga lokal na
mapanuring pag-unawa pagmamalaki sa mga pangyayari tungo sa pag-
1. Lokal na pangyayari sa bahaging ginampanan pagpupunyagi ng mga usbong ng pakikibaka ng bayan
1.1 Monopolya ng ng kolonyalismong makabayang Pilipino sa gitna 1.1 Reporma sa ekonomiya at
tabako Espanyol at ng kolonyalismong Espanyol pagtatatag ng monopolyang
1.2 Kilusang Agraryo pandaigdigang koteksto at sa mahalagang papel na tabako
AP5PKB-IVa-
1.3 Pag-aalsa sa ng reporma sa pag- ginagampanan nito sa pag- 1.2 Mga pag-aalsa sa loob ng
b-1
estadong kolonyal usbong ng kamalayang usbong ng kamalayang estadong kolonyal
1.4 Okupasyon ng pambansa attungo sa pambansa tungo sa 1.3 Kilusang Agraryo ng 1745
Maynila pagkabuo ng Pilipinas pagkabuo ng Pilipinas bilang 1.4 Pag-aalsa ng Kapatiran ng
bilang isang nasyon isang nasyon San Jose
2. Pandaigdigang 1.5 Okupasyon ng Ingles sa
pangyayri Maynila
2.1 Paglipas g 2. Natatalakay ang mga
merkantilismo pandaigdigang pangyayari bilang
2.2 Kaisipang “La konteksto ng malayang kaisipan
Ilustracion” tungo sa pag-usbong ng
pakikibaka ng bayan AP5PKB-IVd-
2.1 Paglipas ng merkantilismo 2
bilang ekonomikong batayan
ng kolonyalismo
2.2 Paglitaw ng kaisipang “La
Ilustracion”
B. Pag-usbong ng Malayang 3. Nasusuri ang mga naunang pag- MISOSA Lesson
Kaisipan at Naunang Pag- aalsa ng mga makabayang #14
aalsa Pilipino (GRADE V)
3.1 Natatalakay ang sanhi at
1. Mga reaksyon sa bunga ng mga rebelyon at
kolonyalismo iba pang reaksiyon ng mga
AP5PKB-IVe-
2. Partisipasyon Pilipino sa kolonyalismo
3
3. Implikasyon ng mga (halimbawa: pagtutol ng
Naunang Pag-aalsa mga katutubong Pilipino
laban sa Kristyanismo,
pagmamalabis ng mga
Espanyol)
3.2 Naipaliliwanag ang pananaw

at paniniwala ng mga
Sultanato (Katutubong
Muslim) sa pagpapanatili ng
kanilang kalayaan
4. Natataya ang partisipasyon ng MISOSA Lesson
iba’t-ibang rehiyon at sektor AP5PKB-IVf-4 #15 (GRADE V)
(katutubo at kababaihan) sa
pakikibaka ng bayan
5. Natatalakay ang kalakalang
AP5PKB-IVg-
galyon at ang epektonito sa
5
bansa
6. Nababalangkas ang pagkakaisa o
pagkakawatak watak ng mga
AP5PKB-IVh-
Pilipino sa mga mahahalagang
6
pangyayari at mga epekto nito sa
naunang mga pag-aalsa laban sa
kolonyalismong Espanyol
7. Nakapagbibigay-katuwiran sa
mga naging epekto ng mga
unang pag-aalsa ng mga
AP5PKB-IVi-7
makabayang Pilipino sa pagkamit
ng kalayaaan na tinatamasa ng
mga mamamayan sa
kasalukuyang panahon
8. Naipapahayag ang saloobin sa
kahalagahan ng pagganap ng
sariling tungkulin sa pagsulong AP5PKB-IVj-8
ng kamalayang pambansa tungo
sa pagkabuo ng Pilipinas bilang
isang nasyon
\

BAITANG 6
PAMANTAYAN SA PAGKATUTO: Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa
kasalukuyan, tungo sa pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas Naipamamalas ang malalim na
pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga piling primaryang sangguniang nakasulat, pasalita,
awdyo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang panahon, tungo sa pagbuo ng makabansang kaisipan na
siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo
UNANG MARKAHAN - Kinalalagyan Ng Pilipinas At Ang Malayang Kaisipan Sa Mundo
A. Kinalalagyan ng Pilipinas Ang mag-aaral ay… Ang mag-aaral ay… 1. Natutukoy ang kinalalagyan ng
at Paglaganap ng Pilipinas sa mundo sa globo at mapa
Malayang Kaisipan sa naipamamalas ang naipamamalas ang batay sa ”absolute location” nito AP6PMK-Ia-1
Mundo mapanuring pag-unawa pagpapahalaga sa (longitude at latitude)
at kaalaman sa bahagi ng kontribosyon ng Pilipinas sa
Batayang heograpiya Pilipinas sa globalisasyon isyung pandaigdig batay sa 2. Nagagamit ang grid sa globo at MISOSA Lesson
1. Absolute na lokasyon batay sa lokasyon nito sa lokasyon nito sa mundo mapang politikal sa pagpapaliwanag #11 (Grade VI)
gamit ang mapa at mundo gamit ang mga ng pagbabago ng hangganan at AP6PMK-Ia-2
globo kasanayang lawak ng teritoryo ng Pilipinas batay
2. Relatibong lokasyon pangheograpiya at ang sa kasaysayan
ambag ng malayang 3. Naipaliliwanag ang kahalagahan ng MISOSA Lesson
kaisipan sa pag-usbong lokasyon ng Pilipinas sa ekonomiya AP6PMK-Ia-3 #13-14 (Grade
ng nasyonalismong at politika ng Asya at mundo VI)
Teritoryo ng Pilipinas Pilipino
1. Batay sa mapang 4. Nasusuri ang konteksto ng pag-
political usbong ng liberal na ideya tungo sa
2. Batay sa kasaysayan pagbuo ng kamalayang
nasyonalismo
pagbubukas ng mgadaungan ng
AP6PMK-Ib-4
bansa sa pandaigdigang
kalakalan
4.2 Naipaliliwanag ang ambag ng
pag-usbong ng uring mestizo at
ang pagpapatibay ng dekretong
edukasyon ng 1863

B. Kilusang Propaganda, 5. Nasusuri ang mga ginawa ng mga
Katipunan at Himagsikan makabayang Pilipino sa pagkamit ng
(1815-1901) kalayaan
5.1 Natatalakay ang kilusan para sa
Rebolusyong Pilipino ng sekularisasyon ng mga parokya
1896 at ang Cavite Mutiny (1872)
1. Ang Deklarasyon ng 5.2 Naipaliliwanag ang ambag ng
Kalayaan sa Kawit Kilusang Propaganda sa
2. Ang Lupang Hinirang pagpukaw ng damdaming
AP6PMK-Ic-5
3. Ang Pambansang makabayan ng mga Pilipino
Bandila (hal. La Liga Filipina, Asociacion
4. Ang Pambansang Hispano Filipino)
Bayani 5.3 Natatalakay ang pagtatag at
5. Ang Republika ng paglaganap ng Katipunan
Malolos 5.4 Nahihinuha ang implikasyon ng
6. Ang Saligang Batas ng kawalan ng pagkakaisa sa
Malolos himagsikan/kilusan at pagbubuo
7. Ang Simbahang Iglesia ng Pilipinas bilang isang bansa
Filipina Independiente 6. Nasusuri ang mga pangyayari sa
himagsikan laban sa kolonyalismong
Espanyol
AP6PMK-Id-6
6.1 Sigaw sa Pugad-Lawin
6.2 Tejeros Convention
6.3 Kasunduan sa Biak-na-Bato
7. Natatalakay ang mga ambag ni
Andres Bonifacio, ang Katipunan at AP6PMK-Ie-7
Himagsikan ng 1896 sa pagbubuo ng
Pilipinas bilang isang bansa
8. Natatalakay ang partisipasyon ng
mga kababaihan sa rebolusyon AP6PMK-Ie-8
Pilipino
9. Napapahalagahan ang pagkakatatag

ng Kongreso ng Malolos at ang
AP6PMK-If-9
deklarasyon ng kasarinlan ng mga
Pilipino

C. Panghihimasok ng 10. Nasusuri ang mga mahahalagang MISOSA Lessons
Amerikano pangyayari sa pakikibaka ng mga 17-21 (Grade V)
1. “Battle of Manila Bay Pilipino sa panahon ng Digmaang
at Mock Battle of Pilipino-Amerikano
Manila” 10.1 Natutukoy ang mga
2. Negosasyon at pangyayaring nagbigay daan
Pagpapatibay ng sa digmaan ng mga Pilipino
Kasunduan sa Paris laban sa Estados Unidos
3. Pagpapahayag ng 10.2 Napapahalagahan ang
Benevolent pangyayari sa Digmaang
Assimilation Pilipino-Amerikano
AP6PMK-Ig-
Proclamation Hal:
10
4. Pagsisimula ng o Unang Putok sa panulukan
digmaang Pilipino- ng Silencio at Sociego, Sta.
Amerikano sa Kalye Mesa
Sociego at Kalye o Labanan sa Tirad Pass
Silencio o Balangiga Massacre
10.3 Natatalakay ang Kasunduang
Bates (1830-1901) at ang
motibo ng pananakop ng
Amerikano sa bansa sa
panahon ng paglawak ng
kanyang “polical empire”
11. Nabibigyang halaga ang mga
kontribosyon ng mga Natatanging
Pilipinong nakipaglaban para sa
AP6PMK-Ih-
kalayaan
11
Hal: Emilio Aguinaldo
o Gregorio del Pilar
o Miguel Malvar
o Iba pang bayaning Pilipino
IKALAWANG MARKAHAN - Pagpupunyagi sa Panahon ng Kolonyalismong Amerikano at Ikalawang Digmaang Pandaigdig (1899-1945)
A. Pamamahala ng mga Naipamamalas ang Nakapagpapahayag ng 1. Nasusuri ang mga pagbabago sa
Amerikano sa Pilipinas mapanuring pag-unawa kritikal na pagsusuri at lipunan sapanahon ng mga
AP6KDP-IIa-
sa pamamahala at mga pagpapahalaga sa Amerikano
1
1. Pagbabago ng pagbabago sa lipunang konteksto,dahilan, epekto 1.1 Natatalakay ang sistema ng
patakaran ng kalakal, Pilipino sa panahon ng at pagbabago sa lipunan ng edukasyong ipinatutupad ng

transportasyon, sistema kolonyalismong kolonyalismong Amerikano mga Amerikano at ang epekto
ng edukasyon Amerikano at ng at ng pananakop ng mga nito
2. Free Trade pananakop ng mga Hapon at ang pagmamalaki 1.2 Natatalakay ang kalagayang
3. Pagsupil sa Hapon at ang sa kontribusyon ng pangkalusugan ng mga Pilipino
Nasyonalismo pagpupunyagi ng mga pagpupunyagi ng mga sa panahon ng mga Amerikano
4. Pilipinisasyon Pilipino na makamtan Pilipino namakamit ang 1.3 Natatalakay ang pag-unlad ng
5. Mga batas na may ang kalayaan tungo sa ganap na kalayaan tungo sa transportasyon atkomunikasyon
kinalaman sa pagsasarili pagkabuo ng kamalayang pagkabuo ng kamalayang at epekto nito sa pamumuhay ng
5.1 “Philippine Organic pagsasarili at pagsasarili at mgaPilipino
Act of 1902” pagkakakilanlang pagkakakilanlang malayang 2. Nasusuri ang pamahalaang kolonyal
(Batas Pilipinas ng malayang nasyon at nasyon at estado ng mga Amerikano
1902) estado 2.1 Natatalakay ang mga
5.2 “Philippine Patakarang Pasipikasyon at
Autonomy Act of Kooptasyon ng pamahalaang
1916” (Batas Amerikano
Jones) 2.2 Nailalarawan ang sistema at
5.3 “Philippine balangkas ng Pamahalaang
AP6KDP-IIb-
Independence Act Kolonyal
2
of 1934” (Batas 2.3 Nasusuri ang mga patakaran ng
Tydings-Mc malayangkalakalan (free trade)
Duffie) na pinairal ng mga Amerikano
malayang kalakalan(free trade)
Hal:
− Kalakalan ng Pilipinas at U.S.
− Pananim at Sakahan
3. Natutukoy ang mahahalagang
pangyayaring may kinalaman sa AP6KDP-IId-
unti-unting pagsasalin ng 3
kapangyarihan sa mga Pilipino tungo
sa pagsasarili
B. Ang Pamahalaang 4. Nasusuri ang kontribusyon ng MISOSA Lessons
Komonwelt pamahalaang Komonwelt 26-29 (GRADE V)
4.1 Natatalakay ang mga programa AP6KDP-IId-
ng pamahalaan sa panahon ng 4
pananakop (hal. Katarungang
Panlipunan, Patakarang

Homestead, pagsulong ng
pambansang wika, pagkilala sa
karapatan ng kababaihan sa
pagboboto)
4.2 Nabibigyang katwiran ang
ginawang paglutas sa mga
suliraning panlipunan at
pangkabuhayan sa panahon ng
Komonwelt
C. Pananakop ng mga Hapon 5. Natatalakay ang mga mahahalagang
at ang Ikalawang pangyayari sa pananakop ng mga
Digmaang Pandaigdig Hapones
AP6KDP-IIe-
Hal:
5
Pakikibaka para sa kalayaan sa − Labanan sa Bataan
Pananakop ng Hapon − Death March
1. “Fall of Bataan” − Labanan sa Corregidor
2. “Fall of Corregidor”
3. “Death March” 6. Naipaliliwanag ang motibo ng
AP6KDP-IIf-6
4. Pagbabalangkas pananakop ng Hapon sa bansa
Pagpapatibay ng
Saligang 7. Nasusuri ang sistema ng MISOSA Lessons
5. Batas ng 1943 pamamahala sa panahon ng mga 30-32 (GRADE V)
6. USAFFE, HukBaLaHap Hapones
at iba pang kilusang 7.1 Nailalarawan ang sistema at
Gerilya balangkas ng pamahalaang
7. Makapili at Kempetai kolonyal ng mga Hapones
Pamamahala ng 7.2 Naipaliliwanag ang Mga
Kolonyalismong Hapon Patakaran at Batas Pang-
AP6KDP-IIf-
1. Sistema at Balangkas ekonomiya gaya ng War
g-7
ng Pamahalaang Economy at Economy of Survival
Kolonyal at ang mga resulta nito.
2. Pagtatatag ng 7.3 Naipaliliwanag ang kontribosyon
Ikalawang Republika ng pagtatag ng Ikalawang
ng Pilipinas Republika ng Pilipinas at mga
3. Mga Patakaran at patakarang may kinalaman sa
Batas na may pagsasarili
kinalaman sa

Pagsasarili 8. Nasusuri ang pakikibaka ng mga
3.1 Pagtatatag ng Pilipino para sa kalayaan sa AP6KDP-IIg-
KALIBAPI pananakop ng mga Hapon (hal., 8
3.2 Pagtatatag ng USAFFE, HukBaLaHap, iba pang
“Preparatory kilusang Gerilya)
Commission in 9. Nagkapagbibigay ng sariling
Preparation for pananaw tungkol sa naging epekto AP6KDP-IIh-
Independence” sa mga Pilipino ng pamamahala sa 9
4. Mga Resulta ng mga mga dayuhang mananakop.
Pagbabagong Politikal
IKATLONG MARKAHAN - Pagtugon sa mga Suliranin, Isyu at Hamon sa Kasarinlan ng Bansa (1946-1972)
A. Mga Hamon sa Naipamamalas ang mas Nakapagpakita ng 1. Nasusuri ang mga pangunahing
Nagsasariling Bansa malalim na pag-unawa at pagmamalaki sa suliranin at hamon sa kasarinlan
(Ikatlong Republika ng pagpapahalaga sa kontribosyon ng mga pagkatapos ng Ikalawang Digmaang
Pilipinas) pagpupunyagi ng mga nagpunyaging mga Pilipino Pandaigdig
Pilipino tungo sa sa pagkamit ng ganap na 1.1 Natatalakay ang suliraning
pagtugon sa mga kalayaan at hamon ng pangkabuhayan pagkatapos ng
Mga Hamon sa Kasarinlan suliranin, isyu at hamon kasarinlan digmaan at ang naging
1. “colonial mentality” ng kasarinlan pagtugon sa mga suliranin
2. mga di-pantay na 1.2 Natatalakay ang ugnayang
kasunduan at pagsandal Pilipino-Amerikano sa konteksto
AP6SHK-IIIa-
sa US ng kasunduang militar na
b-1
3. base militar ng US sa nagbigay daan sa pagtayo ng
Pinas base militar ng Estados Unidos
4. “parity rights” at ang sa Pilipinas
ugnayang pangkalakal 1.3 Natatalakay ang “parity rights”
5. iba pang suliranin at ang ugnayang kalakalan sa
Estados Unidos
1.4 Naipaliliwanag ang epekto ng
“colonial mentality” pagkatapos
ng Ikalawang Digmaang
Pandaigdig.
2. Nasusuri ang iba’t ibang reaksyon ng
mga Pilipino sa mga epekto sa AP6SHK-IIIc-
pagsasarili ng bansa na 2
ipinapahayag ng ilang di-pantay na
kasunduan tulad ng Philippine

Rehabilitation Act, parity rights at
Kasunduang Base Militar
3. Nauunawaan ang kahalagahan ng MISOSA Lessons
pagkakaroon ng soberanya sa 35-42 (Grade VI)
pagpapanatili ng kalayaan ng isang
bansa
3.1 Nabibigyang-konklusyon na ang
isang bansang malaya ay may
soberanya
3.1.1 Naipalilliwanag ang
kahalagahan ng panloob AP6SHK-IIId-
nasoberanya (internal 3
sovereignty) ng bansa
3.1.2 Naipaliliwanag ang
kahalagahan ng panlabas
nasoberanya (external
sovereignty) ng bansa
3.2 Nabibigyang halaga ang mga
karapatang tinatamasa ng isang
malayang bansa
4. Nabibigyang katwiran ang
AP6SHK-IIIe-
pagtanggol ng mga mamamayan
4
ang kalayaan athangganan ng
teritoryo ng bansa
B. Mga Patakaran at 5. Napahahalagahan ang pamamahala
Programa Bilang Pagtugon ng mga naging pangulo ng bansa
sa mga Hamon sa mula 1946 hanggang 1972
Kasarinlan (1946-1972) 5.1 Nasusuri ang mga patakaran at
1. Manuel A. Roxas programa ng pamahalaan upang
(1946-1948) matugunan ang mga suliranin at
AP6SHK-IIIe-
2. Elpidio E. Quirino hamon sa kasarinlan at
g-5
(1948-1953) pagkabansa ng mga Pilipino
3. Ramon F. Magsaysay 5.2 Naiisa-isa ang mga kontribosyon
(1953-1957) ng bawat pangulo na
4. Carlos P. Garcia nakapagdulot ng kaulanran sa
(1957-1961) lipunan at sa bansa
5. Diosdado P. 5.3 Nakabubuo ng konklusyon

Macapagal (1961- tungkol sa pamamahala ng mga
1965) nasabing pangulo
6. Ferdinand E. Marcos 5.4 Nakasusulat ng maikling
(1965-1972) sanaysay tungkol sa mga
patakaran ng piling pangulo at
ang ambag nito sa pag-unlad ng
lipunan at bansa
6. Naiuugnay ang mga suliranin, isyu at MISOSA Lessons
hamon ng kasarinlan noong panahon AP6SHK-IIIg- 33-36 (GRADE 5)
ng Ikatlong Republika sa 6
kasalukuyan na nakakahadlang ng
pag-unlad ng bansa
7. Nakapagbibigay ng sariling pananaw
tungkol samga pagtugon ng mga AP6SHK-IIIh-
Pilipino sa patuloy na mga suliranin, 7
isyu at hamon ng kasarinlan sa
kasalukuyan.
IKAAPAT NA MARKAHAN - Tungo sa Pagkamit ng Tunay na Demokrasya at Kaunlaran (1972-kasalukuyan)
A. Suliranin at hamon sa Naipamamalas ang mas Nakapagpakita ng aktibong 1. Nasusuri ang mga suliranin at MISOSA Lesson
kalayaan at karapatang malalim na pag-unawa at pakikilahok sa gawaing hamon sa kasarinlan at pagkabansa #37 (Grade V)
pantao ng Batas Militar pagpapahalaga sa makatutulong sa pag-unlad ng mga Pilipino sa ilalim ng Batas
1. Programa at patuloy na pagpupunyagi ng bansa bilang pagtupad Militar
patakaran ng mga Pilipino tungo sa ng sariling tungkulin na 1.1 Naiisa-isa ang mga pangyayari
AP6TDK-IVa-
2. Epekto sa pagkabansa pagtugon ng mga hamon siyang kaakibat na na nagbigay-daan sa pagtatakda
1
3. Mga reaksyon at Aral ng nagsasarili at pananagutan sa pagtamasa ng Batas Militar
umuunlad na bansa ng mga karapatan bilang 1.2 Nakabubuo ng konklusyon ukol
isang malaya at maunlad na sa epekto ng Batas Militar sa
Pilipino politika, pangkabuhayan at
pamumuhay ng mga Pilipino
B. Pakikibaka tungo sa 2. Natatalakay ang mga pangyayari sa
ganap na Kalayaan (1972- bansa na nagbigay wakas sa
1986) Diktaturang Marcos
1. Hamon ng 2.1 Naiisa-isa ang mga karanasan ng AP6TDK-IVb-
Diktaturyang Marcos mga piling taumbayan sa 2
1.1 Pambansang panahon ng Batas Militar (Hal.,
halalan ng 1981 Aquino Jr., Salonga, Lopez,
1.2 Pagpaslang kay Diokno, Lino Brocka, Cervantes)

Benigno Aquino, 2.2 Natatalakay ang mga pagtutol sa
Jr. Batas Militar na nagbigay daan
1.3 Krisis pang- sa pagbuo ng samahan laban sa
ekonomiya Diktaturang Marcos
1.4 “Snap Election” ng 2.3 Naiisa-isa ang mga pangyayari
1985 na nagbigay-daan sa pagbuo ng
2. “EDSA People Power “People Power 1”
1” bilang mapayapang 3. Nabibigyang halaga ang MISOSA Lessons
AP6TDK-IVb-
paraan ng pagbabago kontribusyon ng “People Power 1” 41-45 (Grade V)
3
sa muling pagkamit ng kalayaan at
kasarinlan sa mapayapang paraan
C. Patuloy na Pagtugon sa 4. Nasisiyasat ang mga programa ng MISOSA Lesson
Hamon ng Kasarinlan at pamahalaan sa pagtugon ng mga #46 (Grade V)
Pagkabansa (1986- hamon sa pagkabansa ng mga
kasalukuyan) Pilipino mula 1986 hanggang sa
1. Corazon C. kasalukuyan
Aquino(1986-1992) 4.1 Nasusuri ang mga patakaran at
2. Fidel V. Ramos (1992- programa ng pamahalaan tungo
1998) sa pag-unlad ng bansa
AP6TDK-
3. Joseph E. Estrada 4.2 Naiisa-isa ang mga kontribosyon
IVc-d-4
(1998-2001) ng bawat pangulo na
4. Gloria M. Arroyo nakapagdulot ng kaulanran sa
(2001-2010 lipunan at sa bansa
5. Benigno Simeon C. 4.3 Nakasusulat ng maikling
Aquino III (2010- sanaysay tungkol sa mga
kasalukuyan) patakaran ng piling pangulo at
ang ambag nito sa pag-unlad ng
lipunan at bansa
5. Natatalakay ang mga mungkahi MISOSA Lesson
tungo sa pagbabago sa ilang #31 (Grade VI)
probisyon ng Saligang Batas 1986
5.1 Natatalakay ang mga karapatang
AP6TDK-IVd-
tinatamasa ng mamayan ayon sa
e-5
Saligang Batas ng 1986
5.2 Naiisa-isa ang mga kaakibat na
tungkulin na binibigyang diin ng
Saligang Batas ng 1986

6. Nasusuri ang mga
kontemporaryong isyu ng lipunan
tungo sa pagtugon sa mga hamon
ng malaya at maunlad na bansa
6.1 Pampulitika (Hal., usaping
pangteritoryo sa Philippine Sea,
AP6TDK-IVe-
korupsyon, atbp)
f-6
6.2 Pangkabuhayan (Hal., open
trade, globalisasyon, atbp)
6.3 Panlipunan (Hal., OFW, gender,
drug at child abuse, atbp)
6.4 Pangkapaligiran (climate change,
atbp)
7 Nabibigyang halaga ang bahaging MISOSA Lessons
ginagampanan ng bawat 43-48 (GRADE VI)
mamamayan sa pagtataguyod ng
kaunlaran ng bansa sa malikhaing
paraan
7.1 Naiuugnay ang kahalagahan ng
pagtangkilik sa sariling produkto
sa pag-unlad at pagsulong ng
bansa
7.2 Naipaliliwanag ang kahalagahan AP6TDK-IVg-
ng pagpapabuti at pagpapaunlad h-7
ng uri ng produkto o kalakal ng
bansa sa pag-unlad ng
kabuhayan nito
7.3 Naipakikita ang kaugnayan ng
pagtitipid sa enerhiya sa pag-
unlad ng bansa
7.4 Naipapaliwanag ang
kahalagahan ng pangangalaga
ng kapaligiran
8. Naipapahayag ang saloobin na ang
aktibong pakikilahok ay mahalagang AP6TDK-IVi-8
tungkulin ng bawat mamamayan
tungo sa pag-unlad ng bansa

BAITANG 7
ARALING ASYANO
Pamantayang Pangnilalaman : Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura, lipunan, pamahalaan
at ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap
sa mga hamon ng Asya.
UNANG MARKAHAN - Heograpiya ng Asya
A. Katangiang Pisikal ng Asya Ang mag-aaral ay Ang mag-aaral ay
1. Napapahalagahan ang ugnayan
AP7HAS-Ia-1
1. Konsepto ng Asya naipamamalas ng mag-aaral malalim na ng tao at kapaligiran sa paghubog
2. Katangiang Pisikal ang pag-unawa sa ugnayan nakapaguugnay-ugnay ng kabihasnang Asyano
ng kapaligiran at tao sa sa bahaging ginampanan
paghubog ng sinaunang ng kapaligiran at tao sa 2. Naipapaliwanag ang konsepto ng
kabihasnang Asyano. paghubog ng sinaunang Asya tungo sa paghahating –
AP7HAS-Ia-
kabihasnang Asyano heograpiko: Silangang Asya,
1.1
Timog-Silangang Asya, Timog-
Asya, Kanlurang Asya, Hilagang
Asya at Hilaga/ Gitnang Asya
3. Nailalarawan ang mga katangian
ng kapaligirang pisikal sa mga
rehiyon ng Asya katulad ng
kinaroroonan, hugis, sukat, anyo,
AP7HAS-Ib-
klima at “vegetation cover”
1.2
(tundra, taiga, grasslands, desert,
tropical forest, mountain lands)
4. Nakapaghahambing ng kalagayan
AP7HAS-Ic-
ng kapaligiran sa iba’t ibang
1.3
bahagi ng Asya
5. Nakakagawa ng pangkalahatang
profile ng heograpiya ng Asya AP7HAS-Id-
1.4
B. Mga Likas na Yaman ng Asya 6. Nailalarawan ang mga yamang AP7HAS-Ie-

likas ng Asya 1.5
7. Natataya ang mga implikasyon ng
kapaligirang pisikal at yamang
likas ng mga rehiyon sa
pamumuhay ng mga Asyano noon
AP7HAS-If-
at ngayon sa larangan ng:
1.6
7.1 Agrikultura
7.2 Ekonomiya
7.3 Pananahanan
7.4 Kultura
8. Naipapahayag ang kahalagahan
AP7HAS-Ig-
ng pangangalaga sa timbang na
1.7
kalagayang ekolohiko ng rehiyon
C. Yamang Tao 9. Napapahalagahan ang yamang AP7HAS-Ih-
1. Yamang tao at Kaunlaran tao ng Asya 1.8
2.Mga Pangkat-Etniko sa Asya at 10. Nasusuri ang kaugnayan ng
kani-kanilang wika at kultura yamang-tao ng mga bansa ng
Asya sa pagpapaunlad ng
kabuhayan at lipunan sa
kasalukuyang panahon batay sa:
10.1 dami ng tao
10.2 komposisyon ayon sa
gulang,
10.3 inaasahang haba ng
buhay, AP7HAS-Ii-
10.4 kasarian, 1.9
10.5 bilis ng paglaki ng
populasyon,
10.6 uri ng hanapbuhay,
10.7 bilang ng may
hanapbuhay,
10.8 kita ng bawat tao,
10.9 bahagdan ng marunong
bumasa at sumulat, at
10.10 migrasyon
11. Nailalarawan ang komposisyong
AP7HAS-Ij-
etniko ng mga rehiyon sa Asya
1.10

12. Nasusuri ang kaugnayan ng
AP7HAS-Ij-
paglinang ng wika sa paghubog
1.11
ng kultura ng mga Asyano
IKALAWANG MARKAHAN - Sinaunang Kabihasnan sa AsyaHanggang sa Ika-16 na Siglo
A. Paghubog ng Sinaunang Ang mga mag-aaral ay Ang mag-aaral ay 1. Napapahalagahan ang mga
Kabihasnan sa Asya kaisipang Asyano, pilosopiya at
1. Kalagayan, pamumuhay naipamamalas ng mag- kritikal na nakapagsusuri relihiyon na nagbigay-daan sa
AP7KSA-IIa-
at development ng mga aaral ang pag-unawa sa sa mga kaisipang paghubog ng sinaunang
j-1
sinaunang pamayanan ( mga kaisipang Asyano, Asyano, pilosopiya at kabihasnang sa Asya at sa
ebolusyong kultural ) pilosopiya at relihiyon na relihiyon na nagbigay- pagbuo ng pagkakilanlang
2. Kahulugan ng konsepto nagbigay-daan sa daan sa paghubog ng Asyano
ng kabihasnan at ang paghubog ng sinaunang sinaunang kabihasnan sa 2. Nasusuri ang paghubog, pag-
mga katangian nito kabihasnan sa Asya at sa Asya at sa pagbuo ng unlad at kalikasan ng mga mga AP7KSA-IIa-
3. Mga sinaunang pagbuo ng pagkakilanlang Asyano pamayanan at estado 1.1
kabihasnan sa Asya pagkakakilanlang Asyano
(Sumer, Indus, Tsina) 3. Nakakabuo ng mga kongklusyon
4. Mga bagay at kaisipang hinggil sa kalagayan,
AP7KSA-IIa-
pinagbatayan: pamumuhay at development ng
1.2
(sinocentrism, divine mga sinaunang pamayanan
origin, devajara) sa
pagkilala sa 4. Nabibigyang kahulugan ang
sinaunang konsepto ng kabihasnan at
kabihasnan AP7KSA-IIb-
nailalahad ang mga katangian
1.3
nito
5. Napaghahambing ang mga

sinaunang kabihasnan sa Asya AP7KSA-IIc-
(Sumer, Indus, Tsina) 1.4

bagay at kaisipang pinagbatayan
AP7KSA-IId-
(sinocentrism, divine origin,
1.5
devajara) sa pagkilala sa
sinaunang kabihasnan
B. Sinaunang Pamumuhay 7. Nabibigyang kahulugan ang mga
AP7KSA-IIe-
1. Kahulugan ng mga konsepto ng tradisyon,
1.6
konsepto ng tradisyon, pilosopiya at relihiyon

pilosopiya at relihiyon 8. Nasusuri ang mga
2. Mga mahahalagang mahahalagang pangyayari mula
pangyayari mula sa sa sinaunang kabihasnan
sinaunang kabihasnan hanggang sa ika-16 na siglo sa :
hanggang sa ika-16 na 20.1 pamahalaan,
siglo sa : 20.2 kabuhayan,
2.1 Pamahalaan 20.3 teknolohiya, AP7KSA-IIf-
2.2 Kabuhayan 20.4 lipunan, 1.7
2.3 Teknolohiy 20.5 edukasyon,
2.4 Lipunan 20.6 paniniwala,
2.5 Edukasyon 20.7 pagpapahalaga, at
2.6 Paniniwal 20.8 sining at kultura
2.7 Pagpapahalaga,
at
2.8 Sining at Kultura 9. Natataya ang impluwensiya ng
3. Impluwensiya ng mga mga paniniwala sa kalagayang
AP7KSA-IIf-
paniniwala sa kalagayang panlipunan,sining at kultura ng
1.8
panlipunan,sining at mga Asyano
kultura ng mga Asyano
4. Bahaging ginampanan ng 10. Nasusuri ang bahaging
mga pananaw, ginampanan ng mga pananaw,
AP7KSA-IIf-
paniniwala at tradisyon sa paniniwala at tradisyon sa
1.9
paghubog ng kasaysayan paghubog ng kasaysayan ng
ng mga Asyano mga Asyano
5. Mga kalagayang legal at 11. Nasusuri ang mga kalagayang
tradisyon ng mga legal at tradisyon ng mga
kababaihan sa iba’t ibang AP7KSA-IIg-
kababaihan sa iba’t ibang uri ng
uri ng pamumuhay 1.10
pamumuhay
6. Bahaging ginampanan ng 12. Napapahalagahan ang bahaging

kababaihan sa ginampanan ng kababaihan sa
pagtataguyod at pagtataguyod at pagpapanatili AP7KSA-IIh-
pagpapanatili ng mga ng mga Asyanong 1.11
Asyanong pagpapahalaga.
pagpapahalaga.
13. Napapahalagahan ang mga AP7KSA-IIh-
7. Ang mga kontribusyon ng kontribusyon ng mga sinaunang
mga sinaunang lipunan at 1.12
komunidad sa Asya lipunan at komunidad sa Asya
IKATLONG MARKAHAN - Ang Timog at Kanlurang Asya sa Transisyonal at Makabagong Panahon (ika-16 hanggang ika-20 siglo)
A. Kolonyalismo at Imperyalismo Ang mga mag-aaral ay Ang mag-aaral ay 1. Napapahalagahan ang pagtugon
sa Timog at Kanlurang Asya ng mga Asyano sa mga hamon
naipamamalas ng mag- nakapagsasagawa ng ng pagbabago, pag-unlad at
AP7TKA-IIIa-
1. Mga Dahilan, Paraan at aaral ang pag-unawa sa kritikal na pagsusuri pagpapatuloy sa Timog at
j-1
Epekto ng Kolonyalismo pagbabago, pag-unlad at sa pagbabago, pag- Kanlurang Asya sa Transisyonal
at Imperyalismo sa Timog pagpapatuloy sa Timog at unlad at at Makabagong Panahon (ika-16
at Kanlurang Asya Kanlurang Asya sa pagpapatuloy sa hanggang ika-20 siglo)
2. Papel ng Kolonyalismo at Transisyonal at Timog at Kanlurang 2. Nasusuri ang mga dahilan at
Imperyalismo sa Makabagong Panahon Asya sa Transisyonal paraan ng kolonyalismo at
Kasaysayan ng Timog at ( ika-16 hanggang ika-20 at Makabagong imperyalismo ng mga Kanluranin AP7TKA-IIIa-
Kanlurang Asya siglo) Panahon (ika-16 sa unang yugto (ika-16 at ika-17 1.1
3. Ang mga Nagbago at hanggang ika-20 siglo) pagdating nila sa Timog at
Nanatili sa Ilalim ng siglo) Kanlurang Asya
Kolonyalismo 3. Nabibigyang halaga ang papel
4. Epekto ng kolonyalismo ng kolonyalismo at imperyalismo AP7TKA-IIIa-
sa Timog at Kanlurang sa kasaysayan ng Timog at 1.2
Asya Kanlurang Asya
5. Transpormasyon ng mga 4. Naipapaliwanag ang mga
pamayanan at estado sa AP7TKA-IIIb-
nagbago at nanatili sa ilalim ng
Timog at Kanlurang Asya 1.3
kolonyalismo
sa pagpasok ng mga 5. Natataya ang mga epekto ng
kaisipan at AP7TKA-IIIb-
kolonyalismo sa Timog at
impluwensiyang 1.4
Kanlurang Asya
kanluranin sa larangan ng 6. Nasusuri ang transpormasyon ng
5.1 Pamamahala mga pamayanan at estado sa
5.2 Kabuhayan Timog at Kanlurang Asya sa
5.3 Teknolohiya pagpasok ng mga kaisipan at
5.4 Lipunan impluwensiyang kanluranin sa
5.5 Paniniwala larangan ng AP7TKA-IIIb-
5.6 Pagpapahalaga, 6.1 pamamahala, 1.5
at 6.2 kabuhayan,
5.7 Sining at Kultura. 6.3 teknolohiya,
6. Ang mga Karanasan sa 6.4 lipunan,
Timog at Kanlurang Asya 6.5 paniniwala,
sa ilalim ng kolonyalismo 6.6 pagpapahalaga, at

at imperyalismong 6.7 sining at kultura
kanluranin 7. Naihahambing ang mga
karanasan sa Timog at
AP7TKA-IIIc-
Kanlurang Asya sa ilalim ng
1.6
kolonyalismo at imperyalismong
kanluranin
B. Ang Nasyonalismo at 8. Nabibigyang-halaga ang papel
Paglaya ng mga bansa sa ng nasyonalismo sa pagbuo ng AP7TKA-IIIc-
Timog at Kanlurang Asya mga bansa sa Timog at 1.7
1. Ang Papel ng Kanlurang Asya
nasyonalismo sa pagbuo 9. Nasusuri ang mga salik at
ng mga bansa sa Timog pangyayaring nagbigay daan sa AP7TKA-IIId-
at Kanlurang Asya pag-usbong at pag-unlad ng 1.8
2. Ang mga salik at nasyonalismo
pangyayaring nagbigay 10. Naipapaliwanag ang iba’t ibang
AP7TKA-IIId-
daan sa pag-usbong at manipestasyon ng nasyonalismo
1.9
pag-unlad ng sa Timog at Kanlurang Asya
nasyonalismo 11. Naipapahayag ang
3. Iba’t ibang pagpapahalaga sa bahaging
manipestasyon ng ginampanan ng nasyonalismo sa AP7TKA-IIId-
nasyonalismo sa Timog at Timog at Kanlurang Asya tungo 1.10
Kanlurang Asya sa paglaya ng mga bansa mula
4. Bahaging Ginampanan ng sa imperyalismo
Nasyonalismo sa Timog 12. Nasusuri ang epekto ng
at Kanlurang Asya Tungo nasyonalismo sa sigalot etniko sa
sa Paglaya ng mga Bansa AP7TKA-IIIe-
Asya katulad ng
Mula sa Imperyalismo 1.11
partisyon/paghahati ng India at
5. Epekto ng nasyonalismo Pakistan
sa sigalot etniko sa Asya 13. Nasusuri ang mga
katulad ng partisyon/ pamamaraang ginamit sa Timog
paghahati ng India at AP7TKA-IIIe-
at Kanlurang Asya sa pagtatamo
Pakistan 1.12
ng kalayaan mula sa
6. Mga Pamamaraang kolonyalismo
Ginamit sa Timog at 14. Nasusuri ang matinding epekto
Kanlurang Asya sa ng mga digmaang pandaidig sa AP7TKA-IIIe-
Pagtatamo ng Kalayaan pag-aangat ng mga malawakang 1.13
mula sa Kolonyalismo kilusang nasyonalista ( hal:
7. Epekto ng mga Digmaang epekto ng Unang Digmaang
Pandaidig sa Pag-aangat Pandaigdig sa pagtatag ng
ng mga Malawakang sistemang mandato sa Kanlurang
Kilusang nasyonalista ( Asya)
hal: epekto ng Unang
Digmaang Pandaigdig sa 15. Nasusuri ang kaugnayan ng iba’t
pagtatag ng sistemang ibang ideolohiya (ideolohiya ng
mandato sa Kanlurang malayang demokrasya, AP7TKA-IIIf-
Asya) sosyalismo at komunismo) sa 1.14
8. Iba’t ibang ideolohiya( mga malawakang kilusang
ideolohiya ng malayang nasyonalista
demokrasya, sosyalismo
at komunismo) sa mga 16. Natataya ang epekto ng mga
malawakang kilusang samahang kababaihan at ng mga
nasyonalista kalagayang panlipunan sa buhay
9. Epekto ng mga ng kababaihan tungo sa AP7TKA–IIIf-
Samahang Kababaihan at pagkakapantay-pantay, 1.15
ng mga Kalagayang pagkakataong pang-ekonomiya
Panlipunan sa buhay ng at karapatang pampolitika
kababaihan tungo sa
pagkakapantay-pantay, 17. Naipapahayag ang
pagkakataong pang- pagpapahalaga sa bahaging
ekonomiya at karapatang ginampanan ng nasyonalismo sa
pampolitika pagbibigay wakas sa AP7TKA-IIIh-
10. Bahaging Ginampanan ng imperyalismo sa Timog at 1.16
Nasyonalismo sa Kanlurang Asya
Pagbibigay Wakas sa
Imperyalismo
C. Ang mga Pagbabago sa Timog 18. Nasusuri ang balangkas ng mga
AP7TKA-IIIh-
at Kanlurang Asya pamahalaan sa mga bansa sa
1.17
1. Balangkas ng mga Timog at Kanlurang Asya
Pamahalaan sa mga 19. Natataya ang mga
bansa sa Timog at palatuntunang nagtataguyod sa
Kanlurang Asya karapatan ng mamamayan sa AP7TKA-IIIi-
2. Mga palatuntunang pangkalahatan, at ng mga 1.18
agtataguyod sa kababaihan, mga grupong
Karapatan ng katutubo, mga kasapi ng caste

mamamayan sa sa India at iba pang sektor ng
Pangkalahatan, at ng lipunan
mga Kababaihan, mga 20. Napaghahambing ang kalagayan
Grupong Katutubo, mga at papel ng mga kababaihan sa
AP7TKA-IIIg-
kasapi ng caste sa India iba’t ibang bahagi ng Timog at
1.19
at Iba Pang Sektor ng Kanlurang Asya at ang kanilang
Lipunan ambag sa bansa at rehiyon
3. Ang Kalagayan at Papel 21. Natataya ang kinalaman ng
AP7TKA-IIIg-
ng Kababaihan sa Iba’t edukasyon sa pamumuhay ng
1.20
ibang Bahagi ng Timog at mga Asyano
Kanlurang Asya at Ang 22. Natataya ang bahaging
Kanilang Ambag sa Bansa AP7TKA-IIIg-
ginampanan ng relihiyon sa iba’t
at Rehiyon 1.21
ibang aspekto ng pamumuhay
4. Ang Kinalaman ng 23. Naiuugnay ang mga
Edukasyon sa kasalukuyang pagbabagong
Pamumuhay ng mga AP7TKA-IIIh-
pang-ekonomiya na
Asyano sa Timog at 1.22
naganap/nagaganap sa
Kanlurang Asya kalagayan ng mga bansa
5. Bahaging Ginampanan ng 24. Natataya ang pagkakaiba-iba ng
Relihiyon sa Iba’t ibang antas ng pagsulong at pag-unlad
aspekto ng pamumuhay AP7TKA-IIIh-
ng Timog at Timog-Kanlurang
6. Mga kasalukuyang 1.23
Asya gamit ang estadistika at
pagbabagong pang- kaugnay na datos.
ekonomiya na 25. Nasusuri ang mga anyo at tugon
naganap/nagaganap sa AP7TKA-IIIh-
sa neokolonyalismo sa Timog at
kalagayan ng mga bansa 1.24
Kanlurang Asya
7. Pagkakaiba-iba ng antas 26. Natataya ang epekto ng
ng pagsulong at pag- kalakalan sa pagbabagong pang-
unlad ng Timog at AP7TKA-IIIi-
ekonomiya at pangkultura ng
Timog-Kanlurang Asya 1.25
mga bansa sa Timog at
8. Mga Anyo at Tugon sa Kanlurang Asya
Neokolonyalismo sa 27. Napapahalagahan ang mga
Timog at Kanlurang Asya kontribusyon ng Timog at
9. Epekto ng Kalakalan sa AP7TKA-IIIj-
Kanlurang Asya sa larangan ng
Pagbabagong Pang- 1.25
sining, humanidades at
ekonomiya at palakasan
Pangkultura ng mga 28. Nahihinuha ang pagkakakilanlan
bansa sa Timog at AP7TKA-IIIj-
Kanlurang Asya ng kulturang Asyano batay sa 1.25
10. Kontribusyon ng Timog mga kontribusyong ito
at Kanlurang Asya sa
larangan ng Sining,
Humanidades at
Palakasan
11. Pagkakakilanlan ng
kulturang Asyano batay
sa mga kontribusyong
nito
IKAAPAT NA MARKAHAN - Ang Silangan at Timog-Silangang Asya sa Transisyonal at Makabagong Panahon (ika-16 hanggang ika-20 siglo)
A. Kolonyalismo at Imperyalismo Ang mga mag-aaral ay Ang Mag-aaral ay 1. Napapahalagahan ang pagtugon
sa Silangan at Timog Silangang ng mga Asyano sa mga hamon
Asya napapahalagahan ang nakapagsasagawa nang ng pagbabago, pag-unlad at
1. Mga dahilan, paraan at pagtugon ng mga Asyano sa kritikal na pagsusuri sa pagpapatuloy ng Silangan at AP7KIS-IVa-
epekto ng kolonyalismo mga hamon ng pagbabago, pagbabago, pag-unlad at Timog-Silangang Asya sa j-1
at Imperyalismo sa pag-unlad at pagpapatuloy pagpapatuloy ng Transisyonal at Makabagong
Silangan at Timog ng Silangan at Timog- Silangan at Timog Panahon ika-16 hanggang ika-20
Silangang Asya Silangang Asya sa Silangang Asya sa Siglo)
2. Transpormasyon ng mga Transisyonal at Makabagong Transisyoal at 2. Nasusuri ang mga dahilan,
Pamayanan at Estado sa Panahon (ika-16 hanggang Makabagong Panahon paraan at epekto ng pagpasok
Silangan at Timog- ika-20 Siglo) (ika-16 hanggang ika-20 ng mga Kanlurang bansa
AP7KIS-IVa-
Silangang Asya sa siglo) hanggang sa pagtatag ng
1.1
Pagpasok ng mga Isipan kanilang mga kolonya o
at Impluwensiyang kapangyarihan sa Silangan at
kanluranin sa larangan ng Timog-Silangang Asya
2.1 pamamahala 3. Nasusuri ang transpormasyon ng
2.2 kabuhayan mga pamayanan at estado sa
2.3 teknolohiya Silangan at Timog-Silangang
2.4 lipunan Asya sa pagpasok ng mga isipan
2.5 paniniwala at impluwensiyang kanluranin sa
AP7KIS-Iva-
2.6 pagpapahalaga, at larangan ng:
1.2
2.7 sining at kultura. 3.1 pamamahala,
3. Ang Mga Nagbago at 3.2 kabuhayan,
Nanatili sa Ilalim ng 3.3 teknolohiya,
Kolonyalismo 3.4 lipunan,
4. Epekto ng Kolonyalismo 3.5 paniniwala,

sa Silangan at Timog- 3.6 pagpapahalaga, at
Silangang Asya 3.7 sining at kultura
5. Ang mga Karanasan sa 4. Naipapaliwanag ang mga
AP7KIS-IVa-
Silangan at Timog- nagbago at nanatili sa ilalim ng
1.3
Silangang Asya sa ilalim kolonyalismo
ng kolonyalismo at 5. Natataya ang mga epekto ng
AP7KIS-IVb-
imperyalismong kolonyalismo sa Silangan at
1.4
kanluranin Timog-Silangang Asya
6. Naihahambing ang mga
karanasan sa Silangan at Timog-
AP7KIS-IVb-
Silangang Asya sa ilalim ng
1.5
kolonyalismo at imperyalismong
kanluranin
B. Ang Nasyonalismo at 7. Nabibigyang-halaga ang papel
Paglaya ng mga bansa ng nasyonalismo sa pagbuo ng AP7KIS-IVc-
sa Silangan at Timog- mga bansa sa Silan6gan at 1.6
Silangang Asya Timog-Silangang Asya
1. Ang Papel ng 8. Nasusuri ang mga salik at
Nasyonalismo sa Pagbuo pangyayaring nagbigay –daan sa
AP7KIS-IVc-
ng mga Bansa sa pag-usbong at pag-unlad ng
1.7
Silangan at Timog- nasyonalismo sa Silangan at
Silangang Asya Timog Silangang Asya
2. Ang mga Salik at 9. Naipapaliwanag ang mga iba’t
Pangyayaring Nagbigay ibang manipestasyon ng AP7KIS-IVc-
Daan sa Pag-usbong at nasyonalismo sa Silangan at 1.8
Pag-unlad ng Timog-Silangang Asya
nasyonalismo 10. Naihahayag ang pagpapahalaga
3. Iba’t ibang Manipestasyon sa bahaging ginampanan ng
ng Nasyonalismo sa nasyonalismo sa Silangan at AP7KIS-IVd-
Silangan at Timog- Timog-Silangang Asya tungo sa 1.9
Silangang Asya paglaya ng mga bansa mula sa
4. Bahaging ginampanan ng imperyalismo
nasyonalismo sa Silangan 11. Nasusuri ang epekto ng
at Timog-Silangang Asya AP7KIS-IVd-
nasyonalismo sa sigalot etniko sa
tungo sa paglaya ng mga 1.10
Asya
bansa mula sa 12. Nasusuri ang mga AP7KIS -IVd-
imperyalismo pamamaraang ginamit sa 1.11

5. Epekto ng Nasyonalismo Silangan at Timog-Silangang
sa Sigalot Etniko sa Asya Asya sa pagtatamo ng kalayaan
6. Mga Pamamaraang mula sa kolonyalismo
Ginamit sa Silangan at 13. Nasusuri ang matinding epekto
Timog-Silangang Asya sa ng mga digmaang pandaidig sa
pagtatamo ng Kalayaan pag-aangat ng mga malawakang
mula sa Kolonyalismo kilusang nasyonalista ( hal: AP7KIS-IVe-
7. Epekto ng mga Digmaang epekto ng Unang Digmaang 1.12
Pandaidig sa Pag-aangat Pandaigdig sa pagtatag ng
ng mga malawakang sistemang mandato sa Silangan
kilusang nasyonalista ( at Timog-Silangang Asya )
hal: epekto ng Unang 14. Nasusuri ang kaugnayan sa iba’t
Digmaang Pandaigdig sa ibang ideolohiya (ideolohiya ng
pagtatag ng sistemang malayang demokrasya, AP7KIS-IVe-
mandato sa Silangang sosyalismo at komunismo) sa 1.13
Asya) mga malawakang kilusang
8. Iba’t ibang ideolohiya nasyonalista
(ideolohiya ng malayang 15. Nasusuri ang epekto ng mga
demokrasya, sosyalismo samahang kababaihan at ng mga
at komunismo) sa mga kalagayang panlipunan sa buhay
malawakang kilusang ng kababaihan tungo sa
nasyonalista pagkakapantay-pantay,
9. Epekto ng mga samahang pagkakataong pang-ekonomiya
kababaihan at ng mga at karapatang pampolitika
kalagayang panlipunan sa
buhay ng kababaihan AP7KIS-IVe-
tungo sa pagkakapantay- 1.14
pantay, pagkakataong
pang-ekonomiya at
karapatang pampolitika
10. Bahaging Ginampanan ng
Nasyonalismo sa
pagbibigay wakas sa
imperyalismo
C. Ang mga Pagbabago sa Timog 16. Naipapahayag ang

AP7KIS-IVf-
at Kanlurang Asya pagpapahalaga sa bahaging
1.15
1. Mga Pagbabago sa mga ginampanan ng nasyonalismo sa
Bansang Bumubuo sa pagbibigay wakas sa
Silangan at Timog- imperyalismo
Silangang Asya 17. Naihahambing ang mga
2. Balangkas ng pamahalaan pagbabago sa mga bansang AP7KIS-IV-
ng mga bansa sa bumubuo sa Silangan at Timog- 1.16
Silangan at Timog- Silangangn Asya
Silangang Asya 18. Nasusuri at naihahambing ang
3. Mga Palatuntunang balangkas ng pamahalaan ng AP7KIS-IVg-
Nagtataguyod sa mga bansa sa Silangan at 1.17
karapatan ng Timog-Silangangn Asya
mamamayan sa 19. Nasusuri at naihahambing ang
pangkalahatan, at ng mga palatuntunang
mga kababaihan, mga nagtataguyod sa karapatan ng
grupong katutubo, iba mamamayan sa pangkalahatan, AP7KIS-IVg-
pang sektor ng lipunan at ng mga kababaihan, mga 1.18
4. Ang Kalagayan at Papel grupong katutubo, mga kasapi
ng Kababaihan sa Iba’t ng caste sa India at iba pang
ibang bahagi ng Silangan sektor ng lipunan
at Timog-Silangang Asya 20. Naihahambing ang kalagayan at
at ang Kanilang Ambag papel ng kababaihan sa iba’t
sa Bansa at Rehiyon AP7KIS-IVg-
ibang bahagi ng Timog at
5. Ang Kinalaman ng 1.19
Kanlurang Asya at ang kanilang
Edukasyon sa ambag sa bansa at rehiyon
Pamumuhay ng mga 21. Nasusuri ang kinalaman ng
Asyano sa Silangan at AP7KIS-IVh-
edukasyon sa pamumuhay ng
Timog-Silangang Asya 1.20
mga Asyano
6. Bahaging Ginampanan ng 22. Natataya ang bahaging
Relihiyon sa Iba’t ibang AP7KIS-IVh-
ginampanan ng relihiyon sa iba’t
aspekto ng pamumuhay 1.21
ibang aspekto ng pamumuhay
7. Mga Kasalukuyang 23. Naiuugnay ang mga
Pagbabagong Pang- kasalukuyang pagbabagong
Ekonomiya na naganap/ pang-ekonomiya na naganap/ AP7KIS-IVh-
nagaganap sa kalagayan nagaganap sa kalagayan ng mga 1.22
ng mga bansa sa bansa sa Silangan at Timog-
Silangan at Timog- Silangang Asya
Silangang Asya 24. Nasusuri ang pagkakaiba-iba ng AP7KIS-IVi-
8. Pagkakaiba-iba ng antas antas ng pagsulong at pag-unlad 1.23

ng pagsulong at pag- ng Timog at Timog-Silangang
unlad ng Timog at Asya gamit ang estadistika at
Timog- Silangang Asya. kaugnay na datos.
9. Mga Anyo at Tugon sa 25. Nasusuri ang mga anyo at tugon
AP7KIS-IVi-
Neokolonyalismo sa sa neokolonyalismo sa Silangan
1.24
Timog at Kanlurang Asya at Timog-Silangang Asya
10. Epekto ng Kalakalan sa
Pagbabagong pang- 26. Natataya ang epekto ng
Ekonomiya at kalakalan sa pagbabagong pang- AP7KIS-IVj-
Pangkultura ng mga ekonomiya at pangkultura ng 1.25
bansa sa Silangan at mga bansa sa Silangan at Timog
Timog Silangang Asya Silangang Asya
11. Kontribusyon ng Silangan 27. Napapahalagahan ang mga
at Timog-Silangang Asya kontribusyon ng Silangan at
sa Larangan ng Sining, AP7KIS-IVj-
Timog-Silangang Asya sa
Humanidades at 1.26
larangan ng sining, humanidades
palakasan at palakasan
12. Pagkakakilanlan ng 28. Nahihinuha ang pagkakakilanlan
Kulturang Asyano Batay ng kulturang Asyano batay sa AP7KIS-IVj-
sa mga Kontribusyong mga kontribusyong nito 1.27
nito

BAITANG 8
KASAYSAYAN NG DAIGDIG
Pamantayang Pangnilalaman: Naipamamalas ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip,
mabisang komunikasyon, at pag-unawa sa kasaysayan, politika, ekonomiya, kultura, at lipunan ng Daigdig mula sa sinaunang panahon
hanggang sa kasalukuyan.
UNANG MARKAHAN - Heograpiya at Mga Sinaunang Kabihasnan sa Daigdig
Ang mga mag-aaral ay Ang mga mag-aaral ay 1. Nasusuri ang katangiang pisikal
AP8HSK-Id-4
A. Heograpiya ng Daigdig ng daigdig
naipamamalas ang pag- nakabubuo ng
1. Heograpiyang Pisikal unawa sa interaksiyon ng tao panukalang proyektong
1.1 Limang Tema ng sa kaniyang kapaligiran na nagsusulong sa
Heograpiya nagbigay-daan sa pangangalaga at
1.2 Lokasyo pag-usbong ng mga preserbasyon ng mga
1.3 Topograpiya sinaunang kabihasnan na pamana ng mga 2. Napahahalagahan ang
1.4 Katangiang Pisikal ng nagkaloob ng mga sinaunang kabihasnan sa natatanging kultura ng mga
Daigdig (anyong lupa, pamanang humubog sa Daigdig para sa rehiyon, bansa at mamamayan sa
AP8HSK-Ie-5
anyong tubig, klima, at pamumuhay ng kasalukuyan at sa daigdig (lahi, pangkat-
yamang likas) kasalukuyang henerasyon susunod na henerasyon etnolingguwistiko, at relihiyon sa
2. Heograpiyang Pantao daigdig)
2.1 Natatanging Kultura ng
mga Rehiyon, Bansa at
Mamamayan sa Daigdig
(lahi, pangkat- etniko,
wika,at relihiyon sa daigdig )
B. Ang Pagsisimula ng mga 3. Nasusuri ang kondisyong
Kabihasnan sa Daigdig heograpiko sa panahon ng mga AP8HSK-Ie-4
(Preshistoriko- 1000 BCE) unang tao sa daigdig
1. Kondisyong Heograpiko sa 4. Naipaliliwanag ang uri ng
Panahon ng mga Unang pamumuhay ng mga unang tao sa AP8HSK-Ie-5
Tao sa Daigdig daigdig
2. Pamumuhay ng mga 5. Nasusuri ang yugto ng pag-unlad
Unang Tao sa Daigdig ng kultura sa panahong AP8HSK-If-6
prehistoriko
3. Mga Yugto sa Pag-unlad 6. Naiuugnay ang heograpiya sa
ng Kultura sa Panahong AP8HSK-Ig-6
pagbuo at pag-unlad ng mga

Prehistoriko sinaunang kabihasnan sa daigdig
7. Nasusuri ang pag-usbong ng mga
sinaunang kabihasnan sa daigdig: AP8HSK-Ih-7
pinagmulan, batayan at katangian
8. Nasusuri ang mga sinaunang
kabihasnan sa daigdig batay sa
AP8HSK-Ii-8
politika, ekonomiya, kultura,
relihiyon, paniniwala, at lipunan
AP8HSK-Ij-
kontribusyon ng mga sinaunang
10
kabihasnan sa daigdig
IKALAWANG MARKAHAN - Ang Daigdig sa Klasiko at Transisyonal na Panahon
Ang mga mag-aaral ay Ang mga mag-aaral ay 1. Nasusuri ang kabihasnang AP8DKT-IIa-
A. Pag-usbong at Pag-unlad ng Minoan at Mycenean 1
mga Klasikong Lipunan sa naipapamalas ang pag- nakabubuo ng 2. Nasusuri ang kabihasnang AP8DKT-IIa-
Europa unawa sa kontribusyon ng adbokasiya na klasiko ng Greece. b-2
1. Kabihasnang Klasiko sa mga pangyayari sa Klasiko at nagsusulong ng 3. Naipapaliwanag ang
Europa (Kabihasnanang Transisyunal na Panahon sa pangangalaga at mahahalagang pangyayari sa
Minoan at Mycenean) pagkabuo at pagkahubog ng pagpapahalaga sa mga kabihasnang klasiko ng Rome
AP8DKT-IIc-
2. Kabihasnang klasiko ng pagkakakilanlan ng mga natatanging (mula sa sinaunang Rome
3
Greece (Athens, Sparta bansa at rehiyon sa daigdig kontribusyon ng Klasiko hanggang sa tugatog at
at mga city-states) at Transisyunal na pagbagsak ng Imperyong
3. Kabihasnang klasiko ng Panahon na nagkaroon Romano)
Rome (mula sa ng malaking 4. Nasusuri ang pag-usbong at pag-
Sinaunang Rome impluwensya sa unlad ng mga Klasiko na Lipunan AP8DKT-IId-
hanggang sa tugatog at pamumuhay ng tao sa sa Africa, America, at mga Pulo 4
pagbagsak ng Imperyong kasalukuyan sa Pacific
Romano) 5. Naipapaliwanag ang mga
4. Pag-usbong at Pag-unlad kaganapan sa mga klasikong AP8DKT-IId-
ng mga Klasiko na kabihasnan sa Africa (Mali at 5
Lipunan sa Africa, Songhai).
America, at mga Pulo sa 6. Nasusuri ang mga kaganapan
Pacific sa kabihasnang klasiko ng
5. Kabihasnang Klasiko sa America. AP8DKT-IIe-
Africa (Mali at Songhai) 6
6. Kabihasnang Klasiko sa
America

7. Kabihasnang Klasiko sa
pulo
ng Pacific
8. Kontribusyon ng
Kabihasnang Klasiko sa
Daigdig Noon at Ngayon
7. Nasusuri ang kabihasnang AP8DKT-IIe-
B. Ang Daigdig sa Panahon ng klasiko ng pulo sa Pacific. 7
Transisyon 8. Naipapahayag ang
1. Mga pangyayaring pagpapahalaga sa mga
nagbigay-daan sa pag- kontribusyon ng kabihasnang AP8DKT-IIf-8
usbong ng Europa sa klasiko sa pag-unlad ng
Gitnang Panahon pandaigdigang kamalayan
2. Ang paglakas ng 9. Nasusuri ang mga
Simbahang Katoliko pangyayaring nagbigay-daan
bilang isang institusyon AP8DKT-IIf-9
sa Pag-usbong ng Europa sa
sa Gitnang Panahon Gitnang Panahon
3. Ang Holy Roman Empire 10. Nasusuri ang mga dahilan at
4. Ang Paglunsad ng mga bunga ng paglakas ng
Krusada AP8DKT-IIg-
Simbahang Katoliko bilang
5. Ang buhay sa Europa 10
isang institusyon sa Gitnang
noong Gitnang Panahon
Panahon: Piyudalismo
11. Nasusuri ang mga kaganapang
Manoryalismo, at Pag- AP8DKT-IIg-
nagbigay-daan sa pagkakabuo
usbong ng mga Bayan 11
ng “Holy Roman Empire”
at Lungsod
12. Naipapaliwanag ang mga
6. Epekto at kontribusyon AP8DKT-IIh-
dahilan at bunga ng mga
ng ilang mahahalagang 12
Krusada sa Gitnang Panahon
pangyayari sa Europa
13. Nasusuri ang buhay sa Europa
sa pagpapalaganap ng
noong Gitnang Panahon:
pandaigdigang AP8DKT-IIi-
Manoryalismo, Piyudalismo, at
kamalayan. 13
ang pag-usbong ng mga
bagong bayan at lungsod
14. Natataya ang epekto at
kontribusyon ng ilang AP8DKT-IIj-
mahahalagang pangyayari sa 13
Europa sa pagpapalaganap ng
pandaigdigang kamalayan.
IKATLONG MARKAHAN - Ang Pag-usbong ng Makabagong Daigdig: Ang Transpormasyon tungo sa Pagbuo ng Pandaigdigang Kamalayan
A. Paglakas ng Europa Ang mga mag-aaral ay Ang mga mag-aaral ay 1. Nasusuri ang pag-usbong ng
bourgeoisie, merkantilismo,
AP8PMD-
1. Pag-usbong at Naipamamalas ng mag-aaral kritikal na nakapagsusuri National monarchy,
IIIa-b-1
kontribusyon ng ang pag-unawa sa naging sa naging implikasyon sa Renaissance, Simbahang
bourgeoisie, transpormasyon tungo sa kaniyang bansa, Katoliko at Repormasyon
merkantilismo, National makabagong panahon ng komunidad, at sarili ng 2. Napahahalagahan ang mga
monarchy, Renaissance, mga bansa at rehiyon sa mga pangyayari sa kontribusyon ng bourgeoisie,
Simbahang Katoliko at daigdig bunsod ng panahon ng merkantilismo, National AP8PMD-
Repormasyon paglaganap ng mga kaisipan transpormasyon tungo monarchy, Renaissance, IIIc-d-3
sa agham, politika, at sa makabagong Simbahang Katoliko at
ekonomiya tungo sa pagbuo panahon. Repormasyon sa daigdig.
B. Paglawak ng ng pandaigdigan kamalayan 3. Nasusuri ang unang yugto ng
AP8PMD-
Kapangyarihan ng imperyalismo at kolonisasyon
IIIe-4
Europa sa Europa.
4. Natataya ang mga dahilan at
1. Unang Yugto ng epekto ng unang yugto ng AP8PMD-IIIf-
Imperyalismo at imperyalismo at kolonisasyon 5
Kolonisasyon sa Europa.
2. Dahilan at Epekto ng 5. Nasusuri ang kaganapan at
unang yugto ng epekto ng Enlightenment pati AP8PMD-
Imperyalismo at ng Rebolusyong Siyentipiko at IIIg-6
Kolonisasyon Industriyal.
3. Kaganapan at Epekto 6. Naipaliliwanag ang Ikalawang
ng Enlightenment AP8PMD-
Yugto ng Kolonyalismo at
pati ng Rebolusyong IIIh-7
Imperyalismo
Siyentipiko at
Industriyal.
4. Ikalawang Yugto ng
Kolonyalismo at
7. Nasusuri ang mga dahilan at
Imperyalismo AP8PMD-
epekto ng ikalawang Yugto ng
IIIh-8
Imperyalismo at Kolonisasyon.
5. Dahilan at Epekto ng
Ikalawang Yugto ng
Imperyalismo

C. Pagkamulat 8. Naipapaliwanag ang
1. Kaugnayan ng kaugnayan ng Rebolusyong AP8PMD-IIIi-
Rebolusyong Pangkaisipan sa Rebolusyong 9
Pangkaisipan sa Pranses at Amerikano.
Rebolusyong Pranses
at Amerikano 9. Naipapahayag ang
2. Pag-usbong ng pagpapahalaga sa pag-usbong AP8PMD-IIIi-
Nasyonalismo sa ng Nasyonalismo sa Europa at 10
Europa at iba’t ibang iba’t ibang bahagi ng daigdig.
bahagi ng daigdig.
IKAAPAT NA MARKAHAN - Ang Kontemporanyong Daigdig (ika-20 siglo hanggang sa kasalukuyan): Mga Suliranin at Hamon tungo sa Pandaigdigang
Kapayapaan, Pagkakaisa, Pagtutulungan, at Kaunlaran
Ang mga mag-aaral ay Ang mga mag-aaral ay
A. Ang Unang Digmaang 1. Nasusuri ang mga dahilang
AP8AKD-IVa-
Pandaigdig naipamamalas ng mag-aaral aktibong nakikilahok sa nagbigay-daan sa Unang
1
1. Mga Dahilang ang pag-unawa sa mga gawain, programa, Dimaan Pandaidig
nagbigay-daan sa kahalagahan ng pakikipag- proyekto sa antas ng
Unang Digmaang ugnayan at sama-samang komunidad at bansa na 2. Nasusuri ang
Pandaigdig. pagkilos sa nagsusulong ng mahahalagang pangyayaring AP8AKD-IVb-
2. Mahahalagang kontemporanyong daigdig rehiyonal at naganap sa Unang Digmaang 2
pangyayaring tungo sa pandaigdigang pandaigdigang Pandaigdig
naganap sa Unang kapayapaan, pagkakaisa, kapayapaan, pagkakaisa, 3. Natataya ang mga epekto ng AP8AKD-IVc-
Digmaang Pandaigdig pagtutulungan, at kaunlaran pagtutulungan, at Unang Dimaang Pandadig 3
3. Epekto ng Unang kaunlaran 4. Nasusuri ang pagsisikap ng
Digmaang mga bansa na makamit ang AP8AKD-IVd-
Pandaigdig kapayapaang pandaigdig at 4
4. Pagsisikap ng mga kaunlaran
bansa na makamit 5. Nasusuri ang mga dahilan na
ang kapayapaang AP8AKD-IVe-
nagbigay-daan sa Ikalawang
pandaigdig 5
Digmaang Pandaidig.
5. Ang Ikalawang 6. Nasusuri ang
Digmaang mahahalagang pangyayaring AP8AKD-IVf-
Pandaigdig naganap sa Ikalawang 6
6. Mga Dahilang Digmaang Pandaigdig.
nagbigay-daan sa 7. Natataya ang mga epekto ng
Ikalawang Digmaang AP8AKD-IVg-
Ikalawang Digmaang
Pandaigdig. 7
Pandaigdig.

7. Mahahalagang 8. Natataya ang pagsisikap ng
pangyayaring naganap mga bansa na makamit ang AP8AKD-IVh-
sa Ikalawang Digmaang kapayapaang pandaigdig at 8
Pandaigdig kaunlaran.
8. Epekto ng Ikalawang 9. Nasusuri ang mga
Digmaang Pandaigdig ideolohiyang politikal at
AP8AKD-IVi-
9. Pagsisikap ng mga ekonomiko sa hamon ng
9
bansa na makamit ang estabilisadong institusyon ng
kapayapaang lipunan.
pandaigdig 10. Natataya ang epekto ng mga
10. Mga Ideolohiya, Cold ideolohiya, ng Cold War at ng AP8AKD-IVi-
War, at Neo- Neo-kolonyalismo sa iba’t 10
kolonyalismo ibang bahagi ng daigdig.
11. Mga Pandaigdigang
Organisasyon, Pangkat, 11. Nasusuri ang bahaging AP8AKD-
at Alyansa ginampanan ng mga IVi-11
11.1 Mga organisasyon pandaidigang organisasyon sa
at alyansa pagsusulong ng
(Europaan Union pandaigdigang kapayapaan,
(EU), pagkakaisa, pagtutulungan, at
Organization of kaunlaran.
American States
(OAS),
Organization of
Islamic Countries,
ASEAN, at iba pa)
11.2 Mga pang-
ekonomikong
organisasyon at
trading blocs
(GATT, World
Trade, IMF/World
Bank, APEC,
ASEAN Economic
Community, OAS,
NAFTA, AFTA,
OPEC, at iba pa)

BAITANG 9
EKONOMIKS
Pamantayang Pangnilalaman: Naipamamalas ang malalim na pag-unawa sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks at pambansang pag-unlad
gamit ang mga kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri, mapagnilay,
mapanagutan, makakalikasan, produktibo, makatarungan, at makataong mamamayan ng bansa at daigdig.
UNANG MARKAHAN - Mga Pangunahing Konsepto ng Ekonomiks: Batayan ng Matalinong Paggamit ng Pinagkuknang Yaman tungo sa Pagkamit ng
Kaunlaran
A. Kahulugan ng Ekonomiks Ang mga mag-aaral ay may Ang mga mag-aaral ay Ang mga mag-aaral ay
pag-unawa:
1. Nailalapat ang kahulugan ng
sa mga pangunahing naisasabuhay ang pag- ekonomiks sa pang-araw-araw AP9MKE-Ia-1
konsepto ng Ekonomiks unawa sa mga na pamumuhay bilang isang
bilang batayan ng matalino pangunahing konsepto mag-aaral, at kasapi ng
at maunlad na pang-araw- ng Ekonomiks bilang pamilya at lipunan
araw na pamumuhay batayan ng matalino at 2. Natataya ang kahalagahan ng
maunlad na pang-araw- ekonomiks sa pang-araw-araw
AP9MKE-Ia-2
araw na pamumuhay na pamumuhay ng bawat
pamilya at ng lipunan
3. Naipakikita ang ugnayan ng
B. Kakapusan kakapusan sa pang-araw- AP9MKE-Ia-3
1. Konsepto ng Kakapusan araw na pamumuhay
at ang Kaugnayan nito sa 4. Natutukoy ang mga
Pang- araw- araw na palatandaan ng kakapusan sa AP9MKE-Ib-4
Pamumuhay pang-araw-araw na buhay.
2. Palatandaan ng 5. Nakakabuo ang konklusyon na
Kakapusan sa Pang- ang kakapusan ay isang
AP9MKE-Ib-5
araw- araw na Buhay pangunahing suliraning
3. Kakapusan Bilang panlipunan
Pangunahing Suliranin sa
Pang- araw-araw na 6. Nakapagmumungkahi ng mga AP9MKE-Ic-6
Pamumuhay paraan upang malabanan ang
4. Mga Paraan upang kakapusan
Malabanan ang
Kakapusan sa Pang-
araw- araw na
Pamumuhay
C. Pangangailangan at 7. Nasusuri ang kaibahan ng

Kagustuhan kagustuhan (wants) sa
1. Pagkakaiba ng pangangailangan (needs) AP9MKE-Ic-7
Pangangailangan at bilang batayan sa pagbuo ng
Kagustuhan matalinong desisyon
2. Ang Kaugnayan ng 8. Naipakikita ang ugnayan ng
Personal personal na kagustuhan at
AP9MKE-Id-8
na Kagustuhan at pangangailangan sa suliranin
Pangangailangan sa ng kakapusan
Suliranin ngKakapusan 9. Nasusuri ang hirarkiya ng
AP9MKE-Id-9
3. Hirarkiya ng pangangailangan.
Pangangailangan 10. Nakabubuo ng sariling
4. Batayan ng Personal pamantayan sa pagpili ng
na Pangangailangan at AP9MKE-Ie-
mga pangangailangan batay
Kagustuhan 10
sa mga hirarkiya ng
5. Salik na pangangailangan
nakakaimpluwensiya sa 11. Nasusuri ang mga salik na
Pangangailangan at nakakaimpluwensiyasa AP9MKE-Ie-
Kagustuhan pangangailangan at 11
kagustuhan
D. Alokasyon alokasyon sa kakapusan at AP9MKE-If-
1. Kaugnayan ng Konsepto pangangailangan at 12
ng Alokasyon sa kagustuhan
Kakapusan at 13. Napahahalagahan ang
Pangangailangan at paggawa ng tamang desisyon AP9MKE-If-
Kagustuhan upang matugunan ang 13
2. Kahalagahan ng Paggawa pangangailangan
ng Tamang Desisyon
Upang Matugunan ang 14. Nasusuri ang mekanismo ng AP9MKE-Ig-
Pangangailangan alokasyon sa iba’t-ibang 14
3. Iba’t- Ibang Sistemang sistemang pang-ekonomiya
Pang- ekonomiya bilang sagot sa kakapusan

E. Pagkonsumo 15. Naipaliliwanag ang konsepto AP9MKE-Ig-
1. Konsepto ng Pagkonsumo ng pagkonsumo 15
2. Salik sa Pagkonsumo 16. Nasusuri ang mga salik na
AP9MKE-Ih-
3. Pamantayan sa nakakaapekto sa
16
Matalinong Pamimili pagkonsumo.
4. Karapatan at Tungkulin 17. Naipamamalas ang talino sa
Bilang Isang Mamimili pagkonsumo sa pamamagitan AP9MKE-Ih-
ng paggamit ng pamantayan 17
sa pamimili
18. Naipagtatanggol ang mga
karapatan at nagagampanan AP9MKE-Ih-
ang mga tungkulin bilang 18
isang mamimili
F. Produksyon 19. Naibibigay ang kahulugan ng AP9MKE-Ii-
1. Kahulugan at Proseso ng produksyon 19
Produksyon at ang 21. Napahahalagahan ang mga
Pagtugon nito sa Pang- salik ng produksyon at ang
AP9MKE-Ii-
araw araw na implikasyon nito sa pang-
19
Pamumuhay araw- araw na pamumuhay
2. Salik (Factors) ng
Produksyon at ang
Implikasyon nito sa Pang- 22. Nasusuri ang mga tungkulin
araw araw na ng iba’t- ibang organisasyon AP9MKE-Ij-
Pamumuhay ng negosyo 20
3. Mga Organisasyon ng
Negosyo
IKALAWANG MARKAHAN - Maykroekonomiks
Ang mga mag-aaral ay may Ang mga mag-aaral ay
A. Demand pag-unawa 1. Nailalapat ang kahulugan ng
AP9MYK-IIa-
kritikal na nakapagsusuri demand sa pang araw-araw
1
1. Kahulugan ng ”Demand” sa mga pangunahing sa mga pangunahing na pamumuhay ng bawat
2. Mga Salik na kaalaman sa ugnayan ng kaalaman sa ugnayan pamilya
Nakakapekto sa Demand pwersa ng demand at ng pwersa ng demand 2. Nasusuri ang mga salik na AP9MYK-IIa-
3. Elastisidad ng Demand suplay, at sa sistema ng at suplay, at sistema ng nakaaapekto sa demand 2
pamilihan bilang batayan ng pamilihan bilang 3. matalinong nakapagpapasya
AP9MYK-IIb-
matalinong pagdedesisyon batayan ng matalinong sa pagtugon sa mga
3
ng sambahayan at bahay- pagdedesisyon ng pagbabago ng salik na

kalakal tungo sa sambahayan at bahay- nakaaapekto sa demand
pambansang kaunlaran kalakal tungo sa 4. naiuugnay ang elastisidad ng
pambansang kaunlaran AP9MYK-IIb-
demand sa presyo ng kalakal
4
at paglilingkod
B. Supply” (Suplay) 5. nailalapat ang kahulugan ng
suplay batay sa pang-araw- AP9MYK-IIc-
1. Kahulugan ng Suplay araw na pamumuhay ng 5
2. Mga Salik ng bawat pamilya
Nakakapekto 6. Nasusuri ang mga salik na AP9MYK-IIc-
sa Suplay nakaaapekto sa suplay 6
3. Elastisidad ng Suplay 7. Matalinong nakapagpapasya
sa pagtugon sa mga AP9MYK-IId-
pagbabago ng salik na 7
nakaaapekto sa suplay
C. Interaksyon ng Demand at 8. Naiuugnay ang elastisidad ng
AP9MYK-IId-
Suplay demand at suplay sa presyo
8
1. Interaksyon ng demand ng kalakal at paglilingkod
at suplay sa kalagayan ng 9. Naipapaliwanag ang
presyo at ng pamilihan interaksyon ng demand at AP9MYK-IIe-
2. ”Shortage” at ”Surplus” suplay sa kalagayan ng presyo 9
3. Mga Paraan ng at ng pamilihan
pagtugon/kalutasan sa 10. Nasusuri ang mga epekto ng
mga suliraning dulot ng shortage at surplus sa presyo AP9MYK-IIf-
kakulangan at kalabisan at dami ng kalakal at 9
sa pamilihan paglilingkod sa pamilihan
11. Naimumungkahi ang paraan
ng pagtugon/kalutasan sa AP9MYK-IIg-
mga suliraning dulot ng 10
kakulangan at kalabisan
D. Pamilihan 12. Napapaliwanag ang kahulugan AP9MYK-IIh-
1. Konsepto ng Pamilihan ng pamilihan 11
2. Iba’t ibang Istraktura ng 13. Nasusuri ang iba’t ibang AP9MYK-IIi-
Pamilihan Istraktura ng Pamilihan 12
3. Gampanin ng Pamahalaan 14. Napangangatwiranan ang
sa mga Gawaing kinakailangang pakikialam at AP9MYK-IIj-
Pangkabuhayan sa Iba’t regulasyon ng pamahalaan sa 13
Ibang Istraktura ng mga gawaing pangkabuhayan
Pamilihan sa iba’t ibang istraktura ng
pamilihan upang matugunan
ang pangangailangan ng mga
mamamayan
IKATLONG MARKAHAN - Makroekonomiks
A. Paikot na Daloy ng Ekonomiya Ang mag-aaral ay 1. Nailalalarawan ang paikot na AP9MAK-
1. Bahaging ginagampanan ng Naipamamalas ng mag-aaral nakapagmumungkahi ng daloy ng ekonomiya IIIa-1
mga bumubuo sa paikot na ang pag-unawa sa mga mga pamamaraan kung 2. Natataya ang bahaging
daloy ng ekonomiya pangunahing kaalaman paanong ang ginagampanan ng mga AP9MAK-
2. Ang kaugnayan sa isa’t isa tungkol sa pambansang pangunahing kaalaman bumubuo sa paikot na daloy IIIa-2
ng mga bahaging bumubuo ekonomiya bilang kabahagi tungkol sa pambansang ng ekonomiya
sa paikot na daloy ng sa pagpapabuti ng ekonomiya ay 3. Nasusuri ang ugnayan sa isa’t
ekonomiya pamumuhay ng kapwa nakapagpapabuti sa isa ng mga bahaging AP9MAK-
mamamayan tungo sa pamumuhay ng kapwa bumubuo sa paikot na daloy IIIa-3
pambansang kaunlaran mamamayan tungo sa ng ekonomiya
B. Pambansang Kita pambansang kaunlaran 4. Nasusuri ang pambansang
1. Pambansang produkto produkto (Gross National
(Gross National Product- Product-Gross Domestic AP9MAK-
Gross Domestic Product) Product) bilang panukat ng IIIb-4
bilang panukat ng kakayahan ng isang
kakayahan ng isang ekonomiya
ekonomiya
2. Mga pamamaraan sa 5. Nakikilala ang mga AP9MAK-
pagsukat ng pambansang pamamaraan sa pagsukat ng IIIb-5
produkto pambansang produkto
3. Kahalagahan ng pagsukat 6. Nasusuri ang kahalagahan ng
AP9MAK-
ng pambansang kita sa pagsukat ng pambansang kita
IIIc-6
ekonomiya sa ekonomiya
7. Naipapahayag ang kaugnayan
AP9MAK-
C. Ugnayan ng Kita, Pag- ng kita sa pagkonsumo at
IIIc-6
iimpok, at Pagkonsumo pag-iimpok
8. Nasusuri ang katuturan ng
1. Kaugnayan ng kita sa consumption at savings sa
pagkonsumo at pag- pag-iimpok AP9MAK-
iimpok IIIc-7
2. Katuturan ng
consumption at savings

sa pag-iimpok
D. Implasyon 9. Nasusuri ang konsepto at AP9MAK-

1. Konsepto ng Implasyo palatandaan ng Implasyon IIId-8
2. Mga Dahilan ng 10. Natataya ang mga dahilan sa AP9MAK-
Implasyon pagkaroon ng implasyon IIId-9
3. Mga Epekto ng 11. Nasusuri ang iba’t ibang AP9MAK-
Implasyon epekto ng implasyon IIIe-10
4. Paraan ng Paglutas ng 12. Napapahalagahan ang mga
Implasyon AP9MAK-
paraan ng paglutas ng
IIIe-11
implasyon
13. Aktibong nakikilahok sa
AP9MAK-
paglutas ng mga suliraning
IIIf-12
kaugnay ng implasyon
E. Patakarang Piskal 14. Naipaliliwanag ang layunin ng AP9MAK-
1. Layunin ng Patakarang patakarang piskal IIIf-13
Piskal 15. Napahahalagahan ang papel
2. Kahalagahan ng Papel na ginagampanan ng
AP9MAK-
na Ginagampanan ng pamahalaan kaugnay ng mga
IIIg-14
Pamahalaan kaugnay patakarang piskal na
ng mga Patakarang ipinatutupad nito
Piskal na Ipinapatupad 16. Nasusuri ang badyet at ang
AP9MAK-
nito kalakaran ng paggasta ng
IIIg-15
3. Patakaran sa pamahalaan
Pambansang 17. Nakababalikat ng
Badyet at ang Kalakaran pananagutan bilang AP9MAK-
ng Paggasta ng mamamayan sa wastong IIIg-16
Pamahalaan pagbabayad ng buwis
18. Naiuuugnay ang mga epekto
Halimbawa: ng patakarang piskal sa
- Policy on Priority katatagan ng pambansang AP9MAK-
Assistance Development ekonomiya IIIh-17
Fund
-Policy on the

Privatization
of GOCCs
-Policy on Conditional
Cash Transfer
-Patakaran sa
Wastong
Pagbabayad ng
Buwis
(VAT EVAT/ RVAT)
4. Mga Epekto ng
Patakarang
Piskal sa Katatagan ng
Pambansang Ekonomiya
F.Patakarang Pananalapi 19. Naipaliliwanag ang layunin ng AP9MAK-
(Monetary Policy) patakarang pananalapi: IIIh-18
20. Naipahahayag ang
1. Layunin ng Patakarang kahalagahan ng pag-iimpok at AP9MAK-IIIi-
Pananalapi pamumuhunan bilang isang 19
2. Kahalagahan ng Pag- salik ng ekonomiya
iimpok at Pamumuhunan 21. Natataya ang bumubuo ng AP9MAK-IIIi-
bilang isang salik sa sektor ng pananalapi 20
Ekonomiya 22. Nasusuri ang mga
3. Mga Bumubuo sa Sektor ng patakarang pang-ekonomiya
Pananalapi na nakakatulong sa AP9MSP-IVj-
4. Ang Papel na Ginagampan patakarang panlabas ng bansa 21
ng Bawat Sektor ng sa buhay ng
Pananalapi nakararaming Pilipino
5. Mga Paraan at Patakaran 23. Natitimbang ang epekto ng
ng Bangko Sentral ng mga patakaran pang-
Pilipinas (BSP) upang ekonomiya na nakakatulong
mapatatag ang halaga ng sa patakarang panlabas ng
salapi bansa sa buhay ng AP9MSP-IVj-
- Money Laundering nakararaming Pilipino 22
- Easy and Tight
Monetary Policy

IKAAPAT NA MARKAHAN - Mga Sektor Pang-Ekonomiya at Mga Patakarang Pang-Ekonomiya Nito
A. Konsepto at Palatandaan Ang mga mag-aaral ay may Ang mga mag-aaral ay 1. Nakapagbibigay ng sariling
AP9MSP-IVa-
ng Pambansang pag-unawa aktibong nakikibahagi pakahulugan sa pambansang
1
Kaunlaran sa mga sektor ng sa maayos na kaunlaran
1. Pambansang Kaunluran ekonomiya at mga pagpapatupad at 2. Nasisiyasat ang mga
2. Mga palatandaan ng patakarang pang- pagpapabuti ng mga palatandaan ng pambansang AP9MSP-IVa-
Pambansang kaunlaran ekonomiya nito sa harap ng sektor ng ekonomiya at kaunlaran 2
3. Iba’t ibang gampanin ng mga hamon at pwersa mga patakarang pang- 3. Natutukoy ang iba’t ibang
mamamayang Pilipino tungo sa pambansang ekonomiya nito tungo gampanin ngmamamayang AP9MSP-IVb-
upang makatulong sa pagsulong at pag-unlad sa pambansang Pilipino upang makatulong sa 3
pambansang kaunlaran pagsulong at pag-unlad pambansang kaunlaran
4. Sama-sama Pagkilos para
sa Pambansang
4. Napahahalagahan ang sama-
Kaunlaran AP9MSP-IVb-
samang pagkilos ng
4
mamamayang Pilipino para
sa pambansang kaunlaran
5. Nakapagsasagawa ng isang
pagpaplano kung paano
AP9MSP-IVc-
makapag-ambag bilang
5
mamamayan sa pag-unlad
ng bansa
B. Sektor ng Agrikultura
1. Ang bahaging 6. Nasusuri ang bahaging
AP9MSP-IVc-
ginagampanan ng ginagampanan ng
6
agrikultura, pangingisda agrikultura, pangingisda, at
at paggugubat sa paggugubat sa ekonomiya at
ekonomiya at sa bansa sa bansa
2. Mga dahilan at epekto ng
suliranin ng sektor ng 7. Nasusuri ang mga dahilan at
agrikultura, epekto ng suliranin ng sektor AP9MSP-IVd-
pangingisda,at ng agrikultura, pangingisda, 7
paggugubat sa bawat at paggugubat sa bawat
Pilipino Pilipino
3. Mga patakarang pang 8. Nabibigyang-halaga ang mga AP9MSP-IVd-
Ekonomiya nakatutulong patakarang pang-ekonomiya 8
sa sektor ng agrikultura nakatutulong sa sektor ng
(industriya ng agrikultura (industriya ng
agrikultura,pangingisda,at agrikultura, pangingisda, at
paggugubat) paggugubat)
Halimbawa:
- Comprehensive Agrarian
Reform Law
- Policy on Importation of
Rice
- Policy on Drug
Prevention
C. Sektor ng Industriya 9. Nasusuri ang bahaging
1. Bahaging ginampanan ng ginagampanan ng sektor ng
AP9MSP-IVe-
ng sektor ng industriya, industriya, tulad ng
9
tulad ng pagmimina, pagmimina, tungo sa isang
tungo sa isang masiglang masiglang ekonomiya
ekonomiya 10. Nasusuri ang pagkakaugnay
2. Ang pagkakaugnay ng ng sektor agrikultural at AP9MSP-IVe-
sektor agrikultural at industriya tungo sa pag- 10
industriya tungo sa pag- unlad ng kabuhayan
unlad ng kabuhayan 11. Nabibigyang-halaga ang mga
3. Mga patakarang pang- patakarang pang-
ekonomiya nakatutulong ekonomiyang nakatutulong
sa sektor industriya sa sektor ng industriya
- Filipino First Policy AP9MSP-IVe-
- Oil Deregulation Law 11
- Policy on Microfinancing
- Policy on Online
Businesses
12. Nasusuri ang bahaging

AP9MSP-IVf-
D. Sektor ng Paglilingkod ginagampanan ng sektor ng
12
paglilingkod
1. Ang bahaging 13. Napapahalagahan ang mga
ginagampanan patakarang pang-ekonomiya AP9MSP-IVf-
ng sektor ng paglilingkod na nakakatulong sa sektor 13
sa pambansang ng paglilingkod

ekonomiya
2. Mga patakarang pang- 14. Nakapagbibigay ng sariling AP9MSP-IVg-
ekonomiya na pakahulugan sa konsepto ng 14
nakakatulong sa sektor impormal na sektor
ng paglilingkod
3. Batas na Nagbibigay
Proteksyon at
Nangangalaga sa mga
Karapatan ng
Mangggawa
- Contractualization and
Labor Outsourcing
- Salary Standardization
Law
15. Nasusuri ang mga dahilan

AP9MSP-IVg-
E. Impormal na Sektor ng pagkakaroon ng impormal
15
na sector
1. Mga Dahilan at Anyo ng
Impormal na Sektor ng 16. Natataya ang mga epekto AP9MSP-IVh-
Ekonomiya ng impormal na sector ng 16
ekonomiya
2. Mga epekto ng impormal 17. Napapahalagahan ang mga
na sektor ng ekonomiya patakarang pang-ekonomiya
3. Mga Patakang Pang- na nakakatulong sa sektor
ekonomiya na may ng paglilingkod
kaugnayan AP9MSP-IVh-
sa Impormal na Sektor 17
- Counterfeiting
- Black Market
F. Kalakalang Panlabas 18. Natataya ang kalakaran ng

1. Ang Kalakaran sa kalakalang panlabas ng AP9MSP-IVi-
Kalakalang Panlabas ng bansa 18
Pilipinas

2. Ang ugnayan ng Pilipinas 19. Nasusuri ang ugnayan ng
para sa kalakalang Pilipinas para sa kalakalang
panlabas nito sa mga panlabas nito sa mga
samahan ng tulad ng samahan tulad ng World
AP9MSP-IVi-
World Trade Organization Trade Organization at Asia-
19
at Asia Pacific Economic Pacific Economic Cooperation
Cooperation tungo sa tungo sa patas na
patas na kapakinabangan kapakinabangan ng mga
ng mga mamamayan ng mamamayan ng daigdig
daigdig 20. Napahahalagahan ang
3. Mga Kontribusyon ng kontribusyon ng kalakalang AP9MSP-IVi-
Kalakalang Panlabas sa panlabas sa pag-unlad 20
Pag-unlad ng Ekonomiya ekonomiya ng bansa
ng Pilipinas 21. Nasusuri ang mga
4. Mga patakaran pang- patakarang pang-ekonomiya
ekonomiya na na nakakatulong sa
nakakatulong sa AP9MSP-IVj-
patakarang panlabas ng
21
patakarang panlabas ng bansa sa buhay ng
bansa sa buhay ng nakararaming Pilipino
nakararaming
Pilipino 22. natitimbang ang epekto ng
-Policy on ASEAN mga patakaran pang-
Economic Community ekonomiya na nakakatulong AP9MSP-IVj-
2015 sa patakarang panlabas ng 22
-Policy on Trade bansa sa buhay ng
Liberalization nakararaming Pilipino

BAITANG 10
MGA KONTEMPORARYONG ISYU
Pamantayang Pangnilalaman : Naipamamalas ang malalim na pag-unawa sa mga isyu at hamong pangkapaligiran, pang-ekonomiya, pampulitika, karapatang pantao,
pang-edukasyon, at pananagutang pansibiko na kinahaharap ng mga bansa sa kasalukuyan, gamit ang mga kasanayan sa pagsisiyasat,
pagsusuri ng datos at iba’t ibang sanggunian, pananaliksik, mapanuring pag-iisip,mabisang komunikasyon, pagiging makatarungan, at
matalinong pagpapasya.
UNANG MARKAHAN - Mga Isyung Pangkapaligiran at Pang-ekonomiya
Ang mga mag-aaral ay may Ang mga mag-aaral ay: Ang mga mag-aaral ay:
A. Kahalagahan ng Pag-aaral ng pag-unawa:
mga Kontemporaryong Isyu AP10IPE-Ia-1
sa sanhi at implikasyon ng nakabubuo ng 1. Naipaliliwanag ang konsepto
mga lokal at pandaigdigang programang ng Konteporaryong Isyu
isyung pang-ekonomiya pangkabuhayan 2. Nasusuri ang kahalagahan ng
tungo sa pagkamit ng (livelihood project) batay pagiging mulat sa mga
AP10IPE-Ia-2
pambansang kaunlaran sa mga pinagkukunang kontemporaryong isyu sa
yaman na matatagpuan lipunan at daigdig
B. Mga Suliraning sa pamayanan upang 3. Naipaliliwanag ang iba’t ibang
Pangkapaligiran makatulong sa paglutas uri ng kalamidad na
AP10IPE-Ib-3
1. Disaster Risk Mitigation sa mga suliraning nararanasan sa komunidad at
2. Climate Change pangkabuhayan na sa bansa
(Aspektong Politikal, kinakaharap ng mga 4. Naiuugnay ang gawain at
Pang-ekonomiya, at mamamayan desisyon ng tao sa
AP10IPE-Ib-4
Panlipunan) pagkakaroon ng mga
3. Mga Suliraning kalamidad
Pangkapaligiran sa
Sariling Pamayanan 4. Natutukoy ang mga
paghahanda na nararapat AP10IPE-Ib-5
Halimbawa: gawin sa harap ng mga
waste management, kalamidad
mining, quarrying, 5. Natutukoy ang mga ahensiya
deforestation, at ng pamahalaan na
flashflood responsable sa kaligtasan ng AP10IPE-Ic-6
mamamayan sa panahon ng
kalamidad

6. Napahahalagahan ang
pagkakaroon ng disiplina at
kooperasyon sa pagitan ng
AP10IPE-Ic-7
mga mamamayan at
pamahalaan sa panahon ng
kalamidad
7. Naipaliliwanag ang aspektong
politikal, pang-ekonomiya, at AP10IPE-Ic-8
panlipunan ng Climate Change
8. Natatalakay ang iba’t ibang
programa, polisiya, at
patakaran ng pamahalaan at AP10IPE-Id-9
ng mga pandaidigang
samahan tungkol sa Climate
Change
9. Natataya ang epekto ng
AP10IPE-Id-
Climate Change sa kapaligiran,
10
lipunan, at kabuhayan ng tao
sa bansa at sa daigdig
10. Natutukoy ang mga suliraning
AP10IPE-Ie-
pangkapaligiran na
11
pamayanan
11. Natatalakay ang mga hakbang
ng pamahalaan sa pagharap AP10IPE-Ie-
sa mga sulliraning 12
pangkapaligiran sa sariling
pamayanan
12. Nakagagawa ng case study
tungkol sa sanhi at epekto ng
AP10IPE-If-
mga suliraning
13
pangkapaligiran na
pamayanan
C. Mga Isyung Pang-Ekonomiya 13. Naipaliliwanag ang mga
AP10IPE-If-
dahilan ng pagkakaroon ng
14
1. Unemployment unemployment

2. Globalisasyon
3. Sustainable 14. Natataya ang implikasyon ng
AP10IPE-Ig-
Development unemployment sa pamumuhay
15
at sa pag-unlad ng ekonomiya
ng bansa
15. Nakabubuo ng mga mungkahi
AP10IPE-Ig-
upang malutas ang sulliranin
16
ng unemployment
16. Naipaliliwanag ang konsepto AP10IPE-Ig-
ng globalisasyon 17
17. Naipaliliwanag ang
pangkasaysayan, pampulitikal,
AP10IPE-Ih-
pang-ekonomiya, at sosyo-
18
kultural na pinagmulan ng
globalisasyon
18. Nasusuri ang mga
pangunahing institusyon na
may bahaging ginagampanan
sa globalisasyon (pamahalaan, AP10IPE-Ih-
paaralan, mass media, 19
multinational na korporasyon,
NGO at mga internasyonal na
organisasyon)
AP10IPE-Ih-
19. Naipaliliwanag ang konsepto
20
ng sustainable development
20. Natatalakay ang kasaysayan
AP10IPP-Ii-
ng pagkabuo ng konsepto ng
21
sustainable development
21. Naipaliliwanag ang kaugnayan

ng mga gawain at desisyon ng AP10IPE-Ii-
tao sa pagbabagong 22
pangkapaligiran
22. Nasusuri ang mga
AP10IPE-Ii-
kasalukuyang hamon sa
23
pagtamo ng sustainable

development (hal.:
consumerism, energy
sustainability, poverty, at
health inequalities)
23. Napaghahambing ang iba’t
ibang istratehiya at polisiya na
may kaugnayan sa pagtamo AP10IPE-Ij-
ng sustaibale development na 24
ipinatutupad sa loob at labas
ng bansa
24. Nakasusulat ng isang case
study na nakatuon sa pagtamo
AP10IPE-Ij-
ng sustainable development
25
ng kinabibilangang
pamayanan
IKALAWANG MARKAHAN - Mga Isyung Politikal at Pangkapayapaan
C. Mga Isyung Politikal Ang mga mag-aaral ay may Ang mga mag-aaral ay: Ang mga mag-aaral ay:
1. Migration (Migrasyon) pag-unawa:
2. Territorial and border nakapagpapanukala ng
AP10IPP-IIa-
conflicts sa sanhi at epekto ng mga mga paraan na 1. Natutukoy ang mga dahilan ng
1
3. Political dynasties isyung pampulitikal sa nagpapakita ng aktibong migrasyon sa loob at labas ng
4. Graft and corruption pagpapanatili ng katatagan pakikilahok sa mga bansa
ng pamahalaan at maayos na isyung pampulitikal na
ugnayan ng mga bansa sa nararanasan sa 2. Naipaliliwanag ang epekto ng
AP10IPP-Iib-
daigdig pamayanan at sa bansa migrasyon sa aspektong
-2
panlipunan, pampulitika, at
pangkabuhayan
12. Natatalakay ang mga dahilan
AP10IPP-IIb-
ng mga suliraning teritoryal at
3
hangganan (territorial and
border conflicts)
13. Nasusuri ang epekto mga
suliraning teritoryal at
AP10IPP-IIc-
hangganan (territorial and
4
border conflicts) sa aspektong
panlipunan, pampulitika,
pangkabuhayan, at

pangkapayapaan ng mga
mamayan
14. Naipaliliwanag ang konsepto AP10IPP-IIc-
ng political dynasties 5
15. Nasusuri ang sanhi at epekto

AP10IPP-IId-
ng political dynasties sa
6
pagpapanatili ng malinis at
matatag na pamahalaan
AP10IPP-Iid-
16. Naipaliliwanag ang konsepto,
7
uri at pamamaraan ng graft
and corruption
17. Natataya ang epekto ng graft
and corruption sa pagtitiwala
AP10IPP-IIe-
at partisipasyon ng mga
8
mamayan sa mga programa
ng pamahalaan

AP10IPP-IIe-
graft and corruption sa
9
aspektong pangkabuhayan at
panlipunan
19. Nakapagmumungkahi ng mga
AP10IPP-
paraan upang maiwasan ang
Iif-10
graft and corruption sa lipunan
IKATLONG MARKAHAN - Mga Isyu sa Karapang Pantao at Gender
A. Mga Isyu sa Ang mga mag-aaral ay may Ang mga mag-aaral ay: Ang mga mag-aaral ay:
Karapatang Pantao pag-unawa:
nakapagpaplano ng 1. Nakapagpaplano ng symposium
1. Anyo ng paglabag sa sa kahalagahan ng symposium na na tumatalakay sa kaugnayan
karapatang pantao karapatang pantao sa tumatalakay sa ng karapatang pantao at AP10IKP-
2. Epekto ng paglabag sa pagsusulong ng kaugnayan ng pagtugon sa responsibilidad IIIa-1
karapatang pantao pagkapantay-pantay at karapatang pantao at bilang mamamayan tungo sa
3. Mga halimbawa ng respeto sa tao bilang kasapi pagtugon sa pagpapanatili ng isang
paglabag sa karapatang ng pamayanan, bansa, at responsibilidad bilang pamayanan at bansa na
pantao sa pamayanan, daidig mamamayan tungo sa kumikilala sa karapatang

bansa, at daigdig pagpapanatili ng isang pantao
pamayanan at bansa na 2. Nasusuri ang epekto ng AP10IKP-
kumikilala sa karapatang paglabag sa karapatang pantao IIIa-2
pantao 3. Nasusuri ang mga halimbawa
ng paglabag sa karapatang AP10IKP-
pantao sa pamayanan, bansa, IIIb-3
at daigdig
4. Nakapagmumungkahi ng ng
mga pamamaraan sa AP10IKP-
pangangalaga ng karapatang IIIb-4
pantao
AP10IKP-
paran ng paglutas sa mga
IIIc-5
paglabag ng karapatang pantao
B. Mga Isyu na may Ang mga mag-aaral ay may Ang mga mag-aaral ay: Ang mga mag-aaral ay:
Kaugnayan sa Kasarian pag-unawa:
(Gender)
1. Gender & Sexuality sa kahalagahan ng nakabubuo ng 1. Nakabubuo ng dokyumentaryo AP10IKP-
2. Reproductive Health pagtanggap at paggalang sa dokyumentaryo na na nagsusulong ng paggalang IIIc-6
Law iba’t ibang perspektibo na nagsusulong ng sa karapatan ng mga
3. Same-sex Marriage may kaugnayan sa samu’t paggalang sa karapatan mamamayan sa pagpili ng
4. Prostitusyon at Pang- saring isyu sa gender ng mga mamamayan sa kasarian at sekswalidad
aabuso pagpili ng 2. Nasusuri ang iba’t ibang salik
AP10IKP-
kasarian at sekswalidad na nagiging dahilan ng
IIId-7
pagkakaroon ng diskriminasyon
sa kasarian
3. Natataya ang bahaging
ginagampanan ng
kasarian(gender roles) sa iba’t AP10IKP-
bang larangan at institusyong IIId-8
panlipunan (trabaho,
edukasyon, pamilya,
pamahalaan, at relihiyon)
AP10IKP-
4. Napaghahambing ang
IIIe-9
katatayuan ng kababaihan,
lesbians, gays, bisexuals, at
transgendern sa iba’t ibang
bansa at rehiyon
5. Naipapaliwanag ang
AP10IKP-
mahahalagang probisyon ng
IIIg-10
Reproductive Health Law
6. Naipapahayag ang sariling
AP10IKP-
saloobin sa Reproductive
IIIh-11
Health Law
7. Nasusuri ang epekto ng same-
AP10IKP-IIIi-
sex marriage sa mga bansang
12
pinahihintulutan ito
8. Naipapahayag ang pananaw
AP10IKP-
sa pagpapahintulot ng same-
IIIh-13
sex marriage sa bansa
9. Natatalakay ang dahilan ng
AP10IKP-IIIi-
prostitusyon at pang-aabuso
14
prostitusyon at pang-aabuso
AP10IKP-
sa buhay ng tao sa
IIIj-15
pamayanan at bansa

paraang tungo sa ikalulutas
ang suliranin ng prostitusyon AP10IKP-
at pang-aabuso sa sariling IIIj-16
pamayanan at bansa
IKAAPAT NA MARKAHAN - Mga Isyung Pang-Edukasyon at Pansibiko at Pagkamamamayan (Civics and Citizenship)
A. Mga Isyung Pang- Ang mga mag-aaral ay may Ang mga mag-aaral ay 1. Nasusuri ang sistema ng
AP10ICC-IVa-
edukasyon pag-unawa: edukasyon sa bansa
1
1. Access sa Edukasyon nakagagawa ng case
2. Kalidad ng Edukasyon sa kahalagahan ng study na tumatalakay sa 2. Nasusuri ang mga programa
edukasyon tungo sa mga solusyon tungkol sa ng pamahalaan na
AP10ICC-IVa-
ikabubuti ng kalidad ng mga suliraning nagsusulong ng
1
pamumuhay ng tao, kinakaharap ng sistema pagkakapantay-pantay sa
pagpapanatili ng kaayusang ng edukasyon sa bansa edukasyon
panlipunan, at pag-unlad ng 3. Nasusuri ang mga programa
bansa ng pamahalaan na
AP10ICC-IVa-
nagsusulong ng
2
pagkakapantay-pantay sa
edukasyon
4. Nasusuri ang kalidad ng AP10ICC-
edukasyon sa bansa IVb-3
5. Natatalakay ang mga

AP10ICC-IVc-
suliraning kinakaharap ng
4
sektor ng edukasyon sa
bansa
pamamaraan na
makakatulong sa AP10ICC-
pagpapataas ng kalidad ng IVd-5
edukasyon sa pamayanan at
bansa
B. Pansibiko at Ang mga mag-aaral ay may Ang mga mag-aaral ay 7. Matutukoy ang mga katangian
Pagkamamamayan pag-unawa: na dapat taglayin ng isang
AP10ICC-IVe-
(Civics and Citizenship) aktibong mamamayan na
6
1. Pakikilahok sa mga sa kahalagahan ng nakagagawa ng nakikilahok sa mga gawain at
gawaing pansibiko pagkamamayan at pananaliksik tungkol sa usaping pansibiko
(Civic Engagement) pakikilahok sa mga gawaing kalagayan ng pakikilahok 8. Natatalakay ang iba’t ibang
2. Pakikilahok sa mga pansibiko tungo sa sa mga gawaing gawaing pansibiko sa AP10ICC-IVf-
Gawaing Politikal pagkakaroon ng isang pansibiko at pulitikal ng pamayanan at bansa 7
(Political Socialization) pamayanan at bansang mga mamamayan sa
maunlad, mapayapa, at may kanilang sariling 9. Nasusuri ang epekto ng
pagkakaisa pamayanan pakikilahok ng mamamayan
AP10ICC-IVg-
sa mga gawaing pansibiko sa
8
kabuhayan, pulitika, at
lipunan
pakikilahok ng mamamayan AP10ICC-
sa mga gawain at usapin IVh-9
pampulitika

11. Naipapaliwanag ang
kahalagahan ng pagkakaroon
ng kooperasyon ng
mamamayan at pamahalaan
AP10ICC-IVi-
sa paglutas sa mga suliraning
10
panlipunan
12. Naipapahayag ang saloobin sa

mahahalagang isyung
AP10ICC-
pampulitika na kinakaharap
IVj-11
ng sariling pamayanan at
bansa

Talasalitaan
Absolute advantage – ganap na kalamangan ng isang bansa sa isang produkto kapag mas mababa ang halaga ng produksiyon nito kaysa halaga ng produksiyon ng ibang
bansa
Absolute monarchy – Uri ng monarkiya na ang kapangyarihan ng hari ay hindi nalilimitahan ng sinuman
Acid Rain – polusyong dulot ng sulfur dioxide at nitrogen oxide na pumapailanlang sa himpapawid at sumasama sa water vapor at bumabagsak sa anyong ulan, hamog, o
niyebe
Acropolis – ang burol at pinakamataas na lugar sa gitna ng lungsod-estado ng Athens at iba pang lungsod-estado ng Greece
Agham panlipunan – isang sangay ng kaalaman na ang pinag-aaralan ay ang mga pag-uugali ng tao habang siya ay nakikipag-ugnayan sa kanyang kapwa at sa
kapaligiran
Agora – ang gitna ng lungsod-estado ng isang bukas na lugar kung saan maaring magtinda o magtipon-tipon ang mga tao sa Greece
Ahimsa – hango sa relihiyong Jainism na may kahulugan na mapayapang pamamaraan ng pakikibaka o ang hindi paggamit ng dahas
Allied Powers – mga bansang nagsanib-puwersa, kinabibilangan ng United States, Great Britain, at dating Soviet Union, upang labanan ang Axis Powers
Allocative role – tumutukoy sa masinop na paggamit ng mga pinagkukunang-yaman
Alokasyon –isang mekanismo ng pamamahagi ng mga pinagkukunang-yaman sa iba’t ibang gamit upang sagutin ang mga pangunahing katanungan ng isang lipunan sa
suliranin ng kakapusan
Alyansa – pagbubuo ng grupo o lupon ng mga makapangyarihang bansa sa Europe
Akulturasyon – prosesong pinagdaraanan isang lipunan sa pagtanggap ng elemento, katangian, o impluwensiya ng kultura ng iba pang lipunan
Apollo 11 – sasakyang panghimpapawid na mula sa United States, na siyang unang sasakyang nakarating sa buwan
Astrolabe – instrumento sa paglalayag na ginagamit upang malaman ang latitudo layo ng barko
Archipelago / Kapuluan – pangkat ng mga pulo
Armistice – kasunduan na pansamantalang pagtigil ng labanan o digmaan
Axis Powers – mga bansang nagsanib, kabilang ang Germany, Italy, at Japan, upang kalabanin ang Allies noong Ikalawang Digmaang Pandaigdig
B
Batas ng Demand –batas sa ekonomiya na nagsasaad ng hindi direktang relasyon o ugnayan ang presyo sa quantity demanded.
Batas ng Supply – batas sa ekonomiya na nagsasaad na mayroong direktang relasyon o ugnayan ang presyo sa quantity supplied.

Bayaring nalilipat – bayarin ng pamahalaan sa sambahayan tulad ng pensiyon ng mga nagretiro, benepisyong pangkalusugan, at pangkalahatang kapakanan para sa mga
pamilyang mahihirap
Beleaguered forests – inabusong mga kagubatan

Biodiversity – ang pagkakaiba-iba at pagiging katangi-tangi ng lahat ng anyo ng buhay na bumubuo sa natural na kalikasan
Bourgeoise- mga mangangalakal at banker na bagaman may salapi ay hindi nabibilang sa mga lipi ng maharlika at kaparian
Brain drain – pagkaubos na mga propesyonal na may angkin kasanayan o talento dulot ng kanilang pangingibang-bayan upang maghanap ng mas magandang oportunidad
sa paghahanapbuhay
Bulkan – bundok na may butas sa pinakatuktok na nilalabasan ng maiinit na bato, lava, putik, lahar, at abo
Bulubundukin – hanay ng mga bundok na magkakadikit
Bundok – mataas na anyong lupa na nagtataglay ng mga bato at lupa
C
Calligraphy – Sistema ng pagsulat ng mga Tsino

Caste – pagkakahati-hati ng tao sa lipunang Hindu.
Ceteris Paribus – other things being equal; ang hinuha na walang pagbabago maliban sa salik na pinag-aaralan. Sa paggamit ng ceteris paribus, nagagawang simple ang
pagpapaliwanag sa mga ugnayan na nais suriin.
Climate Change – ito ay ang pagbabago sa klima ng mundo; kinapapalooban ito ng pagbabago sa temparatura, wind pattern, pagbuhos ng ulan, lalo na ang pagbabago sa
temperature ng mundo bunga ng pagtaas ng mga partikular na gas lalo ng carbon dioxide.
Cold War – labanan ng ideolohiya, na hindi ginagamitan ng dahas
Command economy – ang ekonomiya ay nasa ilalim ng komprehensibong kontrol at regulasyon ng pamahalaan
Comparative advantage – ang espesyalisasyon at kalakalan ay makakabuti sa mga bansa kahit na may mga bansang hindi episyente sa paggawa nito
Coniferous – tumutukoy sa mga punong cone bearing
Confucianism – Isang pilosopiya na nakatuon sa pagpapabuti ng ugali sa pamamagitan ng pagtataguyod sa mga virtue ng kagandahang loob, tamang pag-uugali, at
pagkamagalang
Cooperative – kooperatiba; isang samahan na nabuo at pinatatakbo para sa benepisyo ng mga kasapi
Core – pinakamalalim na bahagi ng daigdig; binubuo ng inner core at outer core; halos 1380 milya ang kapal ng outer core
Cost and Benefit Analysis –ang pag-aanalisa ng gastos at pakinabang na makukuha mula sa gagawing pagpapasya

Cross elasticity – ang pagsukat kung papaano tumutugon ang quantity demand ng produkto X sa pagbabago ng presyo ng produkto Y
Crust – pinakaibabaw na bahagi ng daigdig; matigas at mabatong bahagi ng planeta
Cuneiform – unang nabuong sistema ng pagsusulat. Isa itong uri ng pictograph na naglalarawan ng mga bagay na ginagamitan nang may 600 pananda sa pagbubuo ng
mga salita o ideya. Sistema ng pagsulat na imbensiyon ng mga Sumerian.
D
Death March - isang uri ng pagpaparusang ipinataw ng mga Hapon sa Pilipinas laban sa mga sumukong sundalong Pilipino at Amerikano sa Bataan
Deforestation – pagkaubos at pagkawala ng mga punongkahoy sa mga gubat
Demand – tumutukoy sa parehong kakayahan at kagustuhan ng isang taong bumili ng isang produkto at serbisyo
Demand curve – kurba na nagpapakita ng magkasalungat na relasyon sa pagitan ng presyo at quantity demanded
Demand function – matematikong paglalarawan sa ugnayan ng presyo at quantity demanded
Demand schedule – talaan na nagpapakita ng dami ng demand sa iba’t ibang presyo
Demokrasya – uri ng pamahalaang ang kapangyarihan ay nasa kamay ng mga mamamayan upang pumili ng kanilang kinatawan sa pamahalaan
Desertification – ang pagkasira ng lupain sa mga rehiyong bahagyang tuyo o lubhang tuyo
Dinastiya – pamumuno ng isang angkan sa isang imperyo o kaharian sa loob ng mahabang panahon
Disaster risk mitigation – isang sistematikong paraang ng pagtukoy, pagtataya, at pagbabawas ng panganib ng trahedya o kalamidad
Disincentives – ang pagbabayad ng multa o kawalan (losses) na matatamo sa hindi episyenteng pagpapasya
Diskriminasyon – ang hindi pantay na pagtingin sa karapatan, lahi, kulay, o kultura ng isang tao
Disyerto – rehiyong may malawak na tuyong lupa at buhangin
Diverse habitat – Iba-ibang panahanan o tirahan
Divine origin – paniniwala ng mga Hapones sa kabanalan at buhay na simbolo ng panginoon sa kanilang mga hari
Demography – pag-aaral sa antas ng populasyon na nakatuon sa kapanganakan, pag-aasawa, kamatayan, at mga sakit
Downsizing – pagbabawas ng manggagawa ng bahay kalakal sa panahon ng bust perid upang makatipid sa gastusin ng produksyon
E
Ecological balance – balanseng ugnayan sa pagitan ng mga bagay na may buhay at ang kanilang kapaligiran
Ecosystem – masalimuot na sistema ng interaksiyon sa pagitan ng mga bagay na may buhay at ng mga bagay na walang buhay sa pisikal na kapaligiran
Eco-tourism – gawaing pang-turismo gamit ang kalikasan

Ekonomiks – pag-aaral ng pakikipagsapalaran ng tao sa kapaligirang kanyang ginagalawan. Ito ay nauukol sa pagpapasyang ginagawa ng tao at ng lipunan kung paano
gamitin at ipamahagi ang limitadong pinagkukunang-yaman upang matugunan ang kanyang walang hanggang pangangailangan at kagustuhan.
Ekwilibriyo – isang sitwasyon na nagkakasundo ang mga mamimili (sa panig ng demand) at nagbibili (sa panig ng supply)
Enlightenment – kilusang intelektwal na naglalayong gamitin ang agham sa pagsagot sa mga suliraning ekonomikal, pulitikal, at maging kultural
Entreprenyur – indibidwal na nagsasaayos, nangangasiwa, at nakikipagsapalaran sa isang negosyo
Equator – itinatakda bilang zero degree latitude at humahati sa globo sa hilaga at timog na hemisphere o hemispero
Etnisidad – mistulang kamag-anakan; kapag kinikilala ng isang grupo ng tao ang mga sarili at ang isa’t isa bilang kasapi ng isang grupong etnolingguwistiko
Etnolingguwistiko – tumutukoy sa pagkakapareho at pagkakaiba ng mga tao sa isang bansa ayon sa kultura, wika, at etnisidad
Exploitation – pananamantala sa iba para sa sariling kapakanan
Export – pagluluwas ng mga produkto palabas ng isang bansa patungo sa iba’t ibang panig ng mundo
F
Fascism – ideolohiyang ipinalaganap ni Benito Mussolini, na tumututol sa anumang uri ng oposisyon sa pamahalaan
Fief - lupang ipinagkakaloob ng lord sa vassal
Footbinding – Sinaunang tradisyon sa China na kung saan sadyang binabali apagbabali ng arko ng paa upang hindi ito lumaki nang normal, tinatawag ang ganitong klase
ng mga paa na lotus feet o lily feet.
French Revolution- Rebolusyong pinasimulan ng mga Pranses na naglalayong magkaroon ng pagkakapantay-pantay, pagkakaisa, at kalayaan
G
Genocide – malawakang pagpatay na ginawa noong Ikalawang Digmaang Pandaigdig lalo na laban sa mga Hudyo
Geocentrism- paniniwala noong panahong Medieval na ang Daigdig (Earth) ay ang sentro ng solar system
Glasnost - Isang salitang Ruso na nangangaghulugan ng openness o pagiging bukas kung saan ,may malayang napag-usapan ang mga suliranin ng bansa sa pamamagitan
ng malayang pamamahayag
Global climate change – pagbabago ng pandaigdigan o rehiyonal na klima na maaaring dulot ng likas na pagbabago sa daigdig o ng
mga gawain ng tao
Globalisasyon – ang kaparaanan kung paano nagiging global o pangbuong mundo ang mga lokal o pampook o kaya pambansang mga gawi o paraan sa aspeto ng
ekonomiya at kalakalan, teknolohiya, politika, at kalinangan o kultura

Gross Domestic Product – sumusukat sa kabuuang pampamilihang halaga ng lahat ng tapos na produkto at serbisyo na ginawa sa isang takdang panahon sa loob ng
isang bansa
Gross National Product (Gross National Income) – kabuuang pampamilihang halaga ng mga produkto at serbisyo na nagawa ng mga mamamayan ng isang bansa
Guild- samahan ng mga taong nagtatrabaho sa magkatulad na hanapbuhay
H
Habitat – tirahan ng mga hayop at iba pang mga bagay

Hanging amihan – hilagang-silangang monsoon; umiihip nang salungat sa unang hangin mula Oktubre hanggang Abril mula sa Siberia patungong karagatan
Hanging habagat – timog-kanlurang monsoon; umiihip mula Mayo hanggang Setyembre na may dalang napakalakas na ulan mula sa karagatan
Heliocentrism – paniniwala na ang araw ang sentro ng solar system
Hellenes – tawag ng mga Greek sa kanilang sarili na hango sa salitang Hellas, isang lugar sa hilagang-kanluran ng Greece
Heograpiya – nauukol sa pag-aaral ng mundo at mga taong naninirahan dito, na sumasakop din sa pag-aaral sa katangiang pisikal nito, iba’t ibang anyong lupa, at
anyong tubig, klima, at likas na yaman ng isang pook
Heograpiyang pantao – sangay ng heograpiya na tumutukoy sa pag-aaral ng wika, relihiyon, lahi, at pangkat-etniko sa iba’t ibang bahagi ng daigdig
Hinterlands – malayong lugar, malayo sa mga urbanisadong lugar ngunit apektado ng mga pangyayari sa teritoryong sakop ng lungsod
Hinuha – kaisipang hindi direktang isinasaad; isang konklusyong hango sa impormasyon
Hominid – miyembro ng pamilya ng mga mammal na may kakayahang tumayo sa dalawang paa kabilang ang tao, gorilya, chimpanzee, at orangutan
Humanidades – Kabuuan ng mga kaalaman tungkol sa mga sining na biswal tulad ng musika, arkitektura, pintura, sayaw, dula, at panitikan. Sa pamamagitan ng mga
tekstong ito, naipahahayag ng sumulat ang kaniyang nadarama, adhikain, pangarap, pag-asa, o pangamba.
Humanismo – isang kilusang intelektuwal noong Renaissance na naniniwalang dapat pagtuunan ng pansin ang klasikal na sibilisasyon ng Greece at Rome.Humanista ang
taong tumatangkilik sa ideyang ito.
I
Incentives – maaaring pinansyal o parangal na maaring matamo mula sa pagpupunyagi sa araw-araw

Income elasticity - panukat kung gaano tumutugon ang quantity demand sa pagbabago ng kita
Income per capita – sinusukat ang kalagayang pangkabuhayan ng mga mamamayan ng isang bansa. Makukuha ito kung hahatiin ang Gross Domestic Product sa
kabuuang populasyon ng bansa.
Industriyalisasyon – pagbabagong pang-ekonomiya na unang naranasan sa England na gumamit ng mga makinarya kaya naman nagkaroon ng mabilisang produksyon

Imperyalismo – isang patakaran o paraan ng pamamahala na ang malalaki o makapangyarihang mga bansa ang naghahangad upang palawakin ang kanilang
kapangyarihan sa pamamagitan ng pagsakop o paglulunsad ng mga pagtaban o kontrol na pangkabuhayan at pampulitika sa ibang mga bansa
Impormal na sektor (Underground Economy) – sektor na nagtataglay ng malawak na katangian na binubuo ng mga yunit na nagsasagawa ng pagbuo ng produkto at
serbisyo na ang pangunahing mithiin ay makalikha ng empleyo at kita ang mga taong lumalahok dito. Ang mga gawain ng na yunit ay
naisasakatuparan sa pamamagitan ng mababang antas ng organisasyon na walang pagsunod sa itinatadhanang kapital, pamantayan, at paraan ng
pagsasagawa nito sa napakaliit na antas ng produksiyon. Ang mga katuwang sa pagsasagawa ng gawain ay kadalasang mga kamag-anak at malalapit
na kaibigan na walang pormal na pagsunod sa mga patakarang itinakda ng pamahalaan.
Import – pag-aangkat ng mga produkto mula sa ibang bansa patungo sa loob ng isang bansa
Isolationism –patakaran na ipinatutupad ng isang bansa na inihihiwalay o isinasara nito ang bansa mula sa impluwensiya at pakikipag-ugnayan sa mga dayuhan
K
Kabihasnan – pamumuhay na kinagawian at pinipino ng maraming pangkat

Kagustuhan - ang mga bagay na nakatutulong sa tao upang mapagaan ang kanyang buhay
Khanate – estadong nasa hurisdiksyon ng isang khan (pinunong lokal ng ilang bansa sa gitnang Asya)
Kalakalan – anumang transaksiyon sa pagitan ng dalawang tao o sa pagitan ng mga bansa na kabilang sa isang pamilihan
Kapaligirang pisikal – katangian ng daigdig na binubuo ng anyong lupa, klima, anyong tubig, wildlife, buhay-hayop, vegetation, at mineral
Kapatagan – malawak na lupang pantay o patag
Kapital – mga makinarya, kagamitan, o imprastraktura na ginagamit bilang salik ng produksiyon
Kanluranin – pangkalahatang tawag sa mamamayan ng Europe na nanakop ng lupain sa Asya noong ika-16 hanggang ika-19 na siglo. Ginagamit din ang salitang Europeo
bilang kasingkahulugan ng kanluranin.
Kapapahan – tungkulin, panahon ng panunungkulan, at kapangyarihang panrelihiyon ng Papa bilang pinuno ng simbahang Katoliko, gayundin sa kapangyarihang
pampulitika bilang pinuno ng Estado ng Vatican
Katipunan – isang rebolusyonaryong samahan. Tinatawag din itong KKK o Kataas-taasang Kagalang-galangang Katipunan ng mga Anak ng Bayan. Isinusulong nito ang
ganap na kalayaan ng Pilipinas mula sa mga Español. Kung anuman ang ating mga nagawa noon ay siyang naghubog kung ano tayo ngayon.
Kartel – tumutukoy sa samahan ng oligopolista na sama-samang kumikilos upang itaas ang presyo ng mga produkto o serbisyo sa pamilihan
Kasunduan sa Versailles – kasunduang opisyal na nagwakas sa Unang Digmaang Pandaigdig, naganap noong Hunyo 28, 1919, sa pagitan ng Allies at Germany
Kaunlaran – ang pagbabago mula sa mababa tungo sa mataas na antas ng pamumuhay

Khyber Pass – landas na matatagpuan sa kabundukan ng Hindu Kush na sa loob ng libu-libong taon ito ay tinahak at ginamit ng mangangalakal at manlalakbay sa
kasaysayan papunta at palabas ng India
Kilusang Propaganda – samahang itinatag ng mga ilustrado sa Pilipinas noong ika-19 na siglo. Layunin nito na maisulong ang reporma sa bansa sa ilalim ng pamahalaang
kolonyal ng Spain.
Klima – ang karaniwang panahon o average weather na nararanasan ng isang lugar sa loob ng ilang buwan, ng isang taon, o mahaba-habang panahon na kinapapalooban
ng mga elemento tulad ng temperatura, ulan, at hangin
Kolonyalismo –ang tuwirang pananakop ng isang bayan sa iba pa upang mapagsamantalahan ang yaman nito o makuha rito ang iba pang pangangailangan ng
mangongolonya
Komplementaryo – mga produktong magkasabay o magkasamang kinukonsumo
Komunismo - ideolohiyang nagsusulong ng pagkakapantay-pantay ng mga mamamayan sa lipunan
Konsepto – ideya o kaisipan
Konsyumer – mamimili; gumagamit ng mga produkto at serbisyo
Kontemporaryong isyu- Isyung may partikular na kahalagahan sa kasalukuyang panahon
Kontinente – pinakamalawak na masa ng lupa sa ibabaw ng daigdig
Kontra-repormasyon – kilusang pangrelihiyon ng Simbahang Katoliko na naglalayong panumbalikin ang tiwala ng mga sa Kristyanismo partikular sa Katolisismo
Kowtow – pagyuko ng mga Tsino sa kanilang Emperador nang tatlong beses na ang noo ay humahalik sa semento
Krusada – ekspedisyong militar na inilunsad ng mga Kristiyanong Europeo laban sa mga Turkong Muslim upang mabawi ang Jerusalem sa kamay ng mga ito
L
Laissez faire – kaisipang nagbibigay-diin sa malayang daloy ng ekonomiya, na hindi nararapat na pakialaman ng pamahalaan
Lambak – lupain patag na makikita sa pagitan ng mga bundok o sa gilid ng mga ilog
Latitude – mga distansyang angular na natutukoy sa hilaga o timog ng equator o ekwador
Lay investiture – isang seremonya kung saan binibigyan ng mga hari ang Obispo ng singsing at tauhan para sa kanyang opisina
Liberalisasyon – patakaran na nagbunsod sa paggiging malaya o pagbubukas ng kalakalan ng bansa sa pandaigdigang kalakalan
Life expectancy – inaasahang haba ng buhay
Liga ng mga Bansa (League of Nations) – itinatag ng 42 bansa noong Enero 10, 1920, na ang pangunahing layunin ay tapusin ang digmaan sa pamamagitan
negosasyon at diplomasya
Literacy rate o Antas ng kamuwangan – bahagdan ng tao sa isang partikular na bansa na may kakayahang bumasa at sumulat

Longitude – mga distansyang angular na natutukoy sa silangan at kanluran ng prime meridian
Lundayan – kinalalagyan o pinagmulan
Lupa – sa ekonomiks, tumutukoy ito sa salik ng produksiyon na yamang likas
M
Makroekonomiks – ang pag-aaral sa kabuuang galaw ng ekonomiya; pinag-aaralan dito ang interaksyon ng sambahayan, kumpanya, pamahalaan, at pandaigdigang
pamilihan.
Makroekonomikong ekilibriyo – kung ang kita sa panig ng sambahayan ay katumbas ng pagkonsumo o kaya sa panig ng bahay- kalakal, ang kita sa produksiyon ay
katumbas ng pagkonsumo
Mandate system – pagpapasailalim sa isang bansang naghahanda na maging isang malaya at nagsasariling bansa sa patnubay ng isang bansang Europeo
Manor – sentrong pangkabuhayan na pinamumunuan ng panginoong nakatira sa kastilyo
Mantle – binubuo ng makakapal at maiinit na tunaw na bato; halos 1800 milya ang kapal
Marginal thinking – pagsaalang-alang ng karagdagang benepisyo o pakinabang na matatamo sa bawat karagdagang gastusin
Market economy – ang mekanismo ng malayang pamilihan na ginagabayan ng isang sistema ng malayang pagtatakda ng halaga
Marxism – teoryang politikal at ekonomiko ni Karl Marx na nagsasaad na ang kilos ng tao ay bunga ng kapaligiran at uri ng kanyang kinabibilangan
Mein Kampf (My Struggle) – akda ni Hitler na pinagbatayan ng ideolohiyang Nazism, unang lumabas noong 1925
Merkantilismo – prinsipyong pang-ekonomiya na ang batayan ng kayamanan ng bansa ay ang dami ng ginto at pilak na mayroon ito
Mesoamerica – nangangahulugan ang katagang meso ng “gitna”; ang Mesoamerica ay rehiyon mula sa gitnang Mexico hanggang Gitnang America
Middle class – tumutukoy sa panggitnang uri ng tao sa lipunan. Sila ay nasa pagitan ng mga pinakamayayaman at mahihirap na grupo ng tao. Kadalasang batayan ng
pagiging middle class ay ang pagkakaroon ng kayamanan at kapangyarihan sa lipunan na kinabibilangan.
Migrasyon – ang pag-alis ng tao mula sa ibang bansa o lokalidad patungo sa iba
Mikroekonomiks – ay ang pag-aaral sa maliliit na yunit ng ekonomiya. Pinag-aaralan nito ang kilos, gawi at ang mga ginagawang pagpapasya ng sambahayan at
kumpanya
Militarismo – pagpapalakas ng pwersang militar
Mine tailing – dumi o mga materyales na latak mula sa proseso ng pagmimina at pagsasala mula sa malalaking minahan
Mixed economy – isang sistema na kinapapalooban ng elemento ng market economy at command economy
Monarchy – uri ng pamahalaan ng pinamumunuan ng hari, reyna, at mga kauri nito

Monopolistikong kumpetisyon – uri ng pamilihan na maraming mamimili at bahay-kalakal subalit may kaunting kapangyarihan dahil sa ibinebentang produkto na similar
but not exactly identical
Monopolyo –isang istraktura ng pamilihan na may malakas na puwersang itinakda ang presyo at dami ng ibebenta nag-iisa lamang ang prodyuser na nagbebenta ng
produkto at serbisyo sa maraming mamimili
Monopsonyo – Isang istraktura ng pamilihan na maraming nais magkaloob ng produkto at serbisyo subalit iisa lamang ang. Ito ay may lubos na kapangyarihan na
kontrolin ang presyo.
Monsoon – mga hanging nagtataglay ng ulan
Multiculturalism – lipunan na binubuo ng iba’t ibang kultura
N
Nagbibili – ang nagbebenta ng mga produkto at serbisyo sa pamilihan

Napoleonic Wars – Digmaang pinangunahan ni Napoleon Bonaparte na naglalayong pag-isahin ang buong Europa
Nasyonalismo – kadalasan, tumutukoy ito sa masidhing pagmamahal sa bayan. Subalit maliban dito, ang nasyonalismo ay nangangahulugan din ng pagkakatanto ng isang
nilalang o lahi na mahalagang ipagtanggol ang kaniyang bansa laban sa panlulupig ng mga banyaga.
Nation-state – terminong pampulitika na tumutukoy sa isang teritoryo na pinananahanan ng mga mamamayan na may magkakatulad na wika, kultura, relihiyon, at
kasaysayan, at napasasailalim sa isang pamahalaan
Natural capital – likas na puhunan
Nazism – ideolohiyang ipinalaganap ni Adolf Hitler na nagsasaad ng pagiging superyor ng lahing Aryan, na siyang kinabibilangan ng mga German
Negosyo – tumutukoy sa anumang gawain na pang-ekonomiya na may layuing kumita o tumubo
Net Factor Income from Abroad – tinatawag ring Net Primary Income. Makukuha ito kapag ibinawas ang gastos ng mga mamamayang nasa ibang bansa sa gastos ng
mga dayuhang nasa loob ng bansa
Nomarch – pinuno ng nome
Nome – malalayang pamayanan ng sinaunang Egypt
Normative economics – paraan ng pagpapahayag na sumasalamin sa pagpapahalaga o value judgment ng isang tao sa isang pangyayaring pangkabuhayan o economic
phenomenon. Ito ay pansariling pananaw/opinyon na naglalahad ng sariling paninindigan.

O
Oasis – lugar sa disyerto na nagtataglay ng matabang lupa at tubig na maaaring makabuhay ng mga halaman at hayop
Obsidian – isang maitim at kristal na baton a nabuo mula sa tumigas na lava na ginamit sa Teotihuacan sa paggawa ng kagamitan, salamin, at talim ng kutsilyo
Oligopolyo – istruktura ng pamilihan kung saan may maliit na bilang ng bahay-kalakal na nagbebenta ng magkakatulad o magkakaugnay na produkto
Olmec – kauna-unahang kabihasnang sa Central America: nangangahulugan ang salitang Olmec na “ rubber people” dahil sila ang kauna-unahang gumamit ng dagta ng
mga punong rubber o goma
Oracle bone – tawag sa mga tortoise shell at cattle bone na ginagamit upang mabatid ang mensahe o saloobin ng mga diyos ng mga Tsino.
Opportunity cost – ang halaga ng bagay na handang isuko o bitawan upang makamit ang isang bagay
Overgrazing – sanhi ng pagkasira ng lupa at vegetation na nagaganap kung ang kapasidad ng damuhan ay hindi sapat sa laki ng kawan ng hayop
Ozone layer – isang suson sa stratosphere na naglalaman ng maraming konsentrasyon ng ozone
P
Pacific Ring of Fire – isang malawak na sona sa Pasipiko na nagtataglay ng maraming hanay ng mga bulkan
Paggawa – oras at lakas na ginagamit ng tao sa produksiyon
Pagkonsumo – paggamit o pagbili ng mga produkto at serbisyo
Pag-iimpok – bahagi ng kita na hindi ginagasta at sa halip ay inilalagak sa bangko para sa pangangailangan sa hinaharap
Paikot na daloy – dayagram na nagpapakita ng kitang tinatanggap at bayaring ginagawa ng bawat sektor sa ekonomiya
Pamilihan – ang lugar/mekanismo para ang mamimili at nagbebenta ay nagkakaroon ng transaksiyon upang magkaroon ng bentahan
Pananaw – saloobin o opinyon ng isang tao batay sa kaniyang paniniwala
Pangangailangan – ang mga bagay na dapat ay mayroon ang tao tulad ng pagkain, damit, at tirahan upang mabuhay
Peninsula / Tangway – bahagi ng pulo o kontinenteng nakaungos sa tubig
Perestroika – tumutukoy sa pagsasaayos ng ekonomiya ng dating USSR upang manaig ang pwersang pampamilihan
Philosophes – grupo ng mga intelektwal sa panahon ng Enlightenment na naniniwala na ang reason o katwiran ay magagamit sa lahat ng aspeto ng buhay
Physiocrats – mga taong naniniwala at nagpalalaganap ng ideyang ang lupa ang tanging pinagmumulan ng yaman o nakatutulong sa pagpapayaman
Pictogram – sistema ng pagsulat na gumagamit ng larawan sa mga sinaunang kabihasnang
Pilosopiya – ang mapagkilatis na pag-aaral sa mga pinakamalalim na katanungan na maaaring itanong ng sangkatauhan. Nagmula ang salitang pilosopiya sa mga salitang
griyego na philo at sophia. Ang philo ay nangangahulugang "pagmamahal" at ang sophia naman ay "karunungan". Kung pagsasamahin, ito ay
"pagmamahal sa karunungan".
Piyudalismo – isang sistemang pulitikal, sosyo-ekonomiko, at militar na nakabase sa pagmamay-ari ng lupa
Political dynasty – ang pananatili sa pamamahala ng isang pamilya sa isang estado sa paglipas ng mga taon
Populasyon – tumutukoy sa kabuuang bilang ng tao sa takdang lugar at panahon
Population boom – biglaang pagdami ng mga taong nakatira sa isang lugar
Population growth rate – antas/bahagdan ng pagdami ng tao
Prairie – lupaing may damuhang mataas na malalim ang ugat o deeply rooted tall grasses
Price index – sumusukat sa average na pagbabago sa presyo ng mga produkto at serbisyo
Presyo – ang halagang ipinambabayad sa isang tiyak na dami at uri ng isang kalakal o paglilingkod
Presyong elastisidad ng demand – sumusukat kung gaano ka sensitibo ang quantity demand sa pagbabago ng presyo
Prime Meridian – itinatalaga bilang zero degree longitude na nasa Greenwich sa England
Protectorate – isang rehiyon na may sariling pamahalaan subalit nasa ilalim ng kontrol ng isang panlabas na kapangyarihan
Pulo – masa ng lupang napapaligiran ng tubig
R
Rebolusyon – ang mabilis, agaran, at radikal na pagbabago sa isang lipunan

Red Tide – sanhi ng dinoflagellates na lumulutang sa ibabaw ng dagat
Reinkarnasyon – paniniwalang ang kaluluwa ay muling mabubuhay sa mas mataas o mababang kalagayan sa lipunan batay sa kabuuang pagkilos ng tao
Renaissance – tumutukoy sa muling pagsilang o rebirth the kulturang klasikal ng Greece na sumibol sa bansang Italya
Repormasyon – kilusang pangrelihiyon na naglalayong manghingi ng reporma sa Simbahang Katoliko. Ito ay katawagan din sa mga kaganapan na yumanig sa
Kakristyanuhan mula ika-14 hanggang ika-17 na dantaon na humantong sa pagkakahati ng simbahang Kristyano.
Responsible Parenthood and Reproductive Health Act of 2012 – batas na nagbibigay garantiya sa pagtamo ng mga pamamaraan tulad ng contraception, fertility
control, sex education, at maternal care
Replenish – muling punuan o tustusan

S
Salinization – proseso ng paglitaw ng asin sa ibabaw ng lupa o kaya naman ay inaanod ng tubig papunta sa lupa
Sambahayan – sektor na binubuo ng lahat ng tao na nagnanais na matugunan ang kanilang walang hanggang pangangailangan at kagustuhan
Satrap – gobernador o pinuno ng satrapy
Satrapy – lalawigan ng Imperyong Persian
Savanna – lupain ng pinagsamang mga damuhan at kagubatan
Satyagraha – ang paglalabas ng katotohanan kasama ang pagdarasal, meditasiyon, at pag-aayuno
Scribe – mga tagatala ng pangyayari at kasaysayan sa panahon ng sinaunang kabihasnan
Shortage – isang sitwasyon na mas malaki ang dami na demanded kaysa sa dami ng produkto na isinusupply
Sibilisasyon – masalimuot na pamumuhay sa lungsod
Siltation – parami at padagdag na deposito ng banlik na dala ng umaagos na tubig sa isang lugar
Sinocentrism – ang pananaw ng mga Tsino na sila ang superiyor sa lahat
Soil degradation – pagkasira ng lupa o pagbaba nang kapakinabangan nito
Son of Heaven o “Anak ng Langit” – ang emperador ay pinili ng langit upang mamuno na may itinakdang kasaganaan at kapayapaan n noong sinaunang kabihasnan
Sputnik – kauna-unahang space satellite sa kasaysayan na inilunsad ng dating USSR
Statistical discrepancy – ang anumang kakulangan o kalabisan sa pagkuwenta na hindi malaman kung saan ibibilang. Ito ay nagaganap sapagkat may mgatransaksiyong
hindi sapat ang mapagkukunan ng datos o impormasyon.
Steppe – malawak na damuhang lupain na may kakaunting puno; matatagpuan sa silangang Europe at Asya
Stewardship – wastong pagkalinga at pangangalaga ng mga bagay tulad ng kalikasan
Strained – sobra o labis na nagamit
Sturgeon – malalaking isdang likas sa Hilagang Asya na pinagkukuhanan ng caviar (itlog) na isa sa mga produktong panluwas ng rehiyon
Surplus – isang sitwasyon na mas malaki ang dami ng produkto na isinusuplay kaysa sa dami na demand
Sustainability – kakayahang magpanatili ng isang estado o kalagayan

T
Taiga – mataas na kagubatang coniferous at mabato na matatagpuan sa Hilagang Asya, partikular na sa Siberia
Talampas – mataas na lupang patag na patag sa ibabaw
Teotihuacan – nangangahulugan ang katagang ito na “tirahan ng diyos” at isa ito sa mga unang kabihasnang nabuo sa Valley of Mexico
Terorismo – sistematiko paggamit ng malaking takot, madalas marahas, lalo na bilang isang paraan ng pagpipigil
Terra-Cotta – anumang bagay (tulad ng banga, pigurin, o estatwa) na yari sa pinainitang luwad
Territorial and border conflict – suliraning dulot ng hindi pagkakaunawaan o pagtatalo ng mga bansa sa teritoryo at hangganan
The White Man’s Burden – tulang isinulat ni Rudyard Kipling, isang British. Una itong nailathala noong 1889. Ipinahayag ni Kipling ang pagsuporta niya sa imperyalismong
kanluranin sa pamamagitan ng tulang ito.
Third Reich – panahon sa Germany mula 1933–1945 na napasailalim ang bansa sa kontrol ng ideolohiyang totalitarian
Third World – mga bansang papaunlad pa lamang tulad ng Pilipinas
Triple Alliance – kilala sa tawag na Central Powers na kinabibilangan ng Germany, Austria, Hungary, at Italy mula 1882- 1915.
Triple Entente – tawag sa alyansang France, Great Britain at Russia, kilala bilang Allies mula 1882- 1915.
Think tank – pangkat ng mga dalubhasa na nagpupulong upang gumawa ng pagsusuri sa isang suliranin at magmungkahi ng pamamaraan sa paglutas nito
Tonle Sap – lawa sa Cambodia na nakararanas ng siltationa at kinikilalang pinakamalaking freshwater lake sa Southe East Asia
Topograpiya – tumutukoy sa mga katangiang pisikal na nasa ibabaw ng daigdig na gaya ng anyong lupa at anyong tubig
Tropikal – uri ng klimang may katamtamang init
Tsar – tawag sa pinuno ng Russia hanggang sa rebolusyon noong 1917
Tundra – lupaing kadalasang walang puno na matatagpuan sa Russia, malapit sa baybayin ng Arctic Ocean
Unemployment rate – bahagdan ng walang hanapbuhay

Urbanisasyon – pagsasa-lungsod ng isang lugar o paglipat ng malaking bahagdan ng populasyon sa mga lungsod upang dito mamuhay at manirahan
Vassal – taong tumatanggap ng lupa mula sa lord

Vedas – sagradong aklat para sa mga Hindu; binubuo ng mga himnong pandigma, ritwal, at mga salaysay

Vegetation – uri o dami ng mga halaman sa isang lugar; uri ng kapaligiran batay sa tumutubong halamanan
Volatile – biglaang nagbabago
Vulnerable – madaling mapinsala
Yamang likas – mga bagay na nagmumula sa kalikasan tulad ng lupa, kabundukan, kagubatan, karagatan, mga ilog, lawa, at mga depositong mineral
Ziggurat – templo ng mga sinaunang Mesopotamia tulad ng Sumerian na pinaniniwalang pinaninirahan ng mga diyos
Zoroastrianismo – ang tawag sa relihiyon ng mga persyano, itinatag at ipinalaganap ni Zoroaster ang kaniyang mga turo, na naniniwalang may dalawang pwersang
naglalaban upang makuha ang kaluluwa ng tao. Ayon sa kaniya, huhusgahan ang tao batay sa kaniyang ginawa at kung kaninong pangkat siya
sumanib.

CODE BOOK LEGEND
Sample: AP5KPK-IIIf-5
LEGEND SAMPLE
Learning Area and Strand/ Subject or

Araling Panlipunan
Specialization
First Entry AP5
Domain/Content/ Pagbabagong Kultural sa Pamamahalang

Uppercase Letter/s KPK
Component/ Topic Kolonyal ng mga Espanyol
Roman Numeral
Quarter Ikatlong Markahan III
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate Week Ika-anim na linggo f
more than a specific week
-
Nakapagbibigay ng sariling pananaw tungkol

Arabic Number Competency sa naging epekto ng kolonyalismo sa lipunan 5
ng sinaunang Pilipino

DOMAIN/ COMPONENT CODE DOMAIN/ COMPONENT CODE DOMAIN/ COMPONENT CODE
Heograpiya at Mga Sinaunang
Ako ay Natatangi NAT Ang Pinagmulan ng Lahing Pilipino PLP HSK
Kabihasnan sa Daigdig
Ang Daigdig sa Klasiko at Transisyonal
Ang Aking Pamilya PAM Pamunuang Kolonyal ng Espanya PKE DKT
na Panahon
Pagbabagong Kultural sa
Ang Pag-usbong ng Makabagong
Ang Aking Paaralan PAA Pamamahalang Kolonyal ng mga KPK PMD
Daigdig
Espanyol
Mga Pagbabago sa Kolonya at Pag-
Ako at ang Aking Kapaligiran KAP PKB Ang Kontemporanyong Daigdig AKD
usbong ng Pakikibaka ng Bayan
Kinalalagyan Ng Pilipinas At Ang Mga Pangunahing Konsepto ng

Ang Aking Komunidad KOM PMK MKE
Malayang Kaisipan Sa Mundo Ekonomiks
Pagpupunyagi sa Panahon ng
Ang Aking Komunidad Ngayon at Noon KNN Kolonyalismong Amerikano at KDP Maykroekonomiks MYK
Ikalawang Digmaang Pandaigdig
Pagtugon sa mga Suliranin, Isyu at
Pamumuhay sa Komunidad PSK SHK Makroekonomiks MAK
Hamon sa Kasarinlan ng Bansa
Tungo sa Pagkamit ng Tunay na Mga Sektor Pang-Ekonomiya at Mga
Pagiging Kabahagi ng Komunidad PKK TDK MSP
Demokrasya at Kaunlaran Patakarang Pang-Ekonomiya Nito
Mga Isyung Pangkapaligiran at Pang-
Ang Mga Lalawigan Sa Aking Rehiyon LAR Heograpiya ng Asya HAS IPE
ekonomiya
Ang Mga Kwento Ng Mga Lalawigan Sa Sariling Sinaunang Kabihasnan sa
KLR KSA Mga Isyung Politikal at Pangkapayapaan IPP
Rehiyon AsyaHanggang
Ang Pagkakakilanlang Kultural Ng Kinabibilangang Ang Timog at Kanlurang Asya sa Mga Isyu sa Karapang Pantao at
PKR TKA Gender IKP
Rehiyon Transisyonal at Makabagong Panahon
Ang Silangan at Timog-Silangang Asya Mga Isyung Pang-Edukasyon at
Ekonomiya At Pamamahala EAP sa Transisyonal at Makabagong KIS Pansibiko at Pagkamamamayan (Civics CC
Panahon and Citizenship)
Ang Aking Bansa AAB
Lipunan, Kultura at Ekonomiya ng Aking Bansa LKE
Ang Pamamahala Sa Aking Bansa PAB
Kabahagi Ako sa Pag-unlad ng Aking Bansa KPB

Republika ng Pilipinas
Kagawaran ng Edukasyon
Lungsod ng Pasig
K to12 Gabay Pangkurikulum

EDUKASYON SA
PAGPAPAKATAO
Baitang 1 –10
Disyembre 2013
ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Ang tunguhin o ”outcome” ng pag-aaral sa batayang edukasyon ay ang panlahatang pag–unlad taglay ang mga kasanayan sa ika–dalawampu’t isang siglo.
Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman, pandamdamin at pangkaasalan na magbibigay sa kanya ng kakayahan
upang:
1. mamuhay at magtrabaho
2. malinang ang kanyang mga potensiyal
3. magpasiya nang mapanuri at batay sa impormasyon
4. makakilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang mapabuti ang uri ng kanyang pamumuhay at ng kanyang
lipunan (Literacy Coordinating Council, Setyembre 1997).
Ibinatay ang kahulugan at ang limang palatandaan nito sa Apat na Batayan (Pillar) ng Edukasyon at sa konsepto ng UNESCO tungkol sa mga panghabambuhay
na kakayahan (life skills) na binuo ng International Commission on Education para sa ika-21 siglo. Ang sumusunod ang limang palatandaan nito: (a) may
kakayahang makipagtalastasan, (b) nag-iisip nang mapanuri at may kakayahang lumutas ng suliranin, (c) ginagamit ang mga likas na yaman nang
mapanagutan para sa susunod na salinlahi at (d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may malawak na pananaw sa daigdig.
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan tungo sa
kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan ang mag-
aaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang
pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal. Upang maipamalas ito, kailangang taglay niya ang limang pangunahing kakayahan (macro
skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasiya at pagkilos.
1. Pag-unawa. Mahalagang maipamalas niya ang kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paliwanag sa sariling karanasan,
mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay.
2. Pagninilay. Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa maingat at
malalim na pag-iisip sa mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na pamumuhay.
3. Pagsangguni. Kailangang humingi siya ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at marunong
magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na pamumuhay.
4. Pagpapasiya. Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa obhektibong pamantayan
ng moral na pamumuhay.
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum Disyembre 2013 Pahina 2 of 79

5. Pagkilos. Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa mga konkretong sitwasyon ng buhay at maipakita ang kahandaang
isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay.
Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat taon sa paraang “expanding spiral” mula Kindergarten hanggang Grade 12. Ang
sumusunod ang apat na tema: (a) Pananagutang Pansariliat Pagiging Kasapi ng Pamilya , (b) Pakikipagkapwa at Katatagan ng Pamilya, (c) Paggawa Tungo sa
Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya sa Kabutihan. Pitong pangunahing
pagpapahalaga (core values) ang nililinang sa mga temang ito: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang, Pagmamahal at Kabutihan,
Ispiritwalidad, Kapayapaan at Katarungan, Likas-kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa (Values Education for the
Filipino: 1997 Revised Version of the DECS Values Education Program, ph. 10-11).
Ang Pilosopiya at mga Batayang Teorya ng Pagtuturo-Pagkatuto
Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa Etika ng Kabutihang Asal
(Virtue Ethics). Ayon sa pilosopiya ng Personalismo, nakaugat lagi sa pagpapakatao ang ating mga ugnayan. Nililikha natin ang ating pagpapakatao sa ating
pakikipagkapwa. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng mga virtue o mabuting gawi (habits) at umiiwas sa mga
bisyo o masamang gawi. Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang pagsasabuhay ng mga mabuting gawi.
Sa murang edad na 6 hanggang 12 taon, maaaring hindi pa lubos na maunawaan ng isang bata ang kanyang pagkatao bilang tao ayon sa paliwanag ng
pilosopiyang Personalismo. Ngunit maaari siyang sanayin sa mga virtue at pagpapahalaga upang lumaki siyang isang mabuting tao. Sa mga edad na ito,
mauunawaan niya na dapat siyang magpakabuti hindi lamang sapagkat ito ang inaasahan sa kanya ng lipunan kundi dahil tao siya - may dignidad at likas ang
pagiging mabuti. May dignidad ang tao dahil siya ay bukod-tangi at may ugnayan sa kanyang kapwa, sa Diyos, at kalikasan.
Ang Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, Pagkatutong Pangkaranasan (Experiential Learning) ni David Kolb,
Konstruktibismo (Constructivism) at Teorya ng Pamimili ng Kurso (Theory of Career Development) ni Ginzberg, et. al. at Super ang iba pang teorya na
nagpapaliwanag kung paano natututo ang mag-aaral sa EsP.
Ayon sa paliwanag ng Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, maaaring makuha sa pagmamasid sa ibang tao ang mga
pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong impormasyon. Ayon pa rin sa teoryang ito, mahalaga ang mga iniisip ng tao sa kanyang
pagkatuto ngunit hindi nangangahulugang magbubunga ito ng pagbabago sa kilos.
Ang mga karanasan din ang pinagkukunan ng mga pagkatuto ayon kay David Kolb at sa Teorya ng Pagkatuto ng Konstruktibismo. Ayon saTeorya ng
Pagkatutong Pangkaranasan ni Kolb, ang mga nasa edad (adults) ay natututo sa pamamagitan ng kanilang pagninilay sa kanilang mga karanasan, pagbuo ng
mga konklusyon o insight mula sa mga ito, at paglalapat ng mga ito sa angkop na mga sitwasyon ng buhay. Sinusuportahan ang pananaw ni Kolb ng Teorya
ng Konstruktibismo. Sinasabi ng teoryang ito nanagkakaroon ng pagkatuto ang tao at gumagawa ng kabuluhan (meaning) batay sa kanyang mga karanasan.

Naipamamalas ito sa pagtuturo sa pamamagitan ng pagbibigay ng tuon sa mag-aaral. Nagkakaroon siya ng mga bagong pagkatuto gamit ang mga tanong ng
guro at ng kanyang malikhaing paraan.
Nailalapat ang mga pagkatutong ito sa paggawa ng mga pasiya tulad ng kukuning kurso o propesyon. Ayon sa Teorya ng Career Development nina Ginzberg,
et. al. at Super, dumadaan sa iba’t ibang yugto ang pagpapasya ng bata ukol sa kurso o propesyon batay sa kanyang pagtingin sa sarili (self-concept), saloobin
(attitude) at mga pagpapahalaga. Tinatanggap o tinatanggihan niya ang isang kurso o trabaho batay sa obserbasyon niya (halimbawa, mga kilos ng kanyang
magulang ayon sa propesyon nito) at sa tinuturing niyang mahalaga (halimbawa, malaking sweldo o paglilingkod sa lipunan).
Mga Disiplina ng Edukasyon sa Pagpapakatao
Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay nakaankla sa dalawang disiplina: Ethics at Career Guidance. Ang Etika ay ang siyensya ng
moralidad ng kilos ng tao. Samantalang Career Guidance naman ang paggabay sa mag-aaral na magpasiya ng kursong akademiko, sining at isports o teknikal-
bokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng industriya.
Mga Dulog sa Pagtuturo
Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto ay ang pagpapasyang etikal ( ethical decision making) sa pamamagitan ng pagsusuri
ng suliranin o isyu), ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning), at pagpaplano ng kursong akademiko o teknikal-bokasyonal.
Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasiya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng pagkatao ng
tao. Proseso ito na kinapapalooban ng (a) pag-alam sa mga detalye ng sitwasyon at (b) maingat na pagsasaalang-alang ng mga moral na pagpapahalaga na
mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong moral ng mga sitwasyon sa pang-araw-araw na buhay at ang
kamalayan sa mga tao o pangkat na maaapektuhan ng pasiya.
Ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning) ay ang pagkakaroon ng mga kakayahang kailangan sa pagkilala at pamamahala ng
sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang pasiya, pakikipag-ugnayan, at pagharap nang epektibo sa mga mapanghamong
sitwasyon. Paraan ito ng paglinang ng mga kakayahan ng mag-aaral upang magtagumpay sa mga gawain sa buhay. Nahahati sa limang uri ang mga
kakayahang ito: Kamalayang Pansarili, Pamamahala ng Sarili, Kamalayang Panlipunan, Pamamahala ng Pakikipag-ugnayan at Mapanagutang Pagpapasiya.

Pilosopiya ng Personalismo
Figure 1. Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao

Deskripsyon ng Asignatura
Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog
sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito
na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan
(macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.
Nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10 ang mga pangunahing kakayahang ito: (a) Pananagutang Pansarili
at Mabuting Kasapi ng Pamilya, (b) Pakikipagkapwa-tao, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d)
Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan.
MGA PAMANTAYAN SA PROGRAMA (LEARNING AREASTANDARDS)
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasiya at
nakakikilos nang mapanagutan tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya.
PANGUNAHING PAMANTAYAN NG BAWAT YUGTO (KEYSTAGE STANDARDS)
K – Baitang 3 Baitang 4 – 6 Baitang 7 – 10
Naipamamalas ng mag-aaral ang pag-unawa sa

Naipamamalas ng mag-aaral ang pag-unawa sa Naipamamalas ng mag-aaral ang pag-unawa sa
mga konsepto sa pananagutang pansarili,
konsepto at gawaing nagpapakita ng pananagutang konsepto at gawaing nagpapakita ng
pagkatao ng tao, pamilya at pakikipagkapwa,
pansarili, pampamilya, pagmamahal sa kapwa/ pananagutang pansarili, pampamilya, lipunan, paggawa at mga pagpapahalagang moral
pamayanan, sa bansa at sa Diyos tungo sa maayos pagmamahal sa kapwa, sa bansa/ daigdig at sa at nagpapasiya at kumikilos nang mapanagutan
at masayang pamumuhay. Diyos tungo sa kabutihang panlahat. tungo sa kabutihang panlahat upang mamuhay
nang may kaayusan at kaligayahan.

ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Grade Level Standards (Pamantayan sa Bawat Baitang/Antas)
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos
K bilang gabay tungo sa maayos at masayang tahanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo sa
1
maayos at masayang tahanan at paaralan.
Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa
2 Kanyang mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang
3 pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos .
Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa wasto,
4 maayos, masaya at mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may
5 pananagutan at pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak,
kapwa/ pamayanan, bansa/ daigdig at Diyos.
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa pag-angat ng sariling dignidad, pagmamahal sa
6 kapwa na may mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na pamumuhay para sa
kabutihang panlahat.
Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan at kilos sa panahon ng pagdadalaga /
7 pagbibinata, kakayahan at talento, hilig at pagkatao ng tao tungo sa pagtupad ng mga tungkulin sa sarili, sa kapwa, sa bansa/
daigdig at sa Diyos at pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at kilos.
Naipamamalas ng mag-aaral ang pag-unawa sa layunin at kahalagahan ng pamilya at pakikipagkapwa upang maging mapanagutan sa
8
pakikipag-ugnayan sa iba tungo sa makabuluhang buhay sa lipunan.
9 Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa lipunan at paggawa bilang paglilingkod tungo sa
tamang pagpili ng kurso o hanapbuhay na magiging makabuluhan at kapaki-pakinabang sa kanya at sa lipunan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao, makataong kilos, pagpapahalagang moral
10
at mga isyung moral at nagpapasya at kumikilos nang may preperensya sa kabutihan upang maging matatag sa gitna ng mga isyung
moral at impluwensya ng kapaligiran.
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum Disyembre 2013 Pahina 8 ng 79

BAITANG 1
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo sa maayos at
Baitang 1 masayang tahanan at paaralan.
BATAYANG
PAGPAPAHALAGA/ PAMANTAYAN SA PAGKATUTO LEARNING
MGA KAUGNAY NA ( Learning Competencies) MATERIALS
PAGPAPAHALAGA
I. Tungkulin Ko Sa Aking Sarili at Pamilya – Unang Markahan
1. Pagkilala sa sarili 1. Nakikilala ang sariling:
Naipamamalas ang pag- Naipakikita ang kakayahan 1.1. gusto
1.1. kalakasan/ unawa sa kahalagahan nang may tiwala sa sarili 1.2. interes
EsP1PKP
potensyal ng pagkilala sa sarili at 1.3. potensyal
- Ia-b – 1
1.2. kahinaan sariling 1.4. kahinaan
1.3. damdamin kakayahan,pangangalaga 1.5. damdamin / emosyon
sa sariling kalusugan at
pagiging mabuting kasapi
2. Pagpapahalaga sa ng pamilya 2. Naisasakilos ang sariling kakayahan sa iba’t
Sarili (self-esteem) ibang pamamaraan
EsP1PKP
2.1. pag-awit
- Ib-c – 2
2.1. Pagtitiwala sa 2.2. pagsayaw
sarili (self- 2.3. pakikipagtalastasan
confidence) 2.4. at iba pa
3. Pagiging Naisabubuhay nang may 3. Nakapaglalarawan ng iba’t ibang gawain na

responsable sa wastong pag-uugali ang maaaring makasama o makabuti sa kalusugan
EsP1PKP
pangangalaga sa iba’t ibang paraan ng
- Id – 3
sarili pangangalaga sa sarili at 3.1 nakikilala ang iba’t ibang gawain/paraan na
kalusugan upang maaaring makasama o makabuti sa
3.1. Kalinisan at mapaunlad ang anumang kalusugan
Kalusugan kakayaha
(Cleanliness/ 3.2 nasasabi na nakatutulong sa paglinang ng
EsP1PKP
Wellness) sariling kakayahan ang wastong
- Ie – 4
pangangalaga sa sarili
4. Pampamilyang Naisasagawa nang may
4. Nakapagpapakita ng wastong pag-uugali sa EsP1PKP
Pagkakabuklod pagmamahal at
pangangalaga sa sarili - If- 5

BATAYANG
PAGPAPAHALAGA
pagmamalasakit ang 5. Nakakikila ng mga gawaing nagpapakita ng
4.1. Pagkakabuklod/ anumang kilos at gawain na pagkakabuklod ng pamilya tulad ng
Pagkakaisa magpapasaya at 5.1. pagsasama-sama sa pagkain
EsP1PKP
(Unity/Oneness) magpapatibay sa ugnayan 5.2. pagdarasal
- Ig – 6
4.2. Pagmamalasakit ng mga kasapi ng pamilya 5.3. pamamasyal
5.4. pagkukuwentuhan ng masasayang
pangyayari
6. Nakapagpapahayag na tungo sa pagkakaisa EsP1PKP
ang pagsasama-sama ng pamilya - Ih– 7
7. Nakatutukoy ng mga kilos at gawain na
nagpapakita ng pagmamahal at
pagmamalasakit sa mga kasapi ng pamilya
Hal. EsP1PKP
1. pag-aalala sa mga kasambahay - Ii– 8
2. pag-aalaga sa nakababatang kapatid at
kapamilyang maysakit
II. Mahal Ko, Kapwa Ko - Ikalawang Markahan

8. Nakapagpapakita ng pagmamahal at
EsP1P-
Pagmamahal sa kapwa Naipamamalas ang pag- Naisasabuhay ang wastong paggalang sa mga magulang
IIa-b – 1
unawa sa kahalagahan pakikitungo sa ibang kasapi
1. Pagdama sa ng wastong pakikitungo ng pamilya at kapwa sa 9. Nakatutukoy ng mga wastong paraan ng
EsP1P-
damdamin ng iba sa ibang kasapi ng lahat ng pagkakataon. pakikitungo sa mga kasambahay
IIb – 2
(Empathy) pamilya at kapwa tulad
ng pagkilos at pagsasalita EsP1P-
10. Nakapagpapakita ng pagmamahal sa pamilya
ng may paggalang at IIc-d –
at kapwa sa lahat ng pagkakataon lalo na sa
pagsasabi ng 3
oras ng pangangailangan
katotohanan para sa
kabutihan ng nakararami 11. Nakapagpapakita ng paggalang sa
2. Pagkamagalang Naisasabuhay ang pagiging pamilya at sa kapwa sa pamamagitan
(Respect) magalang sa kilos at ng:
pananalita 11.1. pagmamano/paghalik sa nakatatanda EsP1P-
11.2. bilang pagbati IIe-f– 4
11.3. pakikinig habang may nagsasalita
11.4. pagsagot ng “po" at “opo”
11.5. paggamit ng salitang “pakiusap” at
BATAYANG
PAGPAPAHALAGA
11.6. “salamat”
3. Pagkamatapat Naisasabuhay ang pagiging 12. Nakapagsasabi ng totoo sa magulang/
(Honesty) matapat sa lahat ng nakatatanda at iba pang kasapi ng mag-
pagkakataon anak sa lahat ng pagkakataon upang
maging maayos ang samahan
12.1. kung saan papunta/ nanggaling EsP1P-
12.2. kung kumuha ng hindi kanya IIg-i– 5
12.3. mga pangyayari sa paaralan na
nagbunga ng hindi pagkakaintindihan
12.4. kung gumamit ng computer sa paglalaro
imbis na sa pag-aaral
III. Para Sa Kabutihan ng Lahat, Sumunod Tayo – Ikatlong Markahan
13. Nakapagpapakita ng iba’t ibang paraan
1. Pagmamahal sa Naipamamalas ang pag- Naisasabuhay ang pagiging ng pagiging masunurin at magalang
Komunidad na unawa sa kahalagahan masunurin at magalang sa tulad ng:
Kinabibilangan ng pagiging masunurin, tahanan, nakasusunod sa 13.1. pagsagot kaagad kapag tinatawag ng
pagpapanatili ng mga alituntunin ng kasapi ng pamilya EsP1PPP-
1.1. Pagkamasunurin kaayusan, kapayapaan at paaaralan at naisasagawa 13.2. pagsunod nang maluwag sa dibdib IIIa – 1
(Obedience) kalinisan sa loob ng nang may pagpapahalaga kapag inuutusan
tahanan at paaralan ang karapatang tinatamasa 13.3. pagsunod sa tuntuning itinakda ng:
1.2. Pagkamagalang  tahanan
(Respect)  paaralan
14. Nakapagpapakita ng pagpapahalaga sa
1.3. Pagpapahalaga mga karapatang tinatamasa
EsP1PPP-
sa Karapatan Hal. Pagkain ng masusustansyang
IIIb-c– 2
(Appreciation of pagkain
One’s Rights) Nakapag-aaral
15. Nakapagpapakita ng mga paraan upang
1.4. Kaayusan at makamtam at mapanatili ang kaayusan at
Kapayapaan kapayapaan sa tahanan at paaralan tulad ng:
(Peace and 15.1. pagiging masaya para sa tagumpay ng EsP1PPP
order) ibang kasapi ng pamilya at ng kamag- -IIId-e –
aral 3
15.2. pagpaparaya
15.3. pagpapakumbaba

BATAYANG
PAGPAPAHALAGA
2. Likas-kayang Pag- Naisasagawa nang may 16. Nakatutulong sa pagpapanatili ng
unlad (Sustainable kusa ang mga kilos at kalinisan at kaayusan sa loob ng
Development) gawain na nagpapanatili ng tahanan at paaralan para sa mabuting
kalinisan, kaayusan at kalusugan
EsP1PPP-
2.1. Pagmamalasakit katahimikan sa loob ng Hal.
IIIf-h – 4
sa kapaligiran tahanan at paaralan Pagtulong sa paglilinis ng tahanan
(Care of the Pagtulong sa paglilinis ng paaralan
environment) Pag-iwas sa pagkakalat
 FL-EP, Aralin2-
17. Nakagagamit ng mga bagay na patapon EsP1PPP- Nag-iimpok Ka
ngunit maaari pang pakinabangan IIIi – 5 Ba?, Grade 1, p.
14
IV. Paggawa nang Mabuti, Kinalulugdan ng Diyos – Ikaapat na Markahan
 FL-EP, Aralin5-
1. Pagmamahal sa Naipamamalas ang pag- Naipakikita ang Para sa
18. Nakasusunod sa utos ng magulang at EsP1PD-
Diyos (Love of unawa sa kahalagahan pagmamahal sa magulang Magandang
nakatatanda IVa-c– 1
God) ng pagmamahal sa Diyos, at mga nakatatanda, Bukas, Grade1,
paggalang sa paniniwala paggalang sa paniniwala ng p. 26
ng iba at pagkakaroon ng kapwa at palagiang 19. Nakapagpapakita ng paggalang sa EsP1PD-
2. Pag-asa (Hope) pag-asa pagdarasal paniniwala ng kapwa IVd-e – 2
20. Nakasusunod sa mga gawaing EsP1PD-

panrelihiyon IVf-g– 3
EsP1PD-
21. Nakapagdarasal nang mataimtim
IVh-i – 4

BAITANG 2
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa Kanyang
Baitang 2 mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
BATAYANG
PAGPAPAHALAGA
1. Pagkilala sa sarili Naipamamalas ang pag- Naisasagawa nang buong 1. Naisakikilos ang sariling kakayahan sa iba’t
unawa sa kahalagahan husay ang anumang ibang pamamaraan:
1.1. kakayahan / ng pagkilala sa sarili at kakayahan o potensyal at 1.1. pag-awit
EsP2PKP-
potensyal pagkakaroon ng disiplina napaglalabanan ang 1.2. pagguhit
Ia-b – 2
1.2. kahinaan tungo sa anumang kahinaan 1.3. pagsayaw
1.3. damdamin pagkakabuklod-buklod o 1.4. pakikipagtalastasan
pagkakaisa ng mga 1.5. at iba pa
A. Pagpapahalaga sa kasapi ng tahanan at
sarili (self-esteem) paaralan 2. Napahahalagahan ang saya o tuwang dulot ng
pagbabahagi ng anumang kakayahan o talent EsP2PKP-
B. Pagtitiwala sa sarili Ic – 9
(self-confidence)
3. Nakapagpapakita ng kakayahang labanan ang
takot kapag may nangbubully EsP2PKP-
Ic – 10
2. Pagiging responsable Naisasagawa nang palagian 4. Naisakikilos ang mga paraan ng pagpapanatili EsP2PKP-
sa pangangalaga/ ang pangangalaga at pag- ng kalinisan, kalusugan at pag-iingat ng Id – 11
pag-iingat sa sarili iingat sa katawan katawan
1.1. Kalinisan at
Kalusugan
Cleanliness/
Wellness)

BATAYANG
PAGPAPAHALAGA
3. Pampamilyang Naisasagawa ang kusang

5. Nakapagpapakita ng pagsunod sa mga tuntunin
Pagkakabuklod pagsunod sa mga tuntunin
at pamantayang itinakda sa loob ng tahanan
3.1. Pagkakabuklod/ at napagkasunduang
5.1. paggising at pagkain sa tamang oras
Pagkakaisa gagawin sa loob ng EsP2PKP-
5.2. pagtapos ng mga gawaing bahay
(Unity/Oneness) tahanan Id-e – 12
5.3. paggamit ng mga kagamitan
3.2. Pagkakaroon ng
5.4. at iba pa
disiplina
(Personal
Discipline)
6. Nakapagpapakita ng pagkamagiliwin at
1. Pagmamahal sa Naipamamalas ang pag- Naisasagawa ang wasto at pagkapalakaibigan na may pagtitiwala sa mga
kapwa/ Pagdama at unawa sa kahalagahan tapat na pakikitungo at sumusunod:
pag-unawa sa ng pagiging sensitibo sa pakikisalamuha sa kapwa 6.1. kapitbahay
EsP2P-
damdamin ng iba damdamin at 6.2. kamag-anak
IIa-b – 6
(Empathy) pangangailangan ng iba, 6.3. kamag-aral
pagiging magalang sa 6.4. panauhin/ bisita
kilos at pananalita at 6.5. bagong kakilala
pagmamalasakit sa 6.6. taga-ibang lugar
kapwa 7. Nakapagbabahagi ng sarili sa kalagayan
ng kapwa tulad ng:
EsP2P- IIc
7.1. antas ng kabuhayan
–7
7.2. pinagmulan
7.3. pagkakaroon ng kapansanan
2. Pagkamagalang 8. Nakagagamit ng magalang na pananalita sa EsP2P- IId
(Respect) kapwa bata at nakatatanda –8
9. Nakapagpapakita ng iba’t ibang kilos na
EsP2P-
nagpapakita ng paggalang sa kaklase o kapwa
IId-9
bata
Naisasagawa ang mga kilos EsP2P- IIe
10. Nakagagawa ng mabuti sa kapwa
3. Pagmamalasakit sa at gawaing nagpapakita ng – 10
Kapwa (Concern for pagmamalasakit sa kapwa 11. Nakapaglalahad na mahalaga ang paggawa ng EsP2P- IIf
Others) mabuti sa kapwa 11
12. Nakatutukoy ng mga kilos at gawaing
EsP2P-
nagpapakita ng pagmamalasakit sa mga kasapi
IIg – 12
ng paaralan at pamayanan
BATAYANG
PAGPAPAHALAGA
13. Nakapagpapakita ng pagmamalasakit sa kasapi
EsP2P-
ng paaralan at pamayanan sa iba’t ibang
IIh-i – 13
paraan
1. Pagmamahal sa Naipamamalas ang pag- Naisasagawa nang buong 14. Nakapagpapakita ng paraan ng
Bansa unawa sa kahalagahan pagmamalaki ang pagiging pagpapasalamat sa anumang karapatang
EsP2PPP-
ng kamalayan sa mulat sa karapatan na tinatamasa
IIIa-b– 6
1.1. Pagkamasunurin karapatang pantao ng maaaring tamasahin Hal. pag-aaral nang mabuti
(Obedience) bata, pagkamasunurin pagtitipid sa anumang kagamitan
tungo sa kaayusan at
1.2. Pagpapanatili ng kapayapaan ng 15. Nakatutukoy ng mga karapatang maaaring
EsP2PPP-
kaayusan at kapaligiran at ng ibigay ng mag-anak
IIIc– 7
kapayapaan bansang kinabibilangan
(Peace and 16. Nakapagpapahayag ng kasiyahan sa
EsP2PPP-
order) karapatang tinatamasa
IIIc– 8
1.3. Paggalang sa
karapatang
17. Nakapagbabahagi ng pasasalamat sa
pantao (Respect EsP2PPP-
tinatamasang karapatan sa pamamagitan ng
for human IIId– 9
kuwento
rights)
2. Likas-kayang Pag- Naisasabuhay ang 18. Nakagagamit nang masinop ng anumang

unlad (Sustainable pagsunod sa iba’t ibang EsP2PPP-
bagay tulad ng tubig, pagkain, enerhiya at iba
Development) paraan ng pagpapanatili ng IIId-e– 10
pa
kaayusan at kapayapaan sa
2.1. Pagkamatipid pamayanan at bansa
(Financial
Literacy)
19. Nakikibahagi sa anumang programa ng
2.2. Pagmamalasakit paaralan at pamayanan na makatutulong sa EsP2PPP-
sa kapaligiran pagpapanatili ng kalinisan at kaayusan sa IIIf– 11
(Care of the pamayanan at bansa
environment)

BATAYANG
PAGPAPAHALAGA
3. Pambansang 20. Nakatutukoy ng iba’t ibang paraan upang
pagkakaunawaan mapanatili ang kalinisan at kaayusan sa
pamayanan
3.1. Kaayusan at EsP2PPP-
hal.
Kapayapaan IIIg-h– 12
- pagsunod sa mga babalang pantrapiko
(Peace and - wastong pagtatapon ng basura
Order) - pagtatanim ng mga halaman sa paligid
21. Nakapagpapakita ng pagiging ehemplo ng EsP2PPP-
kapayapaan IIIi– 13
1. Pagmamahal sa Diyos Naipamamalas ang pag- Naisasabuhay ang 22. Nakapagdarasal nang may pagpapasalamat sa
EsP2PD-
(Love of God) unawa sa kahalagahan pagpapasalamat sa lahat ng mga biyayang tinanggap, tinatanggap at
IVa-d– 5
ng pagpapasalamat sa biyayang tinatanggap at tatanggapin mula sa Diyos
2. Pag-asa (Hope) lahat ng likha at mga nakapagpapakita ng pag-
biyayang tinatanggap asa sa lahat ng 23. Nakapagpapakita ng pasasalamat sa mga
3. Pagkakawanggawa mula sa Diyos pagkakataon kakayahan/ talinong bigay ng Panginoon sa
(Charity) pamamagitan ng:
23.1. paggamit ng talino at kakayahan

EsP2PD-
23.2. pakikibahagi sa iba ng taglay na talino
IVe-i– 6
at kakayahan
23.3. pagtulong sa kapwa
23.4. pagpapaunlad ng talino at kakayahang
bigay ng Panginoon

BAITANG 3
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang pamumuhay na
Baitang 3 may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos.
BATAYANG
PAGPAPAHALAGA
1. Pagpapahalaga sa Naipamamalas ang pag- Naipakikita ang natatanging 1. Nakatutukoy ng natatanging kakayahan EsP3PKP-
Sarili (Self-Esteem) unawa sa kahalagahan kakayahan sa iba’t ibang Hal. talentong ibinigay ng Diyos Ia – 13
ng sariling kakayahan, pamamaraan nang may
pagkakaroon ng tiwala, tiwala, katapatan at
pangangalaga at pag- katatagan ng loob
2. Pagtitiwala sa Sarili iingat sa sarili tungo sa 2. Nakapagpapakita ng mga natatanging EsP3PKP-
(Confidence) kabutihan at kaayusan kakayahan nang may pagtitiwala sa sarili Ia – 14
ng pamilya at
pamayanan
3. Napahahalagahan ang kakayahan sa EsP3PKP-
paggawa Ib 15
3. Katatagan ng loob 4. Nakatutukoy ng mga damdamin na EsP3PKP

(Fortitude) nagpapamalas ng katatagan ng kalooban - Ic – 16
5. Napahahalagahan ang pagkilala sa kayang

gawin ng mag-aaral na sumusukat sa
kanyang katatagan ng loob tulad ng:
5.1. pagtanggap sa puna ng ibang tao sa EsP3PKP-
mga hindi magandang gawa, kilos, at Id – 17
gawi
5.2. pagbabago ayon sa nararapat na
resulta

BATAYANG
PAGPAPAHALAGA
4. Pangangalaga sa sarili Naisasabuhay ang iba’t 6. Nakagagawa ng mga wastong kilos at gawi
ibang patunay ng EsP3PKP-
sa pangangalaga ng sariling kalusugan at
4.1. Mabuting pangangalaga at pag-iingat Ie – 18
kaligtasan
kalusugan sa sarili
4.2. Pangangasiwa 7. Nakahihikayat ng kapwa na gawin ang

ng sarili dapat para sa sariling kalusugan at
EsP3PKP-
kaligtasan
If – 19
Hal. pagkain/inumin, kagamitan, lansangan,
pakikipagkaibigan
8. Napatutunayan ang ibinubunga ng

pangangalaga sa sariling kalusugan at
kaligtasan
8.1. maayos at malusog na EsP3PKP-
pangangatawan Ig – 20
8.2. kaangkupang pisikal
8.3. kaligtasan sa kapahamakan
8.4. masaya at maliksing katawan
5. Pampamilyang Naipakikita ang katapatan,

Pagkakabuklod pakikiisa at pagsunod sa 9. Nakasusunod nang kusang-loob at
EsP3PKP-
(Family Solidarity / mga tuntunin o anumang kawilihan sa mga panuntunang itinakda ng
Ih – 21
Orderliness) kasunduang itinakda ng tahanan
mag-anak na may
5.1. Kapayapaan/ kinalaman sa kalusugan at
Kaayusan kaligtasan tungo sa
(Peace/ kabutihan ng lahat
Orderliness) 10. Nakasusunod sa mga
5.2. Katapatan EsP3PKP-
pamantayan/tuntunin ng mag-anak
(Honesty) Ii – 22
5.3. Pagkamatiyaga
(Perseverance)

BATAYANG
PAGPAPAHALAGA
1. Pagdama at pag- Naipamamalas ang pag- Naisasabuhay nang 11. Nakapagpapadama ng malasakit sa kapwa
unawa sa damdamin unawa sa kahalagahan palagian ang mga na may karamdaman sa pamamagitan ng
ng iba (Empathy) ng pakikipagkapwa-tao makabuluhang gawain mga simpleng gawain EsP3P-
tungo sa kabutihan ng 11.1. pagtulong at pag-aalaga IIa-b – 14
kapwa 11.2. pagdalaw, pag-aliw at pagdadala ng
2. Pagkamatapat pagkain o anumang bagay na
(Honesty/ Sincerity) 1. pagmamalasakit sa kailangan
kapwa 12. Nakapagpapakita ng malasakit sa may
2. pagiging matapat sa mga kapansanan sa pamamagitan ng:
3. Paggalang (Respect) kapwa 12.1. pagbibigay ng simpleng tulong sa
3. pantay-pantay na kanilang pangangailangan
pagtingin 12.2. pagbibigay ng pagkakataon upang
EsP3P- IIc-
4. Kabutihan (Kindness) sumali at lumahok sa mga palaro o
e – 15
larangan ng isport at iba pang
programang pampaaralan
5. Pagkabukas-palad 12.3. pagbibigay ng pagkakataon upang
(Generosity) sumali at lumahok sa mga palaro at
iba pang paligsahan sa pamayanan
13. Naisasaalang-alang ang katayuan/
kalagayan/ pangkat etnikong kinabibilangan
EsP3P- IIf-
ng kapwa bata sa pamamagitan ng:
g –16
13.1. pagbabahagi ng pagkain, laruan,
damit, gamit at iba pa
14. Nakapagpapakita nang may kasiyahan sa

pakikiisa sa mga gawaing pambata
Hal. paglalaro EsP3P-
programa sa paaralan (paligsahan, IIh-i – 17
pagdiriwang at iba pa)

BATAYANG
PAGPAPAHALAGA
15. Nakapagpapakita ng mga kaugaliang
1. Pagmamahal sa Naipamamalas ang pag- Naipagmamalaki ang mga Pilipino tulad ng:
Bansa unawa sa kahalagahan magagandang kaugaliang 15.1. pagmamano EsP3PPP-
ng pananatili ng mga Pilipino sa iba’t ibang 15.2. paggamit ng "po" at "opo" IIIa-b – 14
1.1. Pagmamahal sa natatanging kaugaliang pagkakataon 15.3. pagsunod sa tamang tagubilin ng mga
mga kaugaliang Pilipino kaalinsabay ng nakatatanda
Pilipino pagsunod sa mga  FL-EP, Grade3-
tuntunin at batas na 16. Nakapagpapahayag na isang tanda ng Ugaliing
EsP3PPP-
1.2. Pagkamasunurin may kaugnayan sa mabuting pag-uugali ng Pilipino ang pagsunod Magtipid,
IIIc-d– 15
(Obedience) kalikasan at pamayanan sa tuntunin ng pamayanan Aralin 5,p.74
17. Nakapagpapanatili ng malinis at ligtas na  FL-EP,Grade 3,

2. Likas-kayang Pag- Naipamamalas ang pamayanan sa pamamagitan ng: Aralin 1,p. 52
unlad (Sustainable pagiging masunurin sa mga 17.1. paglilinis at pakikiisa sa gawaing
Development) itinakdang alituntunin, pantahanan at pangkapaligiran EsP3PPP-
patakaran at batas para sa 17.2. wastong pagtatapon ng basura IIIe-g – 16
2.1. Kalinisan at malinis, ligtas at maayos na 17.3. palagiang pakikilahok sa proyekto ng
Kaayusan pamayanan pamayanan na may kinalaman sa
(Cleanliness and kapaligiran
Orderliness) 18. Nakasusunod sa mga tuntuning may
kinalaman sa kaligtasan tulad ng EsP3PPP-
mga babala at batas trapiko IIIh – 17
18.1. pagsakay/pagbaba sa takdang lugar
3. Pamamahala sa
Panganib ng Sakuna
(Disaster Risk
Management)
3.1. Pakikiangkop sa 19. Nakapagpapanatili ng ligtas na pamayanan sa

EsP3PPP-
Oras ng pamamagitan ng pagiging handa sa sakuna o
IIIi – 18
Pangangailanga kalamidad
(Resiliency)
3.2. Pagiging Handa

sa Kaligtasan

BATAYANG
PAGPAPAHALAGA
1. Pananalig sa Diyos Naipamamalas ang pag- 1. Naisabubuhay ang EsP3PD-

(Faith) unawa sa kahalagahan paggalang sa 20. Nakapagpapakita ng pananalig sa Diyos
IVa– 7
ng pananalig sa Diyos, paniniwala ng iba
2. Pag-asa (Hope) paggalang sa sariling tungkol sa Diyos 21. Nakapagpapakita ng paggalang sa paniniwala
paniniwala at paniniwala ng iba tungkol sa Diyos EsP3PD-
3. Pagkakawanggawa sa iba hinggil sa Diyos, 2. Naipakikita ang IVb–8
(Charity) pagkakaroon ng pag-asa pagmamahal sa Diyos
at pagmamahal bilang at sa lahat ng Kanyang
22. Naipamamalas ang pagmamahal sa lahat ng
4. Ispiritwalidad isang nilikha nilikha kaakibat ang
nilikha ng Diyos at kanyang mga biyaya sa
(Spirituality) pag-asa
pamamagitan ng:
22.1. pagpapakita ng kahalagahan ng pag-
asa para makamit ang tagumpay
22.2. pagpapakita at pagpapadama ng
kahalagahan ng pagbibigay ng pag-
asa sa iba EsP3PD-
22.3. pagpapakita ng suporta sa mga IVc-i– 9
kaibigan o pagiging mabuting
kaibigan
22.4. pagpapakita ng kabutihan at
katuwiran
22.5. pagtulong sa mga nangangailangan
22.6. pag-iingat at pangangalaga sa
kalikasan

BAITANG 4
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa wasto, maayos,
Baitang 4 masaya at mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
BATAYANG
PAGPAPAHALAGA
I. Pananagutang Pansarili at Mabuting Kasapi ng Pamilya – Unang Markahan
1. Nakapagsasabi ng katotohanan anuman ang  MISOSA Baitang
1. Katatagan ng loob Naipamamalas ang pag- Naisasagawa nang may maging bunga nito EsP4PKP- 4, Pagbibigay ng
(Fortitude) unawa sa kahalagahan mapanuring pag-iisip ang Ia-b – 23 Tamang
ng pagkakaroon ng tamang pamamaraan/ Impormasyon
2. Pagkamatiyaga katatagan ng loob, pamantayan sa pagtuklas 2. Nakapagsusuri ng katotohanan bago  FL-EP, Baitang2
(Perseverance) mapanuring pag-iisip, ng katotohanan. gumawa ng anumang hakbangin: EsP4PKP- Aralin 1-
pagkamatiyaga, 2.1. pagsangguni sa taong kinauukulan Ic-d – 24 Mamili Ka
3. Pagkamapagtiis pagkamapagtiis,
(Patience) pagkabukas-isip, 3. Nakapagninilay ng katotohanan mula sa  MISOSA Baitang
pagkamahinahon at mga: 4, Pagiging
4. Mapanuring pag-iisip pagmamahal sa 3.1. balitang napakinggan Mapanuri sa
EsP4PKP-
(Critical thinking) katotohanan na 3.2. patalastas na nabasa/narinig Pagkuha ng
Ie-g - 25
magpapalaya sa 3.3. napanood na programang pantelebisyon Impormasyon
5. Pagkakaroon ng anumang alalahanin sa 3.4. nababasa sa internet at mga social
bukas na isipan buhay ng tao bilang networking sites
(Open-mindedness) kasapi ng pamilya
6. Pagmamahal sa
katotohanan (Love of
truth)  MISOSA Baitang
4. Nakapagsasagawa nang may mapanuring 4, Mahinahon sa
7. Mapagpasensiya pag-iisip ng tamang pamamaraan/ EsP4PKP- Pagtanggap Man
(Patience/Self- pamantayan sa pagtuklas ng katotohanan. Ih-i - 26 ng Puna
Control)
8. Pagkamahinahon
(Calmness)

BATAYANG
PAGPAPAHALAGA
II. Pakikipagkapwa-tao - Ikalawang Markahan
5. Nakapagpapakita ng pagkamahinahon sa  MISOSA Baitang
1. Pagdama at pag- Naipamamalas ang pag- Naisasagawa nang damdamin at kilos ng kapwa tulad ng: 4, Kapwa Ko
unawa sa damdamin unawa na hindi mapanuri ang tunay na 5.1. pagtanggap ng sariling pagkakamali at Mahal Ko
ng iba (Empathy) naghihintay ng kahulugan ng pagtutuwid nang bukal sa loob EsP4P-
anumang kapalit ang pakikipagkapwa 5.2. pagtanggap ng puna ng kapwa nang IIa-c–18
2. Pagkabukas-palad paggawa ng mabuti maluwag sa kalooban
(Generosity) 5.3. pagpili ng mga salitang di-nakakasakit ng
damdamin sa pagbibiro
3. Pagkamatapat/Pagigi  MISOSA Baitang
6. Nakapagbabahagi ng sariling karanasan o
ng Totoo 4, Pagiging
makabuluhang pangyayaring nagpapakita ng EsP4P-
(Sincerity/Honesty) Tapat sa Lahat
pang-unawa sa kalagayan/pangangailangan IId–19
ng Pagkakataon
ng kapwa
7. Naisasabuhay ang pagiging bukas-palad sa
7.1. mga nangangailangan EsP4P-
7.2. panahon ng kalamidad IIe– 20
8. Nakapagpapakita ng paggalang sa iba sa  MISOSA Baitang

4. Paggalang (Respect) Naisasagawa ang mga sumusunod na sitwasyon: 5, Mga
paggalang sa karapatan 8.1. oras ng pamamahinga Karapatang
5. Kabutihan (Kindness) ng kapwa 8.2. kapag may nag-aaral Pantao, Igalang
8.3. kapag mayroong maysakit at Pahalagahan
8.4. pakikinig kapag may nagsasalita/
nagpapaliwanag
8.5. paggamit ng pasilidad ng paaralan nang
may pag-aalala sa kapakanan ng kapwa
EsP4P-IIf-
8.5.1. palikuran
i– 21
8.5.2. silid-aklatan
8.5.3. palaruan
8.6. pagpapanatili ng tahimik, malinis at
kaaya-ayang kapaligiran bilang paraan ng
pakikipagkapwa-tao

BATAYANG
PAGPAPAHALAGA
III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa – Ikatlong Markahan
 MISOSA Baitang
1. Pagmamahal sa Naipamamalas ang pag- Naisasabuhay ang mga 9. Nakapagpapakita ng kawilihan sa pakikinig o 5, Kawilihan sa
Bansa unawa sa pagmamahal gawaing nagpapakita ng pagbabasa ng mga pamanang kulturang Pagbabasa May
EsP4PPP-
sa bansa sa pagpapahalaga sa kultura materyal (hal. kuwentong bayan, alamat, Halaga!
IIIa-b–19
1.1. Pagpapahalaga pamamagitan ng mga epiko) at di-materyal (hal. mga
sa Kultura pagpapahalaga sa magagandang kaugalian, pagpapahalaga sa
(Appreciation of kultura nakatatanda at iba pa)
One’s Culture) 10. Naipagmamalaki/napahahalagahan ang
nasuring kultura ng iba’t ibang pangkat EsP4PPP-
etniko tulad ng kuwentong-bayan, IIIc-d–20
katutubong sayaw, awit, laro at iba pa
 MISOSA Baitang 4,
2. Likas-kayang Pag- Naipamamalas ang pag- Naisasabuhay ang patuloy Pagpapakita ng
unlad unawa sa kahalagahan na pagninilay para Disiplina sa Sarili
sa Pamamagitan
2.1. Pagkakaroon ng ng pagkakaroon ng makapagpasya nang
11. Nakasusunod sa mga batas/panuntunang ng Matalinong
Disiplina sariling disiplina para sa wasto tungkol sa epekto EsP4PPP-
pinaiiral tungkol sa pangangalaga ng Pagpapasya at
(Discipline) bansa tungo sa ng tulong-tulong na IIIe-f–21 Pagsunod sa
kapaligiran kahit walang nakakakita
pandaigdigang pangangalaga ng Batas;
3. Pandaigdigang pagkakaisa kapaligiran para sa Pagpapanatiling
Pagkakaisa kaligtasan ng bansa at Ligtas ng
(Globalism) daigdig Kapaligiran
3.1. Kalinisan at  MISOSA Baitang
Kaayusan 4, Hindi
Pagtatapon ng
12. Nakatutulong sa pagpapanatili ng kalinisan
Basura sa Bakuran
at kaayusan ng kapaligiran saanman sa ng Iba; Pagtulong
pamamagitan ng: sa Kalinisan ng
12.4. segregasyon o pagtapon ng mga Kapaligiran
basurang nabubulok at di-nabubulok EsP4PPP- (Pagtatapon ng
sa tamang lagayan IIIg-i–22 mga Tuyong
12.5. pag-iwas sa pagsunog ng anumang Dahon sa Compost
bagay Pit at Basura sa
Basurahan); May
12.6. pagsasagawa ng muling paggamit ng
Pakinabang ang
mga patapong bagay (Recycling)
mga Patapong
Bagay

BATAYANG
PAGPAPAHALAGA
IV. Pananalig at Pagmamahal sa Diyos; Paninindigan sa Kabutihan – Ikaapat na Markahan
 MISOSA Baitang
1. Ispiritwalidad Nauunawaan at Naisasabuhay ang 4, Biyayang
(Spirituality) naipakikita ang pananalig sa Diyos sa 13. Napahahalagahan ang lahat ng mga likha: Kaloob ng
pananalig sa Diyos sa pamamagitan ng may buhay at mga materyal na bagay Panginoon,
2. Pagmamahal sa pamamagitan ng paggalang, pagtanggap at 13.1. Sarili at kapwa-tao: EsP4PD- Pahalagahan;
Diyos (Love of God) paggalang, pagtanggap pagmamahal sa mga likha 13.1.1. pag-iwas sa pagkakaroon ng sakit IVa-c–10 “Tapat Mo Linis
at pagmamahal sa mga 13.1.2. paggalang sa kapwa-tao Mo” para sa
3. Pag-asa (Hope) likha Kaayusan at
Kalinisan ng
4. Pagkakawanggawa Kapaligiran
(Charity) 13.2. Hayop:
EsP4PD-
13.2.1. pagkalinga sa mga hayop na ligaw
IVd–11
at endangered
13.3. Halaman :  MISOSA Baitang

pangangalaga sa mga halaman gaya 4, Programang
ng : “Clean and
13.3.1. pag-aayos ng mga nabuwal EsP4PD- Green” para sa
halaman IVe-g–12 Kaayusan at
13.3.2. paglalagay ng mga lupa sa paso Kalinisan ng
13.3.3. pagbubungkal ng tanim na Kapaligiran
halaman sa paligid
13.4. Mga Materyal na Kagamitan:

EsP4PD-
13.4.1. pangangalaga sa mga materyal na
IVh-i –13
kagamitang likas o gawa ng tao

BAITANG 5
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may pananagutan at
Pamantayan Para sa
pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak, kapwa/ pamayanan, bansa/
Baitang 5
daigdig at Diyos.
BATAYANG
PAGPAPAHALAGA
1. Napahahalagahan ang katotohanan sa
1. Mapanuring pag- Naipamamalas ang pag- Nakagagawa ng tamang pamamagitan ng pagsusuri sa mga:
iisip (Critical unawa sa kahalagahan pasya ayon sa dikta ng isip 1.1. balitang napakinggan EsP5PKP –
thinking) ng pagkakaroon ng at loobin sa kung ano ang 1.2. patalastas na nabasa/narinig Ia- 27
mapanuring pag-iisip sa dapat at di-dapat 1.3. napanood na programang pantelebisyon
2. Katatagan ng pagpapahayag at 1.4. nabasa sa internet
loob (Fortitude) pagganap ng anumang 2. Nakasusuri ng mabuti at di-mabuting
gawain na may maidudulot sa sarili at miyembro ng
3. Pagkabukas kinalaman sa sarili at sa pamilya ng anumang babasahin,
isipan (Open- pamilyang napapakinggan at napapanood
mindedness) kinabibilangan 2.1. dyaryo EsP5PKP
2.2. magasin – Ib - 28
4. Pagmamahal sa 2.3. radyo
katotohanan 2.4. telebisyon
(Love of truth) 2.5. pelikula
2.6. Internet
5. Pagkamatiyaga 3. Nakapagpapakita ng kawilihan at  FL-EP, Baitang
(Perseverance) Naisasabuhay ang positibong saloobin sa pag-aaral 5, Aralin 5 –
pagkakaroon ng tamang 3.1. pakikinig Kinabukasan,
6. Pagkamapagpas pag-uugali sa 3.2. pakikilahok sa pangkatang gawain Paglaanan, p.
ensiya/ pagpapahayag at pagganap 3.3. pakikipagtalakayan EsP5PKP – 109
Pagkamapagtiis ng anumang gawain. 3.4. pagtatanong Ic-d - 29
(Patience) 3.5. paggawa ng proyekto (gamit ang
anumang technology tools)
7. Pagkamahinahon 3.6. paggawa ng takdang-aralin
(Calmness) 3.7. pagtuturo sa iba
8. Pagkamatapat 4. Nakapagpapakita ng matapat na paggawa sa

EsP5PKP –
(Honesty) mga proyektong pampaaralan
Ie - 30
BATAYANG
PAGPAPAHALAGA
 MISOSA Baitang
5. Nakahihikayat ng iba na maging matapat sa EsP5PKP –
4, Pagiging
lahat ng uri ng paggawa Ie - 31
Marangal
6. Nakapagpapatunay na mahalaga ang EsP5PKP –
pagkakaisa sa pagtatapos ng gawain If - 32
7. Nakapagpapakita ng kawilihan sa
pagbabasa/pagsuri ng mga aklat at magasin
EsP5PKP –
7.1. nagbabasa ng diyaryo araw-araw
If-g - 33
7.2. nakikinig/nanonood sa telebisyon sa mga
“Update” o bagong kaalaman
7.3. nagsasaliksik ng mga artikulo sa internet
8. Nakapagpapahayag nang may katapatan ng  MISOSA Baitang
sariling opinyon/ideya at saloobin tungkol sa 5, Katapatan sa
EsP5PKP –
mga sitwasyong may kinalaman sa sarili at Pakikitungo sa
Ig - 34
pamilyang kinabibilangan Kapwa
Hal. Suliranin sa paaralan at pamayanan
9. Nakapagpapahayag ng katotohanan kahit
Naisasagawa ang mga masakit sa kalooban gaya ng:
kilos,gawain at pahayag na 9.1. pagkuha ng pag-aari ng iba EsP5PKP –
may kabutihan at 9.2. pangongopya sa oras ng pagsusulit Ih - 35
katotohanan 9.3. pagsisinungaling sa sinumang miyembro
ng pamilya, at iba pa
10. Nakapaghihinuha na nakapagdudulot ng
kabutihan sa pagsasama nang maluwag ang EsP5PKP –
pagsasabi nang tapat Ii - 36

 MISOSA Baitang
11. Nakapagsisimula ng pamumuno para
1. Pagmamalasakit Naipamamalas ang pag- Naisasagawa ang 5, Pagbibigay ng
makapagbigay ng kayang tulong para sa
sa kapwa unawa sa kahalagahan inaasahang hakbang, kilos Tulong para sa
nangangailangan
(Concern for ng pakikipagkapwa-tao at pahayag na may EsP5P – Nangangailangan
11.1. biktima ng kalamidad
others) at pagganap ng mga paggalang at IIa –22 ; Kusang
11.2. pagbibigay ng babala/impormasyon kung
inaasahang hakbang, pagmamalasakit para sa Pagbibigay ng
may bagyo, baha, sunog, lindol, at iba pa
2. Pagkamahabagin pahayag at kilos para sa kapakanan at kabutihan ng Tulong
(Compassion) kapakanan at ng pamilya pamilya at kapwa 
BATAYANG
PAGPAPAHALAGA
at kapwa 12. Nakapagbibigay-alam sa kinauukulan  MISOSA Baitang
3. Pagkakawang tungkol sa kaguluhan, at iba pa EsP5P – 5, Pagbibigay ng
gawa (Charity) (pagmamalasakit sa kapwa na IIb – 23 Impormasyon
sinasaktan/kinukutya/binubully) saKinauukulan
4. Pagkamagalang 13. Nakapagpapakita ng paggalang sa mga
(Respectful) dayuhan sa pamamagitan ng:
13.1. mabuting pagtanggap/pagtrato sa mga
EsP5P –
katutubo at mga dayuhan
IIc – 24
13.2. paggalang sa natatanging
kaugalian/paniniwala ng mga katutubo
at dayuhang kakaiba sa kinagisnan
FL-EP, Grade 5,
5. Paggalang sa 14. Nakabubuo at nakapagpapahayag nang may EsP5P – Aralin I – Paano
opinyon ng ibang paggalang sa anumang ideya/opinion IId-e – 25 na ang
tao(Respect for Kinabukasan
other people’s  MISOSA Baitang
opinion) 15. Nakapagpapaubaya ng pansariling kapakanan EsP5P – IIf
4, Paggawa nang
para sa kabutihan ng kapwa – 26
may Komitment
EsP5P –
16. Nakapagsasaalang-alang ng karapatan ng iba
IIg – 27
17. Nakikilahok sa mga patimpalak o paligsahan EsP5P –

na ang layunin ay pakikipagkaibigan IIh – 28
 MISOSA Baitang
18. Nagagampanan nang buong husay ang
EsP5P – IIi 4, Paggawa nang
anumang tungkulin sa programa o proyekto
–29 may Mataas ang
gamit ang anumang teknolohiya sa paaralan
Kalidad
19. Nakapagpapakita ng mga kanais-nais na
1. Pagmamahal sa Naipamamalas ang pag- Naisasagawa nang may kaugaliang Pilipino
Bansa unawa sa kahalagahan disiplina sa sarili at pakikiisa 19.1. nakikisama sa kapwa Pilipino
EsP5PPP –
nang pagpapakita ng sa anumang alituntuntunin 19.2. tumutulong/lumalahok sa bayanihan at
IIIa – 23
1.1. Pagkakaroon ng mga natatanging at batas na may kinalaman palusong
Disiplina kaugaliang Pilipino, sa bansa at global na 19.3. magiliw na pagtanggap ng mga
(Discipline) pagkakaroon ng disiplina kapakanan panauhin

BATAYANG
PAGPAPAHALAGA
para sa kabutihan ng 20. Nakapagpapamalas ng pagkamalikhain sa
EsP5PPP –
1.2. Pananagutan lahat, komitment at pagbuo ng mga sayaw, awit at sining gamit
IIIb – 24
(Responsibility/ pagkakaisa bilang ang anumang multimedia o teknolohiya
Accountability) tagapangalaga ng 21. Napananatili ang pagkamabuting
EsP5PPP –
kapaligiran mamamayang Pilipino sa pamamagitan ng
IIIb – 25
1.3. Pagmamalasakit pakikilahok
at  MISOSA Baitang
Pagsasakripisyo 5, Kawilihan sa
22. Nakasusunod ng may masusi at matalinong
sa Bansa Pagbabasa
pagpapasiya para sa kaligtasan
(Heroism and Road Safety
Hal.
Appreciation of
22.1. paalala para sa mga panoorin at EsP5PPP – Education
Heroes) Modules, May
babasahin IIIc – 26
22.2. pagsunod sa mga alituntunin tungkol sa Halaga
1.4. Kamalayang
pag-iingat sa sunog at paalaala kung
Pansibiko (Civic
may kalamidad
Consciousness)
23. Nakapagpapakita ng magagandang halimbawa

2. Likas-kayang Pag- Naisasabuhay ang ng pagiging responsableng tagapangalaga ng
unlad (Sustainable pagkakaisa at komitment kapaligiran
EsP5PPP –
Development) bilang responsableng 23.1. pagiging mapanagutan
IIId – 27
tagapangalaga ng 23.2. pagmamalasakit sa kapaligiran sa
2.1. Kasipagan kapaligiran pamamagitan ng pakikiisa sa mga
(Industrious programang pangkapaligiran
ness)
24. Napatutunayan na di-nakukuha sa kasakiman
2.2. Pagmamalasakit ang pangangailangan EsP5PPP –
sa 24.1. pagiging vigilant sa mga illegal na IIIe– 28
kapaligiran gawaing nakasisira sa kapaligiran
(Care of the
environment) 25. Nakikiisa nang may kasiyahan sa mga
programa ng pamahalaan na may kaugnayan
sa pagpapanatili ng kapayapaan EsP5PPP –
25.1. paggalang sa karapatang pantao IIIf – 29
25.2. paggalang sa opinyon ng iba
25.3. paggalang sa ideya ng iba

BATAYANG
PAGPAPAHALAGA
26. Nakalalahok sa pangangampanya sa  MISOSA Baitang
3. Pandaigdigang pagpapatupad ng mga batas para sa 5, Mga
Pagkakaisa (Global kabutihan ng lahat Nagaganap na
Solidarity) 26.1. pangkalinisan Nakawan, Ilegal
EsP5PPP –
26.2. pangkaligtasan na Pasugalan, at
IIIg – 30
3.1. Kapayapaan at 26.3. pangkalusugan iba pang Krimen,
Kaayusan 26.4. pangkapayapaan Ipagbigay-alam
(Peace and 26.5. pangkalikasan
Order)
27. Nakagagawa ng isang proyekto gamit ang  MISOSA Baitang
iba’t ibang multimedia at technology tools EsP5PPP – 4, Pagpapakita
sa pagpapatupad ng mga batas sa kalinisan, IIIg-h– 31 ng Kasiyahan sa
kaligtasan, kalusugan at kapayapaan Paggawa
28. Nakikiisa nang buong tapat sa mga gawaing EsP5PPP –
nakatutulong sa bansa at daigdig IIIh – 32
29. Nakalilikha ng isang proyekto na nagpapakita
EsP5PPP –
ng pagtulong sa bansa at daigdig gamit ang
IIIi– 33
iba’t ibang technology tools
30. Nakapagpapakita nang tunay na  MISOSA Baitang
1. Pananalig at Naipamamalas ang pag- Naisasabuhay ang tunay na pagmamahal sa kapwa tulad ng: 5, Paggawa nang
Pagmamahal sa sa unawa sa kahalagahan pasasalamat sa Diyos na 30.1. pagsasaalang-alang sa kapakanan ng Mabuti, Paraan
EsP5PD -
Diyos (Faith) ng pananalig sa Diyos na nagkaloob ng buhay kapwa at sa kinabibilangang pamayanan ng Pagpapakatao
IVa-d – 14
nagbigay ng buhay 30.2. pakikiisa sa pagdarasal para sa
2. Pag-asa (Hope) Hal. kabutihan ng lahat
- palagiang paggawa 30.3. pagkalinga at pagtulong sa kapwa
3. Ispiritwalidad ng mabuti sa lahat
(Spirituality) 31. Nakapagpapakita ng iba’t ibang paraan ng
EsP5PD -
pasasalamat sa Diyos
IVe-i – 15

BAITANG 6
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nakatutulong sa pag-angat ng sariling dignidad, pagmamahal sa kapwa na may
Baitang 6 mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na pamumuhay para sa kabutihang panlahat.
BATAYANG
PAGPAPAHALAGA
 BSP Comics/
1. Mapanuring Pag- Naipamamalas ang pag- Naisasagawa ang tamang 1. Naisasagawa ang mga tamang hakbang na EsP6PKP- Halaga ng
iisip unawa sa kahalagahan desisyon nang may makatutulong sa pagbuo ng isang desisyon na Ia-i– 37 Pagporma
(Critical Thinking) ng pagsunod sa mga katatagan ng loob para sa makabubuti sa pamilya
tamang hakbang bago ikabubuti ng lahat 1.1. pagsusuri nang mabuti sa mga bagay  MISOSA Baitang
2. Katatagan ng loob makagawa ng isang na may kinalaman sa sarili at 6, Magsusuri
(Fortitude) desisyon para sa pangyayari Muna Bago
ikabubuti ng lahat 1.2. pagsang-ayon sa pasya ng nakararami Magbigay ng
3. Pagkamatiyaga kung nakabubuti ito Desisyon;
(Perseverance) 1.3. paggamit ng impormasyon Panatilihin ang
Kaangkupang
4. Pagkabukas isipan Pisikal
(Open-mindedness)
 MISOSA Baitang
5. Pagmamahal sa 5, Bunga ng
katotohanan Sariling
(Love of truth) Pagpapasya; Ang
Kaalamang Mali,
6. Pagkamapagpasensi Ituwid!
ya/
Pagkamapagtiis
(Patience)
7. Pagkamahinahon
(Calmness)

BATAYANG
PAGPAPAHALAGA
 MISOSA Baitang
1. Paggalang sa Naipamamalas ang pag- Naisasabuhay ang 6, Makatuwiran
opinyon ng ibang unawa sa kahalagan ng pagkakaroon ng bukas na 2. Naipakikita ang kahalagahan ng pagiging at Pantay na
tao (Respect for pakikipagkapwa-tao na isipan at kahinahunan sa responsable sa kapwa: Pagbibigay ng
other people’s may kaakibat na pagpapasiya para sa 2.1. pangako o pinagkasunduan Pasiya
opinion) paggalang at kapayapaan ng sarili at EsP6P-
2.2. pagpapanatili ng mabuting
responsibilidad kapwa IIa-c–30
pakikipagkaibigan
2. Pagkamagalang 2.3. pagiging matapat
(Respectful)
3. Pagkamapanagutan
(responsibility)
 FL-EP
Grade 6, Aralin
4. Pagkamahabagin
6-Dapat Isaisip,
(Compassion)
pp. 158
5. Pagkakawanggawa 3. Nakapagpapakita ng paggalang sa ideya o
EsP6P-
(Charity) suhestyon ng kapwa
IId-i-31
6. Pagmamalasakit sa
kapwa
(Concern for others)

 MISOSA Baitang 6,
1. Pagmamahal sa Naipamamalas ang pag- Naipakikita ang mga Makatuwiran at
Bansa unawa sa kahalagahan gawaing tumutugon sa 4. Nabibigyang-halaga ang mga batayang kalayaan Pantay na
na may kaukulang pananagutan at limitasyon Pagbibigay ng
(Love of Country) ng pagmamahal sa pagmamahal sa bansa sa
4.1. kalayaan sa pamamahayag Pasiya;
bansa at pandaigdigang pamamagitan ng aktibong EsP6PPP- Pagkukusang
1.1. Kamalayang pagkakaisa tungo sa pakikilahok na may 4.2. pagbibigay ng sariling opinyon, ideya o
IIIa-c– Sumali Sa Mga
Pansibiko isang maunlad, dedikasyon at integridad pananaw Gawaing Pansibiko
34
(Civic mapayapa at 4.3. pagsasaalang-alang ng karapatan ng iba  MISOSA Baitang 5,
Consciousness) mapagkalingang 4.4. paghikayat sa iba na magkaroon ng Mga Karapatang
pamayanan kamalayan sa kanilang kalayaan Pantao, Igalang at
1.2. Mapanagutan 4.5. pambansang pagkakaisa Pahalagahan;
Obligasyon Ko,
BATAYANG
PAGPAPAHALAGA
(Responsibility) Tutuparin Ko
1.3. Pambansang  MISOSA Baitang 5,

Pagkakaisa Naipakikita ang tunay na Mahusay na
5. Napahahalagahan ang magaling at matagumpay Pakikisama
(National Unity) paghanga at pagmamalaki na mga Pilipino sa pamamagitan ng:  MISOSA Baitang 6
sa mga sakripisyong 5.1. pagmomodelo ng kanilang Kabutihan ng
ginawa ng mga Pilipino pagtatagumpay Nakararami;
EsP6PPP-
5.2. kuwento ng kanilang pagsasakripisyo at Mga Pook –
IIIc-d– Pampubliko Atin
pagbibigay ng sarili para sa bayan
35 Ito, Pangalagaan
5.3. pagtulad sa mga mabubuting katangian
na naging susi sa pagtatagumpay ng mga Mo
Pilipino  FL-EP, Baitang 6,
Aralin 10-Si Kuya,
Entrepreneur Na,
p. 176
 FL-EP, Baitang 6,
2. Likas-Kayang Pag- Naipakikita ang wastong Aralin I – Sa Maliit
unlad pangangalaga sa Nagsisimula; Aralin
2 – Ikaw ang Idol
(Sustainable kapaligiran para sa
Ko; Aralin 8
Development) kasalukuyan at susunod na
Pangako Huwag
henerasyon Ipako; Aralin 11 –
2.1. Kasipagan Pagtupad sa Batas
(Industry)  MISOSA Baitang 5,
Pagpaparami ng
2.2. Tagapag 6. Nakagagamit nang may pagpapahalaga at Pagkain : Isang
EsP6PPP-
kalinga ng pananagutan sa kabuhayan at pinagkukunang- Paraan ng
IIIe–36 Pagiging
kapaligiran yaman
(Care and Produktibo;
Kawastuhan ng
protection of
Sukat, Timbang, at
the Dami ng Binibili
Environment)  FL-EP,Baitang
6, Dapat Isaisip;
2.3. Pagiging Baitang 2,
Produktibo Aralin 4-Mabilis
(Productvity Ngunit Maingat;
Aralin 5 – Barya

BATAYANG
PAGPAPAHALAGA
and Quality) Mahalaga;
2.4. Etiko sa
Paggawa  MISOSA Baitang 6,
(Work Ethics) Pagtulong sa
Paglilinis ng
2.5. Pagka 7. Nakapagpapakita ng tapat na pagsunod sa mga Kapaligiran;
EsP6PPP-
malikhain batas pambansa at pandaigdigan tungkol sa Kalinisan at
IIIf–37
(Creativity) pangangalaga sa kapaligiran Kaayusan sa
Pamamagitan ng
“Clean Air Act of
2.6. Kaisipang/ 1999”
Kamalayang 8. Naipagmamalaki ang anumang natapos na
Pam EsP6PPP-
gawain na nakasusunod sa pamantayan at
pamuhunan IIIg–38
kalidad
(Entre  MISOSA Baitang
preneurial Naisasagawa ang mga 6, Pagbibigay ng
Spirit) gawaing nagbibigay Wastong
inspirasyon sa kapwa Impormasyon
2.7. Matalino/Respo upang makamit ang
nsableng kaunlaran ng bansa
Mamimili
(Responsible 9. Naipakikita ang pagiging malikhain sa
Consumerism) paggawa ng anumang proyekto na
EsP6PPP-
makatutulong at magsisilbing inspirasyon tungo
2.8. Pag-iimpok at IIIh–39
sa pagsulong at pag-unlad ng bansa
Matalinong
Pamamahala
ng
Mapagkukunan
ng Resorses
(Financial
Literacy)
10. Naisasakilos ang pagtupad sa mga batas  MISOSA Baitang

3. Pandaigdigang Naisasagawa ang mga pambansa at pandaigdigan EsP6PPP- 6, Kaayusan at
Pagkakaisa gawain na may kaugnayan 10.1. pagtupad sa mga batas para sa IIIh-i–40 Kalinisan ng
(Global Solidarity) sa kapayapaan at kaligtasan sa Kapaligiran; May
BATAYANG
PAGPAPAHALAGA
kaayusan tungo sa 10.1.1. daan Iba Pang
3.1. Kapayapaan at pandaigdigang pagkakaisa 10.1.2. pangkalusugan Gagamit ng mga
Kaayusan 10.1.3. pangkapaligiran Pook-
(Peace and 10.1.4. pag-abuso sa paggamit ng pampubliko,
Order) ipinagbabawal na gamot Ingatan ang mga
ito
10.2. lumalahok sa mga kampanya at
programa para sa pagpapatupad ng
batas tulad ng pagbabawal sa
paninigarilyo, pananakit sa hayop, at iba
pa
10.3. tumutulong sa makakayanang paraan
ng pagpapanatili ng kapayapaan
1. Paninindigan sa  MISOSA Baitang
Kabutihan (Making Naipamamalas ang pag- Naisasabuhay ang 6,
a Stand for the unawa sa kahalagahan pagkamabuting tao na Gintong Aral;
11. Napatutunayan na nagpapaunlad ng
Good) ng pagkakaroon ng may positibong pananaw Pagpapaliwanag
pagkatao ang ispiritwalidad
sariling kapayapaan bilang patunay sa pag- na ang
2. Pananalig at (inner peace) unlad ng ispiritwalidad Karunungan ay
Hal.
Pagmamahal sa para sa pakikitungo sa Dapat Gamitin sa
11.1. pagpapaliwanag na ispiritwalidad ang
Diyos (Faith and iba EsP6PD- Ikauunlad at
pagkakaroon ng mabuting pagkatao
Love) IVa-i–16 Ikabubuti ng
anuman ang paniniwala
Nakararami
11.2. pagkakaroon ng positibong pananaw,
3. Pag-asa (Hope)
pag-asa, at pagmamahal sa kapwa at
Diyos
4. Ispiritwalidad
(Spirituality/ Inner
Peace)

BAITANG 7
Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan at kilos sa panahon ng pagdadalaga / pagbibinata,
Pangkalahatang
kakayahan at talento, hilig at pagkatao ng tao tungo sa pagtupad ng mga tungkulin sa sarili, sa kapwa, sa bansa/ daigdig at sa Diyos at
Pamantayan
pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at kilos.
NILALAMAN MGA KASANAYANG PAMPAGKATUTO LEARNING
(Content Standard) ( Learning Competencies) MATERIALS
UNANG MARKAHAN: Pagkilala at Pamamahala sa mga Pagbabago sa Sarili
1. Mga Angkop na Naipamamalas ng mag- Naisasagawa ng mag-aaral 1.1. Natutukoy ang mga pagbabago sa
Inaasahang aaral ang pag-unawa sa ang mga angkop na kanyang sarili mula sa gulang na 8 o 9
Kakayahan at Kilos sa mga inaasahang hakbang sa paglinang ng hanggang sa kasalukuyan sa aspetong:
Panahon ng kakayahan at kilos sa limang inaasahang
Pagdadalaga/ panahon ng kakayahan at kilos1 a. Pagtatamo ng bago at ganap na
Pagbibinata pagdadalaga/pagbibinata, (developmental tasks) sa pakikipag-ugnayan (more mature
(Developmental talento at kakayahan, panahon ng pagdadalaga / relations) sa mga kasing edad
Tasks): hilig, at mga tungkulin sa pagbibinata. (Pakikipagkaibigan)
panahon ng
a. Pagtatamo ng pagdadalaga/pagbibinata b. Pagtanggap ng papel o gampanin sa
bago at ganap na lipunan
EsP7PS-
pakikipag-
Ia-1.1
ugnayan (more c. Pagtanggap sa mga pagbabago sa
mature relations) katawan at paglalapat ng tamang
sa mga kasing pamamahala sa mga ito
edad
(Pakikipagkaibiga d. Pagnanais at pagtatamo ng
n) mapanagutang asal sa pakikipagkapwa/
sa lipunan
b. Pagtanggap ng
papel o gampanin e. Pagkakaroon ng kakayahang makagawa
sa lipunan ng maingat na pagpapasya
(Pakikipagkaibiga
n)
1
Paalala sa guro: Bagama’t binaggit sa Modyul ang 8 inaasahang kakayahan at kilos sa panahon ng pagdadalaga/pagbibinata ayon kay David Havighurst, lima lamang ang
binigyang-tuon sa Baitang 7 dahil nasa simula pa lamang ng pagdadalaga/pagbibinata ang mag-aaral. Nakatuon lamang sa limang ito ang Pagganap, Pagninilay at
Pagsasabuhay sa ikaapat na bahagi ng Modyul.
1.2. Natatanggap ang mga pagbabagong
EsP7PS-
c. Pagtanggap sa nagaganap sa sarili sa panahon ng
Ia-1.2
mga pagbabago pagdadalaga/pagbibinata
sa katawan at 1.3. Naipaliliwanag na ang paglinang ng
paglalapat ng mga angkop na inaasahang
tamang kakayahan at kilos (developmental
pamamahala sa tasks) sa panahon ng pagdadalaga /
mga ito pagbibinata ay nakatutulong sa:
a. pagkakaroon ng tiwala sa sarili, at
d. Pagnanais at b. paghahanda sa limang inaasahang
pagtatamo ng kakayahan at kilos na nasa mataas na EsP7PS-
mapanagutang antas (phase) ng Ib-1.3
asal sa pagdadalaga/pagbibinata (middle and
pakikipagkapwa / late adoscence): (paghahanda sa
sa lipunan paghahanapbuhay, paghahanda sa pag-
aasawa / pagpapamilya, at pagkakaroon
e. Pagkakaroon ng ng mga pagpapahalagang gabay sa
kakayahang mabuting asal), at pagiging mabuti at
makagawa ng mapanagutang tao
maingat na 1.4. Naisasagawa ang mga angkop na hakbang
pagpapasiya sa paglinang ng limang inaasahang EsP7PS-
kakayahan at kilos (developmental tasks) Ib-1.4
sa panahon ng pagdadalaga / pagbibinata
2.1. Natutukoy ang kanyang mga talento at EsP7PS-
2. Mga Talento at Naipamamalas ng mag- Naisasagawa ng mag-aaral kakayahan Ic-2.1
Kakayahan aaral ang pag-unawa sa ang mga gawaing angkop 2.2. Natutukoy ang mga aspekto ng sarili kung
talento at kakayahan sa pagpapaunlad ng saan kulang siya ng tiwala sa sarili at EsP7PS-
kanyang mga talento at nakikilala ang mga paraan kung paano Ic-2.2
kakayahan lalampasan ang mga ito
2.3. Napatutunayan na ang pagtuklas at
pagpapaunlad ng mga angking talento at
kakayahan ay mahalaga sapagkat ang
mga ito ay mga kaloob na kung EsP7PS-
pauunlarin ay makahuhubog ng sarili Id-2.3
tungo sa pagkakaroon ng tiwala sa sarili,
paglampas sa mga kahinaan, pagtupad ng
mga tungkulin, at paglilingkod sa

pamayanan
2.4. Naisasagawa ang mga gawaing angkop sa
EsP7PS-
pagpapaunlad ng sariling mga talento at
Id-2.4
kakayahan
3. Mga Hilig (Interests) Naipamamalas ng mag- Naisasagawa ng mag-aaral 3.1. Natutukoy ang kaugnayan ng
aaral ang pag-unawa sa ang mga gawaing angkop pagpapaunlad ng mga hilig sa pagpili ng EsP7PS-
mga hilig para sa pagpapaunlad ng kursong akademiko o teknikal-bokasyonal, Ie-3.1
kanyang mga hilig negosyo o hanapbuhay
3.2. Nakasusuri ng mga sariling hilig ayon sa EsP7PS-
larangan at tuon ng mga ito Ie-3.2
3.3. Naipaliliwanag na ang pagpapaunlad ng
mga hilig ay makatutulong sa pagtupad
ng mga tungkulin, paghahanda tungo sa
EsP7PS-
pagpili ng propesyon, kursong akademiko
If-3.3
o teknikal-bokasyonal, negosyo o
hanapbuhay, pagtulong sa kapwa at
paglilingkod sa pamayanan
3.4. Naisasagawa ang mga gawaing angkop sa EsP7PS-
pagpapaunlad ng kanyang mga hilig If-3.4
4.1. Natutukoy ang kanyang mga tungkulin sa
EsP7PS-
4. Mga Tungkulin Bilang Naipamamalas ng mag- Naisasagawa ng mag-aaral bawat gampanin bilang nagdadalaga /
Ig-4.1
Nagdadalaga/ aaral ang pag-unawa sa ang mga gawaing angkop nagbibinata
Nagbibinata: kanyang mga tungkulin sa maayos na pagtupad ng 4.2. Natataya ang kanyang mga kilos tungo sa
a. Sa sarili sa bawat gampanin kanyang mga tungkulin sa maayos na pagtupad ng kanyang mga EsP7PS-
b. Bilang anak bilang nagdadalaga / bawat gampanin bilang tungkulin bilang nagdadalaga / Ig-4.2
c. Bilang kapatid nagbibinata. nagdadalaga/nagbibinata nagbibinata
d. Bilang mag-aaral 4.3. Napatutunayan na ang pag-unawa ng
e. Bilang kabataan sa kanyang mga tungkulin sa
mamamayan sarili, bilang anak, kapatid, mag-aaral,
f. Bilang mamamayan, mananampalataya,
EsP7PS-
mananampalataya kosyumer ng media at bilang
Ih-4.3
g. Bilang konsyumer tagapangalaga ng kalikasan ay isang
ng media paraan upang maging mapanagutan
h. Bilang bilang paghahanda sa susunod na yugto
tagapangalaga ng ng buhay
kalikasan 4.4. Naisasagawa ang mga gawaing angkop sa EsP7PS-
maayos na pagtupad ng kanyang mga Ih-4.4
tungkulin sa bawat gampanin bilang
nagdadalaga/nagbibinata
IKALAWANG MARKAHAN: Ang Pagkatao ng Tao

5.1. Natutukoy ang mga katangian, gamit at EsP7PS-
5. Isip at Kilos-loob (will) Naipamamalas ng mag- Nakagagawa ng angkop na tunguhin ng isip at kilos-loob Ia-5.1
aaral ang pag-unawa sa pagpapasiya tungo sa
isip at kilos-loob. katotohanan at kabutihan 5.2. Nasusuri ang isang pasyang ginawa batay EsP7PS-
gamit ang isip at kilos-loob. sa gamit at tunguhin ng isip at kilos-loob Ia-5.2
5.3. Naipaliliwanag na ang isip at kilos-loob
ang nagpapabukod-tangi sa tao, kaya ang EsP7PS-
kanyang mga pagpapasiya ay dapat Ib-5.3
patungo sa katotohanan at kabutihan
5.4. Naisasagawa ang pagbuo ng angkop na
EsP7PS-
pagpapasiya tungo sa katotohanan at
Ib-5.4
kabutihan gamit ang isip at kilos-loob
6.1. Nakikilala na natatangi sa tao ang Likas
6. Ang Kaugnayan ng Naipamamalas ng mag- Naisasagawa ng mag-aaral na Batas Moral dahil ang pagtungo sa
Konsiyensiya sa Likas aaralang pag-unawa sa ang paglalapat ng wastong kabutihan ay may kamalayan at EsP7PS-
na Batas Moral kaugnayan ng paraan upang itama ang kalayaan. Ang unang prinsipyo nito ay Ic-6.1
konsiyensiya sa Likas na mga maling pasiya o kilos likas sa tao na dapat gawin ang mabuti at
Batas Moral. bilang kabataan batay sa iwasan ang masama.
tamang konsiyensiya. 6.2. Nailalapat ang wastong paraan upang
baguhin ang mga pasya at kilos na taliwas EsP7PS-
sa unang prinsipyo ng Likas na Batas Ic-6.2
Moral
6.3. Nahihinuha na nalalaman agad ng tao ang
mabuti at masama sa kongkretong
sitwasyon batay sa sinasabi ng EsP7PS-
konsiyensiya. Ito ang Likas na Batas Moral Id-6.3
na itinanim ng Diyos sa isip at puso ng
tao.
6.4. Nakabubuo ng tamang pangangatwiran
batay sa Likas na Batas Moral upang EsP7PS-
magkaroon ng angkop na pagpapasiya at Id-6.4
kilos araw-araw

7.1. Nakikilala ang mga indikasyon /
7. Kalayaan Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP7PT-
palatandaan ng pagkakaroon o kawalan
aaral ang pag-unawa sa ang pagbuo ng mga IIe-7.1
ng kalayaan
kalayaan. hakbang upang baguhin o
paunlarin ang kaniyang 7.2. Nasusuri kung nakikita sa mga gawi ng EsP7PT-
paggamit ng kalayaan. kabataan ang kalayaan IIe-7.2
7.3. Nahihinuha na likas sa tao ang malayang

pagpili sa mabuti o sa masama; ngunit EsP7PT-
ang kalayaan ay may kakambal na IIf-7.3
pananagutan para sa kabutihan
7.4. Naisasagawa ang pagbuo ng mga

EsP7PT-
hakbang upang baguhin o paunlarin ang
IIf-7.4
kaniyang paggamit ng kalayaan
8.1. Nakikilala na may dignidad ang bawat tao

8. Dignidad Naipamamalas ng mag- Naisasagawa ng mag-aaral
anoman ang kanyang kalagayang EsP7PT-
aaral ang pag-unawa sa ang mga konkretong paraan
panlipunan, kulay, lahi, edukasyon, IIg-8.1
dignidad ng tao. upang ipakita ang
relihiyon at iba pa
paggalang at
pagmamalasakit sa mga 8.2. Nakabubuo ng mga paraan upang
taong kapus-palad o higit EsP7PT-
mahalin ang sarili at kapwa na may
na nangangailangan. IIg-8.2
pagpapahalaga sa dignidad ng tao
8.3. Napatutunayan na ang

a. paggalang sa dignidad ng tao ay ang
nagsisilbing daan upang mahalin ang
EsP7PT-
kapwa tulad ng pagmamahal sa sarili at
IIh-8.3
b. ang paggalang sa dignidad ng tao ay
nagmumula sa pagiging pantay at
magkapareho nilang tao
8.4. Naisasagawa ang mga konkretong paraan

upang ipakita ang paggalang at
EsP7PT-
pagmamalasakit sa mga taong kapus-
IIh-8.4
palad o higit na nangangailangan kaysa sa
kanila

IKATLONG MARKAHAN: Ang Pagpapahalaga at Birtud
9.1. Nakikilala ang pagkakaiba at
9. Kaugnayan ng Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP7PB-
pagkakaugnay ng birtud at
Pagpapahalaga at aaral ang pag-unawa sa ang pagsasabuhay ng mga IIIa-9.1
pagpapahalaga
Birtud pagpapahalaga at birtud. pagpapahalaga at birtud na
magpapaunlad ng kanyang 9.2. Natutukoy
buhay bilang a. ang mga birtud at pagpapahalaga na
EsP7PB-
nagdadalaga/nagbibinata. isasabuhay at
IIIa-9.2
b. ang mga tiyak na kilos na ilalapat sa
pagsasabuhay ng mga ito
9.3. Napatutunayan na ang paulit-ulit na

pagsasabuhay ng mga mabuting gawi
EsP7PB-
batay sa mga moral na pagpapahalaga ay
IIIb-9.3
patungo sa paghubog ng mga birtud
(acquired virtues)
9.4. Naisasagawa ang pagsasabuhay ng mga

pagpapahalaga at birtud na EsP7PB-
magpapaunlad ng kanyang buhay bilang IIIb-9.4
nagdadalaga/ nagbibinata
10.1. Natutukoy ang iba’t ibang antas ng
10. Hirarkiya ng mga Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP7PB-
pagpapahalaga at ang mga halimbawa ng
Pagpapahalaga aaral ang pag-unawa sa ang paglalapat ng mga IIIc-10.1
mga ito
hirarkiya ng mga tiyak na hakbang upang
10.2. Nakagagawa ng hagdan ng sariling
pagpapahalaga. mapataas ang antas ng EsP7PB-
pagpapahalaga batay sa Hirarkiya ng mga
kaniyang mga IIIc-10.2
Pagpapahalaga ni Max Scheler
pagpapahalaga.
10.3. Napatutunayang ang piniling uri ng
pagpapahalaga batay sa hirarkiya ng mga
EsP7PB-
pagpapahalaga ay gabay sa
IIId-10.3
makatotohanang pag-unlad ng ating
pagkatao
10.4. Naisasagawa ang paglalapat ng mga tiyak

EsP7PB-
na hakbang upang mapataas ang antas
IIId-10.4
ng kaniyang mga pagpapahalaga

11. Mga Panloob na Salik Naipamamalas ng mag- Naisasagawa ng mag-aaral 11.1. Nakikilala ang mga panloob na salik na
EsP7PB-
(Internal Factors) na aaral ang pag-unawa sa ang paglalapat ng mga nakaiimpluwensya sa paghubog ng mga
IIIe-11.1
Nakaiimpluwensya sa mga panloob na salik na hakbang sa pagpapaunlad pagpapahalaga
Paghubog ng mga nakaiimpluwensya sa ng mga panloob na salik na
Pagpapahalaga paghubog ng mga nakaiimpluwensya sa
a. Konsiyensiya pagpapahalaga. paghubog ng mga 11.2. Nasusuri ang isang kilos batay sa isang
EsP7PB-
b. Mapanagutang pagpapahalaga. panloob na salik na nakaiimpluwensya sa
IIIe-11.2
Paggamit ng paghubog ng mga pagpapahalaga
Kalayaan
c. Pagiging Sensitibo
11.3. Nahihinuha na ang paglalapat ng mga
sa Gawang
panloob na salik sa pang-araw-araw na EsP7PB-
Masama
buhay ay gabay sa paggawa ng IIIf-11.3
b. Pagsasabuhay ng
mapanagutang pasiya at kilos
mga Birtud
c. Disiplinang
11.4. Naisasagawa ang paglalapat ng mga
Pansarili
hakbang sa pagpapaunlad ng mga EsP7PB-
d. Moral na
panloob na salik na nakaiimpluwensya sa IIIf-11.4
Integridad
paghubog ng mga pagpapahalaga
12.1. Naiisa-isa ang mga panlabas na salik na
EsP7PB-
12. Mga Panlabas na Naipamamalas ng mag- Naisasagawa ng mag-aaral nakaiimpluwensya sa paghubog ng mga
IIIg-12.1
Salik (External aaral ang pag-unawa sa ang pagiging mapanuri at pagpapahalaga
Factors) na mga panlabas na salik na mapanindigan sa mga 12.2. Nasusuri ang isang kilos o gawi batay sa
Nakaiimpluwensya sa nakaiimpluwensya sa pasiya at kilos sa gitna ng impluwensya ng isang panlabas na salik EsP7PB-
Paghubog ng mga paghubog ng mga mga nagtutunggaliang (na nakaiimpluwensya sa paghubog ng IIIg-12.2
Pagpapahalaga pagpapahalaga. mga panlabas na salik na pagpapahalaga) sa kilos o gawi na ito
a. Pamilya at Paraan nakaiimpluwensiya sa 12.3. Napatutunayan na ang pag-unawa sa mga
ng Pag-aaruga sa paghubog ng mga panlabas na salik na nakaiimpluwensya sa
Anak pagpapahalaga. paghubog ng mga pagpapahalaga ay
EsP7PB-
b. Guro at nakatutulong upang maging mapanuri at
IIIh-12.3
Tagapagturo ng mapanindigan ang tamang pasya at kilos
Relihiyon sa gitna ng mga nagtutunggaliang
c. Mga Kapwa impluwensya
Kabataan
12.4. Naisasagawa ang pagiging mapanuri at
d. Pamana ng Kultura EsP7PB-
mapanindigan sa mga pasiya at kilos sa
e. Katayuang IIIh-12.4
gitna ng mga nagtutunggaliang
Panlipunan-
Pangkabuhayan impluwensya ng mga panlabas na salik na
f. Media nakaiimpluwensya sa paghubog ng mga
pagpapahalaga
IKAAPAT NA MARKAHAN: Ang Pagtatakda ng Mithiin at Pagpapasiya
13.1. Nakikilala na ang mga pangarap ang
13. Ang Pangarap at Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP7PB-
batayan ng mga pagpupunyagi tungo sa
Mithiin aaral ang pag-unawa sa ang paglalapat ng IVa-13.1
makabuluhan at maligayang buhay
kaniyang mga pangarap pansariling plano sa
at mithiin. pagtupad ng kaniyang mga 13.2. Nakapagtatakda ng malinaw at
pangarap. makatotohanang mithiin upang EsP7PB-
magkaroon ng tamang direksyon sa IVa-13.2
buhay at matupad ang mga pangarap
13.3. Nahihinuha na ang pagtatakda ng
malinaw at makatotohanang mithiin ay
EsP7PB-
nagsisilbing gabay sa tamang pagpapasiya
IVb-13.3
upang magkaroon ng tamang direksyon
sa buhay at matupad ang mga pangarap
13.4. Naisasagawa ang paglalapat ng
EsP7PB-
pansariling plano sa pagtupad ng mga
IVb-13.4
pangarap
14.1. Naipaliliwanag ang kahalagahan ng

14. Ang Mabuting Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP7PB-
makabuluhang pagpapasiya sa uri ng
Pagpapasiya aaral ang pag-unawa sa ang pagbuo ng Personal na IVc-14.1
buhay
mabuting pagpapasiya. Pahayag ng Misyon sa
Buhay (Personal Mission 14.2. Nasusuri ang ginawang Personal na
Statement) batay sa mga Pahayag ng Misyon sa Buhay kung ito ay EsP7PB-
hakbang sa mabuting may pagsasaalang-alang sa tama at IVc-14.2
pagpapasiya. matuwid na pagpapasiya
14.3. Nahihinuha na ang pagbuo ng Personal
na Pahayag ng Misyon sa Buhay ay gabay
EsP7PB-
sa tamang pagpapasiya upang magkaroon
IVd-14.3
ng tamang direksyon sa buhay at
matupad ang mga pangarap
14.4. Naisasagawa ang pagbuo ng Personal na
EsP7PB-
Pahayag ng Misyon sa Buhay batay sa
IVd-14.4
mga hakbang sa mabuting pagpapasiya

15.1. Natutukoy ang mga personal na salik na
15. Mga Pansariling Salik Naipamamalas ng mag- Naisasagawa ng mag- kailangang paunlarin kaugnay ng
EsP7PB-
sa Pagpili ng aaral ang pag-unawa sa aaral ang pagtatakda ng pagpaplano ng kursong akademiko o
IVe-15.1
Kursong Akademiko mga pansariling salik sa mithiin gamit ang Goal teknikal-bokasyonal, negosyo o
o Teknikal- pagpili ng kursong Setting at Action Planning hanapbuhay
bokasyonal, Sining o akademiko o teknikal- Chart. 15.2. Natatanggap ang kawalan o kakulangan
Isports, Negosyo o bokasyonal, sining o sa mga personal na salik na kailangan sa
EsP7PB-
Hanapbuhay isports negosyo o pinaplanong kursong akademiko o
IVe-15.2
hanapbuhay. teknikal-bokasyonal, negosyo o
hanapbuhay
15.3. Naipaliliwanag na mahalaga ang
pagtutugma ng mga personal na salik at
mga kailanganin (requirements) sa
pinaplanong kursong akademiko o
EsP7PB-
teknikal-bokasyonal, sining o isports,
IVf-15.3
negosyo o hanapbuhay upang magkaroon
ng makabuluhang negosyo o hanapbuhay,
maging produktibo at makibahagi sa pag-
unlad ng ekonomiya ng bansa
15.4. Naisasagawa ang pagtatakda ng mithiin
EsP7PB-
gamit ang Goal Setting at Action Planning
IVf-15.4
Chart
16.1. Nakikilala ang (a) mga kahalagahan ng
16. Halaga ng Pag-aaral Naipamamalas ng mag- Naisasagawa ng mag-aaral pag-aaral bilang paghahanda sa EsP7PB-
sa Paghahanda Para aaral ang pag-unawa sa ang plano ng paghahanda pagnenegosyo at paghahanapbuhay at IVg-
sa Pagnenegosyo at kahalagahan ng pag-aaral para sa minimithing ang (b) mga hakbang sa paggawa ng 16.1
Paghahanapbuhay bilang paghahanda para kursong akademiko o Career Plan
sa pagnenegosyo at teknikal-bokasyonal, 16.2. Natutukoy ang mga sariling kalakasan at
paghahanapbuhay. negosyo o hanapbuhay kahinaan at nakapagbabalangkas ng mga
EsP7PB-
batay sa pamantayan sa hakbang upang magamit ang mga
IVg-16.2
pagbuo ng Career Plan. kalakasan sa ikabubuti at malagpasan ang
mga kahinaan
16.3. Naipaliliwanag na sa pag-aaral nalilinang
ang mga kasanayan, pagpapahalaga,
EsP7PB-
talento at mga kakayahang makatutulong,
IVh-16.3
sa pagtatagumpay sa pinaplanong buhay,
negosyo o hanapbuhay

16.4. Naisasagawa ang plano ng paghahanda
para sa minimithing kursong akademiko o
EsP7PB-
teknikal-bokasyonal, negosyo o
IVh-16.4
hanapbuhay batay sa pamantayan sa
pagbuo ng Career Plan

BAITANG 8
Pangkalahatang Naipamamalas ng mag-aaral ang pag-unawa sa layunin at kahalagahan ng pamilya at pakikipagkapwa upang maging mapanagutan sa
Pamantayan pakikipag-ugnayan sa iba tungo sa makabuluhang buhay sa lipunan.
UNANG MARKAHAN: Ang Pamilya Bilang Ugat ng Pakikipagkapwa
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan, katangian at layunin ng pamilya sa pagpapaunlad ng pakikipagkapwa.
Pangnilalaman
Ang mga pagpapahalagang natutuhan sa loob ng pamilya ay nakaiimpluwensya sa pakikitungo sa kapwa; ganoon din, ang mga
Batayang Konsepto
pagpapahalagang nakuha sa pakikipagkapwa ay nakatutulong sa pagpapatatag ng pamilya.
1.1. Natutukoy ang mga gawain o karanasan sa
EsP8PB-
1. Ang pamilya bilang Naipamamalas ng mag- Naisasagawa ng mag-aaral sariling pamilya na kapupulutan ng aral o
Ia-1.1
natural na institusyon aaral ang pag-unawa sa ang mga angkop na kilos may positibong impluwensya sa sarili
ng lipunan pamilya bilang natural na tungo sa pagpapatatag ng 1.2. Nasusuri ang pag-iral ng
institusyon ng lipunan. pagmamahalan at pagmamahalan,pagtutulungan at EsP8PB-
pagtutulungan sa sariling pananampalataya sa isang pamilyang Ia-1.2
pamilya. nakasama, naobserbahan o napanood
1.3. Napatutunayan kung bakit ang pamilya
ay natural na institusyon ng
pagmamahalan at pagtutulungan na EsP8PB-
nakatutulong sa pagpapaunlad ng sarili Ib-1.3
tungo sa makabuluhang
pakikipagkapwa
1.4. Naisasagawa ang mga angkop na kilos
EsP8PB-
tungo sa pagpapatatag ng pagmamahalan
Ib-1.4
at pagtutulungan sa sariling pamilya
2.1. Nakikilala ang mga gawi o karanasan sa
2. Ang misyon ng Naipamamalas ng mag- Naisasagawa ang mga sariling pamilya na nagpapakita ng
EsP8PB-
pamilya sa pagbibigay aaral ang pag-unawa sa angkop na kilos tungo sa pagbibigay ng edukasyon, paggabay sa
Ic-2.1
ng edukasyon, misyon ng pamilya sa pagpapaunlad ng mga gawi pagpapasya at paghubog ng
paggabay sa pagbibigay ng sa pag-aaral at pananampalataya
pagpapasiya at edukasyon, paggabay sa pagsasabuhay ng 2.2. Nasusuri ang mga banta sa pamilyang
paghubog ng pagpapasya at paghubog pananampalataya sa Pilipino sa pagbibigay ng edukasyon, EsP8PB-
pananampalataya ng pananampalataya. pamilya paggabay sa pagpapasya at paghubog ng Ic-2.2
pananampalataya

2.3. Naipaliliwanag na:
a. Bukod sa paglalang, may
pananagutan ang mga magulang na
bigyan ng maayos na edukasyon ang
kanilang mga anak, gabayan sa
EsP8PB-
pagpapasya at hubugin sa
Id-2.3
pananampalataya.
b. Ang karapatan at tungkulin ng mga
magulang na magbigay ng edukasyon
ang bukod-tangi at pinakamahalagang
gampanin ng mga magulang.
2.4. Naisasagawa ang mga angkop na kilos tungo
sa pagpapaunlad ng mga gawi sa pag-aaral EsP8PB-
at pagsasabuhay ng pananampalataya sa Id-2.4
pamilya
3. Ang misyon ng Naipamamalas ng mag- Naisasagawa ang mga sariling pamilya o pamilyang nakasama,
EsP8PB-
pamilya sa pagbibigay aaral ang pag-unawa sa angkop na kilos tungo sa naobserbahan o napanood na nagpapatunay
Ie-3.1
ng edukasyon, misyon ng pamilya sa pagpapaunlad ng mga gawi ng pagkakaroon o kawalan ng bukas na
paggabay sa pagbibigay ng sa pag-aaral at komunikasyon
pagpapasiya at edukasyon, paggabay sa pagsasabuhay ng 3.2. Nabibigyang-puna ang uri ng komunikasyon
EsP8PB-
paghubog ng pagpapasya at paghubog pananampalataya sa na umiiral sa isang pamilyang nakasama,
Ie-3.2
pananampalataya ng pananampalataya. pamilya naobserbahan o napanood
3.3. Nahihinuha na:
a. Ang bukas na komunikasyon sa pagitan
ng mga magulang at mga anak ay
nagbibigay-daan sa mabuting ugnayan ng
pamilya sa kapwa.
b. Ang pag-unawa at pagiging sensitibo sa
pasalita, di-pasalita at virtual na uri ng EsP8PB-
komunikasyon ay nakapagpapaunlad ng If-3.3
pakikipagkapwa.
c. Ang pag-unawa sa limang antas ng
komunikasyon ay makatutulong sa angkop
at maayos na pakikipag-ugnayan sa
kapwa.

3.4. Naisasagawa ang mga angkop na kilos tungo
EsP8PB-
sa pagkakaroon at pagpapaunlad ng
If-3.4
komunikasyon sa pamilya
4. Ang Panlipunan at Naipamamalas ng mag- Naisasagawa ng mag-aaral sariling pamilya na nagpapakita ng pagtulong
Pampulitikal na Papel aaral ang pag-unawa sa ang isang gawaing angkop sa kapitbahay o pamayanan (papel na EsP8PB-
ng Pamilya papel ng pamilya sa sa panlipunan at panlipunan) at pagbabantay sa mga batas at Ig-4.1
pamayanan. pampulitikal na papel ng institusyong panlipunan (papel na
pamilya. pampulitikal)
4.2. Nasusuri ang isang halimbawa ng pamilyang
EsP8PB-
ginagampanan ang panlipunan at pampulitikal
Ig-4.2
na papel nito
4.3. Nahihinuha na may pananagutan ang pamilya
sa pagbuo ng mapagmahal na pamayanan sa
pamamagitan ng pagtulong sa kapitbahay o EsP8PB-
pamayanan (papel na panlipunan) at Ih-4.3
pagbabantay sa mga batas at institusyong
panlipunan (papel na pampolitikal)
4.4. Naisasagawa ang isang gawaing angkop sa
EsP8PB-
panlipunan at pampulitikal na papel ng
Ih-4.4
pamilya
IKALAWANG MARKAHAN: Ang Pakikipagkapwa
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pakikipagkapwa, pakikipagkaibigan, komunikasyon, at emosyon.
Pangnilalaman
Ang tao ay likas na panlipunang nilalang, kaya’t kailangan niyang mamuhay sa lipunan kasama ang kanyang kapwa upang malinang siya sa
Batayang Konsepto aspetong intelektwal, panlipunan, pangkabuhayan, at politikal. Ang pagmamahal na naipakikita sa paglilingkod sa kapwa ay kailangan upang
maging ganap na tao.
5.1. Natutukoy ang mga taong itinuturing niyang EsP8P-
5. Ang Pakikipagkapwa Naipamamalas ng mag- Naisasagawa ng mag-aaral kapwa IIa-5.1
aaral ang pag-unawa sa ang isang pangkatang 5.2. Nasusuri ang mga impluwensya ng kanyang
EsP8P-
konsepto ng gawaing tutugon sa kapwa sa kanya sa aspektong intelektwal,
IIa-5.2
pakikipagkapwa. pangangailangan ng mga panlipunan, pangkabuhayan, at pulitikal
mag-aaral o kabataan sa 5.3. Nahihinuha na:
paaralan o pamayanan. a. Ang tao ay likas na panlipunang
EsP8P-
nilalang, kaya’t nakikipag-ugnayan siya
IIb-5.3
sa kanyang kapwa upang malinang

siya sa aspetong intelektwal,
panlipunan, pangkabuhayan, at
politikal.
b. Ang birtud ng katarungan (justice) at
pagmamahal (charity) ay kailangan sa
pagpapatatag ng pakikipagkapwa
c. Ang pagiging ganap niyang tao ay
matatamo sa paglilingkod sa kapwa -
ang tunay na indikasyon ng
pagmamahal.
5.4. Naisasagawa ang isang gawaing tutugon sa
pangangailangan ng mga mag-aaral o
EsP8P-
kabataan sa paaralan o pamayanan sa
IIb-5.4
aspetong intelektwal, panlipunan,
pangkabuhayan, o pulitikal
6.1. Natutukoy ang mga taong itinuturing niyang
EsP8P-
6. Pakikipagkaibigan Naipamamalas ng mag- Naisasagawa ng mag-aaral kaibigan at ang mga natutuhan niya mula sa
IIc-6.1
aaral ang pag-unawa sa ang mga angkop na kilos mga ito
pakikipagkaibigan. upang mapaunlad ang 6.2. 6.2. Nasusuri ang kanyang mga
EsP8P-
pakikipagkaibigan pakikipagkaibigan batay sa tatlong uri ng
IIc-6.2
(hal.: pagpapatawad). pakikipagkaibigan ayon kay Aristotle
6.3. Nahihinuha na:
a. Ang pakikipagkaibigan ay nakatutulong
sa paghubog ng matatag na
pagkakakilanlan at pakikisalamuha sa
lipunan.
b. Maraming kabutihang naidudulot ang
pagpapanatili ng mabuting
pakikipagkaibigan: ang pagpapaunlad ng EsP8P-
pagkatao at pakikipagkapwa at pagtatamo IId-6.3
ng mapayapang lipunan/pamayanan.
c. Ang pagpapatawad ay palatandaan ng
pakikipagkaibigang batay sa kabutihan at
pagmamahal. Nakatutulong ito sa pagtamo
ng integrasyong pansarili at pagpapaunlad
ng pakikipagkapwa.

6.4. Naisasagawa ang mga angkop na kilos upang
EsP8P-
mapaunlad ang pakikipagkaibigan (hal.:
IId-6.4
pagpapatawad)
7.1. Natutukoy ang magiging epekto sa kilos at
7. Emosyon Naipamamalas ng mag- Naisasagawa ng mag-aaral EsP8P-
pagpapasiya ng wasto at hindi wastong
aaral ang pag-unawa sa ang mga angkop na kilos IIe-7.1
pamamahala ng pangunahing emosyon.
mga konsepto tungkol sa upang mapamahalaanan
7.2. Nasusuri kung paano naiimpluwensyahan ng
emosyon. ang kanyang emosyon. EsP8P-
isang emosyon ang pagpapasiya sa isang
IIe-7.2
sitwasyon na may krisis, suliranin o pagkalito
7.3. Napangangatwiranan na:
a. Ang pamamahala ng emosyon sa
pamamagitan ng pagtataglay ng mga
birtud ay nakatutulong sa pagpapaunlad
EsP8P-
ng sarili at pakikipagkapwa.
IIf-7.3
b. Ang katatagan (fortitude) at kahinahunan
(prudence) ay nakatutulong upang harapin
ang matinding pagkamuhi, matinding
kalungkutan, takot at galit.
7.4. Naisasagawa ang mga angkop na kilos upang EsP8P-
mapamahalaan nang wasto ang emosyon IIf-7.4
8.1. Natutukoy ang kahalagahan ng pagiging EsP8P-

8. Ang Mapanagutang Naipamamalas ng mag- Naisasagawa ng mag-aaral mapanagutang lider at tagasunod Ilg-8.1
Pamumuno at aaral ang pag-unawa sa ang mga angkop na kilos
Pagiging Tagasunod mga konsepto sa upang mapaunlad ang 8.2. Nasusuri ang katangian ng mapanagutang
EsP8P-
pagiging mapanagutang kakayahang maging lider at tagasunod na nakasama,
Ilg-8.2
lider at tagasunod mapanagutang lider at naobserbahan o napanood
tagasunod.
8.3. Nahihinuha na ang pagganap ng tao sa
kanyang gampanin bilang lider at tagasunod
EsP8P-
ay nakatutulong sa pagpapaunlad ng sarili
Ilh-8.3
tungo sa mapanagutang pakikipag-ugnayan
sa kapwa at makabuluhang buhay sa lipunan
EsP8P-
mapaunlad ang kakayahang maging
Ilh-8.4
mapanagutang lider at tagasunod

IKATLONG MARKAHAN: Mga Pagpapahalaga at Birtud sa Pakikipagkapwa
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa mga pagpapahalaga at birtud sa pakikipagkapwa.
Pangnilalaman
Batayang Konsepto Sa pagsasabuhay ng mga pagpapahalagang moral at birtud, naisusulong ang matatag na pakikipagkapwa.
9.1. Natutukoy ang mga biyayang natatanggap
EsP8PB-
9. Pasasalamat sa Naipamamalas ng mag- Naisasagawa ng mag-aaral mula sa kabutihang-loob ng kapwa at mga
IIIa-9.1
ginawang kabutihan aaral ang pag-unawa sa ang mga angkop na kilos sa paraan ng pagpapakita ng pasasalamat
ng kapwa mga konsepto tungkol sa isang pangkatang gawain 9.2. Nasusuri ang mga halimbawa o sitwasyon na EsP8PB-
pasasalamat. ng pasasalamat. nagpapakita ng pasasalamat o kawalan nito IIIa-9.2
9.3. Napatutunayan na ang pagiginig
mapagpasalamat ay ang pagkilala na ang
maraming bagay na napapasaiyo at malaking
bahagi ng iyong pagkatao ay nagmula sa
kapwa, na sa kahuli-hulihan ay biyaya ng
Diyos. Kabaligtaran ito ng Entitlement EsP8PB-
Mentality, isang paniniwala o pag-iisip na IIIb-9.3
anomang inaasam mo ay karapatan mo na
dapat bigyan ng dagliang pansin. Hindi
naglalayong bayaran o palitan ang kabutihan
ng kapwa kundi gawin sa iba ang kabutihang
ginawa sa iyo.
9.4. Naisasagawa ang mga angkop na kilos ng EsP8PB-
pasasalamat IIIb-9.4
10.1 Nakikilala ang:
10. Pagsunod at Naipamamalas ng mag- Naisasagawa ng mag-aaral a. mga paraan ng pagpapakita ng paggalang
paggalang sa mga aaral ang pag-unawa sa ang mga angkop na kilos na ginagabayan ng katarungan at
EsP8PB-
magulang, pagsunod at paggalang ng pagsunod at paggalang pagmamahal
IIIc-10.1
nakatatanda at may sa magulang, sa magulang, nakatatanda b. bunga ng hindi pagpapamalas ng pagsunod
awtoridad nakatatanda at may at may awtoridad at at paggalang sa magulang, nakatatanda at
awtoridad. nakaiimpluwensya sa may awtoridad
kapwa kabataan na 10.2 Nasusuri ang mga umiiral na paglabag sa
EsP8PB-
maipamalas ang mga ito. paggalang sa magulang, nakatatanda at may
IIIc-10.2
awtoridad
10.3 Nahihinuha na dapat gawin ang pagsunod at
EsP8PB-
paggalang sa mga magulang, nakatatanda at
IIId-10.3
may awtoridad dahil sa pagmamahal, sa

malalim na pananagutan at sa pagkilala sa
kanilang awtoridad na hubugin, bantayan at
paunlarin ang mga pagpapahalaga ng
kabataan
10.4 Naisasagawa ang mga angkop na kilos ng
pagsunod at paggalang sa mga magulang,
EsP8PB-
nakatatanda at may awtoridad at
IIId-10.4
nakaiimpluwensiya sa kapwa kabataan na
maipamalas ang mga ito
11.1 Nailalahad ang mga kabutihang ginawa niya EsP8PB-
11. Paggawa ng mabuti Naipamamalas ng mag- Naisasagawa ng mag-aaral sa kapwa IIIe-11.1
sa kapwa aaral ang pag-unawa sa ang mga angkop na kilos sa 11.2 Natutukoy ang mga pangangailangan ng
EsP8PB-
mga konsepto sa isang mabuting gawaing iba’t ibang uri ng tao at nilalang na maaaring
IIIe-11.2
paggawa ng mabuti sa tumutugon sa tugunan ng mga kabataan
kapwa pangangailangan ng mga 11.3. Naipaliliwanag na:
marginalized, IPs at Dahil sa paglalayong gawing kaaya-aya ang buhay
differently abled. para sa kapwa at makapagbigay ng EsP8PB-
inspirasyon na tularan ng iba, ang paggawa IIIf-11.3
ng kabutihan sa kapwa ay ginagawa nang
buong-puso
11.4. Naisasagawa ang mga angkop na kilos sa
EsP8PB-
isang mabuting gawaing tumutugon sa
IIIf-11.4
pangangailangan ng kapwa
12.1. Nakikilala ang
12. Katapatan sa salita at Naipamamalas ng mag- Naisasagawa ng mag-aaral a. kahalagahan ng katapatan,
EsP8PB-
gawa aaral ang pag-unawa sa ang mga angkop na kilos sa b. mga paraan ng pagpapakita ng katapatan,
IIIg-12.1
katapatan sa salita at pagsasabuhay ng katapatan at
gawa. sa salita at gawa. c. bunga ng hindi pagpapamalas ng katapatan
12.2. Nasusuri ang mga umiiral na paglabag ng EsP8PB-
mga kabataan sa katapatan IIIg-12.2
12.3 Naipaliliwanag na:
Ang pagiging tapat sa salita at gawa ay
pagpapatunay ng pagkakaroon ng EsP8PB-
komitment sa katotohanan at ng mabuti/ IIIh-12.3
matatag na konsensya. May layunin itong
maibigay sa kapwa ang nararapat para sa

kanya, gabay ang diwa ng pagmamahal.
12.4 Naisasagawa ang mga mga angkop na kilos
EsP8PB-
sa pagsasabuhay ng katapatan sa salita at
IIIh-12.4
gawa
IKAAPAT NA MARKAHAN: Mga Isyu sa Pakikipagkapwa
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa mga isyu at suliraning kaugnay ng pakikipagkapwa
Pangnilalaman
Ang pag-unawa sa mga paglabag sa pakikipagkapwa ay nakatutulong sa paggamit ng kalayaan tungo sa paggalang ng dignidad ng sarili at
Batayang Konsepto
kapwa.
13.1. Natutukoy ang tamang pagpaqpakahulugan EsP8IP-
13. Ang Sekswalidad ng Naipamamalas ng mag- Naisasagawa ng mag-aaral sa sekswalidad IVa-13.1
Tao aaral ang pag-unawa sa ang tamang kilos tungo sa 13.2. Nasusuri ang ilang napapanahong isyu ayon EsP8IP-
mga konsepto sa paghahanda sa susunod na sa tamang pananaw sa sekswalidad IVa-13.2
sekswalidad ng Tao. yugto ng buhay bilang 13.3. Nahihinuha na:
nagdadalaga at nagbibinata Ang pagkakaroon ng tamang pananaw sa
at sa pagtupad niya ng sekswalidad ay mahalaga para sa
EsP8IP-
kanyang bokasyon na paghahanda sa susunod na yugto ng
IVb-13.3
magmahal buhay ng isang nagdadalaga at
nagbibinata at sa pagtupad niya sa
kanyang bokasyon na magmahal
13.4. Naisasagawa ang tamang kilos tungo sa
paghahanda sa susunod na yugto ng buhay
EsP8IP-
bilang nagdadalaga at nagbibinata at sa
IVb-13.4
pagtupad niya ng kanyang bokasyon na
magmahal
14.1. Nakikilala ang mga uri, sanhi at epekto ng EsP8IP-
14. Mga Karahasan sa Naipamamalas ng mag- Naisasagawa ng mag-aaral
mga umiiral na karahasan sa paaralan IVc-14.1
Paaralan aaral ang pag-unawa sa ang mga angkop na kilos
mga karahasan sa upang maiwasan at
paaralan. matugunan ang mga 14.2. Nasusuri ang mga aspekto ng pagmamahal
karahasan sa kanyang sa sarili at kapwa na kailangan upang EsP8IP-
paaralan. maiwasan at matugunan ang karahasan sa IVc-14.2
paaralan
14.3. Naipaliliwanag na:
a. Ang pag-iwas sa anomang uri ng EsP8IP-
karahasan sa paaralan (tulad ng pagsali sa IVd-14.3
fraternity at gang at pambubulas) at ang
aktibong pakikisangkot upang masupil ito
ay patunay ng pagmamahal sa sarili at
kapwa at paggalang sa buhay. Ang
pagmamahal na ito sa kapwa ay may
kaakibat na katarungan – ang pagbibigay
sa kapwa ng nararapat sa kanya (ang
kanyang dignidad bilang tao.)
b. May tungkulin ang tao kaugnay sa buhay-
ang ingatan ang kanyang sarili at umiwas
sa kamatayan o sitwasyong maglalagay sa
kanya sa panganib. Kung minamahal niya
ang kanyang kapwa tulad ng sarili, iingatan
din niya ang buhay nito.
14.4. Naisasagawa ang mga angkop na kilos
EsP8IP-
upang maiwasan at masupil ang mga
IVd-14.4
karahasan sa kanyang paaralan
15.1. Natutukoy ang kahulugan ng Agwat EsP8IP-
15. Agwat Teknolohikal Naipamamalas ng mag- Nakapaghahain ang mag- Teknolohikal IVe-15.1
aaral ang pag-unawa sa aaral ng mga hakbang para 15.2. Nasusuri ang:
mga konsepto tungkol sa matugunan ang hamon ng a. pagkakaiba-iba ng mga henerasyon sa
EsP8IP-
agwat teknolohikal. hamon ng agwat pananaw sa teknolohiya at
IVe-15.2
teknolohikal. b. ang implikasyon ng pagkakaroon at di
pagkakaroon ng access sa teknolohiya
15.3. Nahihinuha na:
a. Ang pag-unawa sa pagkakaiba ng mga
henerasyon sa pananaw sa teknolohiya ay
makatutulong sa pagpapaunlad ng
pakikipag-ugnayan sa kapwa. EsP8IP-
b. Ang pag-unawa sa konsepto ng Agwat IVf-15.3
Teknolohikal ay mahalaga sa pagsusulong
ng moral na karapatan ng tao sa pantay na
oportunidad kaugnay ng pagpapaunlad ng
antas ng kanyang pamumuhay.
15.4. Nakapaghahain ng mga hakbang para
matugunan ang hamon ng hamon ng agwat EsP8IP-
teknolohikal IVf-15.4

16.1. Natutukoy ang mga epekto ng migrasyon EsP8IP-
16. Ang Epekto ng Naipamamalas ng mag- Naisasagawa ng mag-aaral sa pamilyang Pilipino IVg-16.1
Migrasyon sa aaral ang pag-unawa sa ang mga angkop na kilos sa 16.2. Nasusuri ang mga sanhi ng migrasyon sa EsP8IP-
Pamilyang Pilipino epekto ng migrasyon sa pagharap sa mga epekto ng pamilyang Pilipino IVg-16.2
pamilyang Pilipino migrasyon sa pamilyang 16.3. Nahihinuha na ang banta ng migrasyon sa
Pilipino pamilyang Pilipino ay mapagtatagumpayan
EsP8IP-
sa tulong ng pagpapatatag ng
IVh-16.3
pagmamahalan sa pamilya at paghubog ng
pagkatao ng bawat miyembro nito
16.4. Naisasagawa ang mga angkop at konkretong
EsP8IP-
hakbang sa pagiging handa sa mga epekto
IVh-16.4
ng migrasyon sa pamilyang Pilipino

BAITANG 9
Pangkalahatang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa lipunan at paggawa bilang paglilingkod tungo sa tamang pagpili ng
Pamantayan kurso o hanapbuhay na magiging makabuluhan at kapaki-pakinabang sa kanya at sa lipunan.
UNANG MARKAHAN: Ang Papel ng Lipunan sa Tao
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa papel ng lipunan at ang halaga nito sa pag-unlad ng tao.
Pangnilalaman
1.1. Natutukoy ang mga elemento ng kabutihang EsP9PL-
1. Layunin ng Lipunan: Naipamamalas ng mag- Naisasagawa ng mag-aaral panlahat Ia-1.1
Kabutihang Panlahat aaral ang pag-unawa sa ang isang proyekto na 1.2. Nakapagsusuri ng mga halimbawa ng
EsP9PL-
lipunan at layunin nito makatutulong sa isang pagsasaalang-alang sa kabutihang panlahat
Ia-1.2
(ang kabutihang pamayanan o sektor sa sa pamilya, paaralan, pamayanan o lipunan
panlahat). pangangailangang 1.3. Napangangatwiranan na ang pagsisikap ng
pangkabuhayan, bawat tao na makamit at mapanatili ang
EsP9PL-
pangkultural, at kabutihang panlahat sa pamamagitan ng
Ib-1.3
pangkapayapaan. pagsasabuhay ng moral na pagpapahalaga ay
mga puwersang magpapatatag sa lipunan
1.4. Naisasagawa ang isang proyekto na
makatutulong sa isang pamayanan o sektor EsP9PL-
sa pangangailangang pangkabuhayan, Ib-1.4
pangkultural, at pangkapayapaan.
2.1. Naipaliliwanag ang:
2. Naipamamalas ng mag- Nakapagtataya o a. dahilan kung bakit may lipunang pulitikal EsP9PL-
a. Bakit may aaral ang pag-unawa nakapaghuhusga ang mag- b. Prinsipyo ng Subsidiarity Ic-2.1
Lipunang Pulitikal kung bakit may lipunang aaral kung ang Prinsipyo ng c. Prinsipyo ng Pagkakaisa
b. Prinsipyo ng pulitikal at ang Prinsipyo Subsidiarity at Pagkakaisa 2.2. Natataya ang pag-iral o kawalan sa pamilya,
Subsidiarity at ng Subsidiarity at ay umiiral o nilalabag sa paaralan, baranggay, pamayanan, o
EsP9PL-
Pagkakaisa Pagkakaisa pamilya, paaralan, lipunan/bansa ng:
Ic-2.2
baranggay/pamayanan, at a. Prinsipyo ng Subsidiarity
lipunan/bansa gamit ang b. Prinsipyo ng Pagkakaisa
case study. 2.3. Napatutunayan na:
a. May mga pangangailangan ang tao na EsP9PL-
hindi niya makakamtan bilang indibidwal na Id-2.3
makakamit niya lamang sa pamahalaan o

organisadong pangkat tulad ng mga
pangangailangang pangkabuhayan,
pangkultural, at pangkapayapaan.
b. Kung umiiral ang Prinsipyo ng Subsidiarity,
mapananatili ang pagkukusa, kalayaan at
pananagutan ng pamayanan o pangkat na
nasa mababang antas at maisasaalang-
alang ang dignidad ng bawat kasapi ng
pamayanan.
c. Kailangan ang pakikibahagi ng bawat tao sa
mga pagsisikap na mapabuti ang uri ng
pamumuhay sa lipunan/bansa, lalo na sa
pag-angat ng kahirapan, dahil nakasalalay
ang kaniyang pag-unlad sa pag-unlad ng
lipunan (Prinsipyo ng Pagkakaisa).
2.4. Nakapagtataya o nakapaghuhusga kung
umiiral ang Prinsipyo ng Subsidiarity at
EsP9PL-
Pagkakaisa ay umiiral o nilalabag sa pamilya,
Id-2.4
paaralan, pamayanan (baranggay), at
lipunan/bansa
3.1. Nakikilala ang mga katangian ng mabuting EsP9PL-
3. Lipunang Ekonomiya Naipamamalas ng mag- Nakatataya ang mag-aaral ekonomiya Ie-3.1
(Economic Society) aaral ang pag-unawa sa ng lipunang ekonomiya sa
3.2. Nakapagsusuri ng maidudulot ng magandang EsP9PL-
lipunang ekonomiya. isang
ekonomiya Ie-3.2
baranggay/pamayanan, at
lipunan/bansa gamit ang 3.3. Napatutunayan na:
dokumentaryo o a. Ang mabuting ekonomiya ay iyong
photo/video journal napauunlad ang lahat – walang taong
(hal.YouScoop). sobrang mayaman at maraming mahirap. EsP9PL-
b. Ang ekonomiya ay hindi para lamang sa If-3.3
sariling pag-unlad kundi sa pag-unlad ng
lahat.
3.4. Nakatataya ng lipunang ekonomiya sa isang
baranggay/pamayanan, at lipunan/bansa EsP9PL-
gamit ang dokumentaryo o photo/video If-3.4
journal (hal.YouScoop)

4.1. Natutukoy ang mga halimbawa ng lipunang
4. Lipunang Sibil (Civil Naipamamalas ng mag- Natataya ng mag-aaral ang sibil at ang kani-kaniyang papel na EsP9PL-
Society), Media at aaral ang pag-unawa sa adbokasiya ng iba’t ibang ginagampanan ng mga ito upang makamit Ig-4.1
Simbahan Lipunang Sibil (Civil lipunang sibil batay sa ang kabutihang panlahat
Society), Media at kontribusyon ng mga ito sa 4.2. Nasusuri ang mga adhikaing nagbubunsod sa
EsP9PL-
Simbahan. katarungang panlipunan, mga lipunang sibil upang kumilos tungo sa
Ig-4.2
pang-ekonomiyang pag- kabutihang panlahat
unlad (economic viability), 4.3. Nahihinuha na :
pakikilahok ng a. Ang layunin ng Lipunang Sibil, ang likas-
mamamayan, kayang pag-unlad, ay isang ulirang lipunan
pangangalaga ng na pinagkakaisa ang mga panlipunang
kapaligiran, kapayapaan, pagpapahalaga tulad ng katarungang
pagkakapantay ng panlipunan, pang-ekonomiyang pag-unlad
kababaihan at kalalakihan (economic viability), pakikilahok ng
(gender equality) o mamamayan, pangangalaga ng kapaligiran,
ispiritwalidad (mga kapayapaan, pagkakapantay ng kababaihan
pagpapahalagang kailangan EsP9PL-
at kalalakihan (gender equality) at
Ih-4.3
sa isang sustainable ispiritwalidad.
society). b. Ang layunin ng media ay ang
pagpapalutang ng katotohanang kailangan
ng mga mamamayan sa pagpapasya.
c. Sa tulong ng simbahan, nabibigyan ng mas
mataas na antas ng katuturan ang mga
materyal na pangangailangan na tinatamasa
natin sa tulong ng estado at sariling
pagkukusa.
4.4.
a. Natataya ang adbokasiya ng iba’t ibang
lipunang sibil batay sa kontribusyon ng mga
ito sa katarungang panlipunan, pang-
ekonomiyang pag-unlad (economic
EsP9PL-
viability), pakikilahok ng mamamayan,
Ih-4.4
pangangalaga ng kapaligiran, kapayapaan,
pagkakapantay ng kababaihan at
kalalakihan (gender equality) at
ispiritwalidad (mga pagpapahalagang
kailangan sa isang lipunang sustainable)

b. Nakapagsasagawa ng mga pananaliksik sa
pamayanan upang matukoy kung may
lipunang sibil na kumikilos dito, matukoy
ang adbokasiya ng lipunang sibil sa
pamayanan, at matasa ang antas ng
pagganap nito sa pamayanan
IKALAWANG MARKAHAN: Ang Tungkulin ng Tao sa Lipunan
Pamantayang
Naipamamalas ng mga mag-aaral ang pag-unawa sa mga tungkulin ng tao sa lipunan.
Pangnilalaman
5.1. Natutukoy ang mga karapatan at tungkulin ng EsP9TT-
5. Karapatan at Naipamamalas ng mag- Naisasagawa ng mag-aaral tao IIa-5.1
Tungkulin aaral ang pag-unawa sa ang mga angkop na kilos 5.2. Nasusuri ang mga paglabag sa karapatang
EsP9TT-
mga karapatan at upang ituwid ang mga pantao na umiiral sa pamilya, paaralan,
IIa-5.2
tungkulin ng tao sa nagawa o naobserbahang baranggay/pamayanan, o lipunan/bansa
lipunan paglabag sa mga 5.3. Napatutunayan na ang karapatan ay
karapatang tao sa pamilya, magkakaroon ng tunay na kabuluhan kung
paaralan, gagampanan ng tao ang kanyang tungkulin EsP9TT-
baranggay/pamayanan, o na kilalanin at unawain, gamit ang kanyang IIb-5.3
lipunan/bansa katwiran, ang pagkakapantay-pantay ng
dignidad ng lahat ng tao
ituwid ang mga nagawa o naobserbahang
EsP9TT-
paglabag sa mga karapatang pantao sa
IIb-5.4
pamilya, paaralan, baranggay/pamayanan, o
lipunan/bansa
6.1. Natutukoy ang mga batas na nakaayon sa EsP9TT-
6. Mga Batas na Naipamamalas ng mag- Nakabubuo ang mag-aaral Likas na Batas Moral IIc-6.1
Nakabatay sa Likas aaral ang pag-unawa sa ng panukala sa isang batas 6.2. Nasusuri ang mga batas na umiiral at
EsP9TT-
na Batas Moral mga batas na nakabatay na umiiral tungkol sa mga panukala tungkol sa mga kabataan batay sa
IIc-6.2
(Natural Law) sa Likas na Batas Moral kabataan tungo sa pagsunod ng mga ito sa Likas na Batas Moral
(Natural Law). pagsunod nito sa likas na 6.3. Nahihinuha na ang pagsunod sa batas na
batas moral. nakabatay sa Likas na Batas Moral (Natural
Law), gumagaratiya sa pagtugon sa EsP9TT-
pangangailangan ng tao at umaayon sa IId-6.3
dignidad ng tao at sa kung ano ang hinihingi
ng tamang katwiran, ay mahalaga upang

makamit ang kabutihang panlahat
6.4. Naipahahayag ang pagsang-ayon o pagtutol
EsP9TT-
sa isang umiiral na batas batay sa pagtugon
IId-6.4
nito sa kabutihang panlahat
7.1. Naipalilwanag ang kahalagahan ng paggawa
EsP9TT-
7. Ang Paggawa Bilang Naipamamalas ng mag- Nakabubuo ang mag-aaral bilang tagapagtaguyod ng dignidad ng tao at
IIe-7.1
Paglilingkod at aaral ang pag-unawa sa ng paglalahat tungkol sa paglilingkod
Pagtaguyod ng paggawa bilang kabutihang naidudulot ng 7.2. Nakapagsusuri kung ang paggawang
Dignidad ng Tao tagapagtaguyod ng paggawa sa sarili, nasasaksihan sa pamilya, paaralan o EsP9TT-
dignidad ng tao at kapwa/pamilya, at lipunan baranggay/pamayanana ay nagtataguyod ng IIe-7.2
paglilingkod. gamit ang panayam sa mga dignidad ng tao at paglilingkod
manggagawang 7.3. Napatutunayan na sa pamamagitan ng
kumakatawan sa taong paggawa, nakapagpapamalas ang tao ng
nangangailangan mga pagpapahalaga na makatutulong upang
EsP9TT-
(marginalized) na nasa iba’t patuloy na maiangat, bunga ng kanyang
IIf-7.3
ibang kurso o trabahong paglilingkod, ang antas kultural at moral ng
teknikal-bokasyonal. lipunan at makamit niya ang kaganapan ng
kanyang pagkatao
7.4. Nakabubuo ng sintesis tungkol sa kabutihang
naidudulot ng paggawa gamit ang panayam
sa mga manggagawang kumakatawan sa EsP9TT-
taong nangangailangan (marginalized) na IIf-7.4
nasa iba’t ibang kurso o trabahong teknikal-
bokasyonal
8.1. Naiuugnay ang kahalagahan ng pakikilahok at
EsP9TT-
8. Pakikilahok at Naipamamalas ng mag- Nakalalahok ang mag-aaral bolunterismo sa pag-unlad ng mamamayan at
IIg-8.1
Bolunterismo aaral ang pag-unawa sa ng isang proyekto o gawain lipunan
kahalagahan ng para sa baranggay o mga 8.2. Nakapagsusuri ng kwentong buhay ng mga
pakikilahok at sektor na may partikular na taong inilaan ang malaking bahagi ng
EsP9TT-
bolunterismo sa pag- pangangailangan (hal., mga kanilang buhay para sa pagboboluntaryo
IIg-8.2
unlad ng mamamayan at batang may kapansanan o Hal. Efren Peñaflorida, greenpeace volunteers
lipunan. mga matatandang walang atbp.
kumakalinga). 8.3. Napatutunayan na:
a. Ang pakikilahok at bolunterismo ng bawat
EsP9TT-
mamamayan sa mga gawaing
IIh-8.3
pampamayanan, panlipunan/ pambansa,
batay sa kanyang talento, kakayahan, at

papel sa lipunan, ay makatutulong sa
pagkamit ng kabutihang panlahat
b. Bilang obligasyong likas sa dignidad ng tao,
ang pakikilahok ay nakakamit sa pagtulong
o paggawa sa mga aspekto kung saan
mayroon siyang personal na pananagutan
8.4. Nakalalahok sa isang proyekto o gawain sa
baranggay o mga sektor na may partikular na
EsP9TT-
pangangailangan
IIh-8.4
Hal. mga batang may kapansanan o mga
matatandang walang kumakalinga
IKATLONG MARKAHAN: Mga Kaugnay na Pagpapahalaga sa Paggawa
Pamantayang
Naipamamalas ng mag-aaral ang pag-unawa sa mga pagpapahalagang kaugnay ng paggawa tungo sa pag-unlad ng sarili, kapwa at bansa
Pangnilalaman:
9.1. Nakikilala ang mga palatandaan ng EsP9KP-
9. Katarungang Naipamamalas ng mag- Natutugunan ng mag-aaral katarungang panlipunan IIIc-9.1
Panlipunan aaral ang pag-unawa sa ang pangangailangan ng 9.2. Nakapagsusuri ng mga paglabag sa
EsP9KP-
konsepto ng katarungang kapwa o pamayanan sa katarungang panlipunan ng mga
IIIc-9.2
panlipunan. mga angkop na tagapamahala at mamamayan
pagkakataon. 9.3. Napatutunayan na may pananagutan ang
EsP9KP-
bawat mamamayan na ibigay sa kapwa ang
IIId-9.3
nararapat sa kanya
9.4. Natutugunan ang pangangailangan ng kapwa EsP9KP-
o pamayanan sa mga angkop na pagkakataon IIId-9.4
10.1. Natutukoy ang mga indikasyon na may
EsP9KP-
10. Kagalingan sa Naipamamalas ng mag- Nakatatapos ang mag-aaral kalidad o kagalingan sa paggawaang isang
IIIg-10.1
Paggawa aaral ang kahalagahan ng ng isang gawain o produkto gawain o produkto
kagalingan sa paggawa na mayroong kalidad o 10.2. Nakabubuo ng mga hakbang upang
EsP9KP-
kagalingan sa paggawa. magkaroon ng kalidad o kagalingan sa
IIIg-10.2
paggawa ang isang gawain o produkto
10.3. Naipaliliwanag na kailangan ang kagalingan
sa paggawa at paglilingkod upang maiangat EsP9KP-
ang sarili, mapaunlad ang ekonomiya ng IIIh-10.3
bansa at mapasalamatan ang Diyos sa mga
talentong Kanyang kaloob
10.4. Nakapagtatapos ng isang gawain o produkto EsP9KP-
na mayroong kalidad o kagalingan sa IIIh-10.4
paggawa
11.1. Natutukoy ang mga indikasyon ng taong
11. Kasipagan, Naipamamalas ng mag- Nakagagawa ang mag-aaral EsP9KP-
masipag, nagpupunyagi sa paggawa,
Pagpupunyagi, aaral ang pag-unawa sa ng mga hakbang upang IIIa-11.1
nagtitipid at pinamamahalaan ang naimpok
Pagtitipid at Wastong kahalagahan ng mapanatili ang kasipagan
Pamamahala sa kasipagan sa paggawa sa pag-aaral o takdang 11.2. Nakagagawa ng journal ng mga gawaing
EsP9KP-
Naimpok gawain sa tahanan. natapos nang pinaghandaan, ayon sa
IIIa-11.2
pamantayan at may motibasyon sa paggawa
11.3. Napatutunayan na:
a. Ang kasipagan na nakatuon sa disiplinado
at produktibong gawain na naaayon sa
itinakdang mithiin ay kailangan upang
EsP9KP-
umunlad ang sariling pagkatao, kapwa,
IIIb-11.3
lipunan at bansa
b. Ang mga hirap, pagod at pagdurusa ay
nadadaig ng pagpupunyagi tungo sa
pagtupad ng itinakdang mithiin
11.4. Nakagagawa ng Chart ng pagsunod sa
hakbang upang matupad ang itinakdang EsP9KP-
gawain nang may kasipagan at IIIb-11.4
pagpupunyagi
12.1. Naipaliliwanag ang kahalagahan ng EsP9KP-
12. Pamamahala ng Naipamamalas ng mag- Natataya ng mag-aaral ang pamamahala ng paggamit ng oras IIIe-12.1
Paggamit ng Oras aaral ang kakayahan sa sariling kakayahan sa
pamamahala ng pamamahala sa oras batay 12.2. Nakapagtatala sa journal ng mga EsP9KP-
paggamit ng oras. sa pagsasagawa ng mga pagkakataong napamahalaan ang oras IIIe-12.2
gawain na nasa kanyang
iskedyul ng mga gawain. 12.3. Napatutunayang ang pamamahala ng oras
ay kailangan sa kaayusan ng paggawa upang EsP9KP-
magampanan ang mga tungkulin nang may IIIf-12.3
prayoritisasyon (prioritization)
12.4. Natataya ang sariling kakayahan sa

pamamahala sa oras batay sa pagsasagawa EsP9KP-
ng mga gawain na nasa kanyang iskedyul ng IIIf-12.4
mga gawain

IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng Kursong Akademiko o Teknikal-Bokasyonal, Sining at Isports, Negosyo o Hanapbuhay
Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan ng pagpaplano ng kursong akademiko o teknikal-bokasyonal o negosyo bilang
Pangnilalaman tugon sa hamon ng paggawa
13.1. Nakikilala ang mga pagbabago sa kanyang
13. Mga Pansariling Naipamamalas ng mag- Nagtatakda ang mag-aaral talento, kakayahan at hilig (mula Baitang 7)
EsP9PK-
Salik sa Pagpili ng aaral ang pag-unawa sa ng sariling tunguhin at naiuugnay ang mga ito sa pipiliing
IVa-13.1
Tamang Kursong mga pansariling salik sa pagkatapos ng haiskul na kursong akademiko, teknikal-bokasyonal,
Akademiko o pagpili ng tamang naaayon sa taglay na mga sining at palakasan o negosyo
Teknikal- kursong akademiko o talento, pagpapahalaga, 13.2. Napagninilayan ang mga mahahalagang
Bokasyonal, Sining teknikal-bokasyonal, tunguhin at katayuang hakbang na ginawa upang mapaunlad ang EsP9PK-
at Isports, Negosyo negosyo o hanapbuhay. ekonomiya. kanyang talento at kakayahan ayon sa IVa-13.2
o Hanapbuhay kanyang hilig at mithiin
13.3. Napatutunayan na ang pagiging tugma ng
a. Talento mga personal na salik sa mga
b. Kasanayan (skills) pangangailangan (requirements) sa napiling
c. Hilig kursong akademiko, teknikal-bokasyonal,
EsP9PK-
d. Pagpapahalaga – sining at isports o negosyo ay daan upang
IVb-13.3
(service to and magkaroon ng makabuluhang hanapbuhay o
love of country) negosyo at matiyak ang pagiging produktibo
e. Katayuang at pakikibahagi sa pagpapaunlad ng
pinansyal ekonomiya ng bansa
f. Mithiin 13.4. Natutukoy ang kanyang mga paghahandang
gagawin upang makamit ang piniling kursong
akademiko, teknikal-bokasyonal, sining at EsP9PK-
palakasan o negosyo (hal., pagkuha ng IVb-13.4
impormasyon at pag-unawa sa mga tracks sa
Senior High School)
14.1. Nakapagpapaliwanag ng kahalagahan ng EsP9PK-
14. Personal na Pahayag Naipamamalas ng mag- Nakabubuo ang mag-aaral Personal na Pahayag ng Misyon sa Buhay IVc-14.1
ng Misyon sa Buhay aaral ang pag-unawa sa ng Personal na Pahayag ng 14.2. Natutukoy ang mga hakbang sa pagbuo ng EsP9PK-
kahalagahan ng Personal Misyon sa Buhay. Personal na Pahayag ng Misyon sa Buhay IVc-14.2
na Pahayag ng Misyon sa 14.3. Nahihinuha na ang kanyang Personal na
Buhay. Pahayag ng Misyon sa Buhay ay dapat na
EsP9PK-
nagsasalamin ng kanyang pagiging
IVd-14.3
natatanging nilalang na nagpapasya at
kumikilos nang mapanagutan tungo sa
kabutihang panlahat
14.4. Nakapagbubuo ng Personal na Pahayag ng EsP9PK-
Misyon sa Buhay IVd-14.4
15.1. Natutukoy ang mga trabahong may mataas EsP9PK-
15. Mga Lokal at Global Naipamamalas ng mag- Nakabubuo ang mag-aaral na lokal at global na demand IVe-15.1
na Demand aaral ang kahalagahan ng ng profile ng mga 15.2. Nakikilala ang mga mapamimiliang kursong
kaalaman sa mga lokal at trabahong mataas ang lokal akademiko o teknikal-bokasyonal, negosyo o EsP9PK-
global na demand sa at global na demand na hanapbuhay na angkop sa sariling talento, IVe-15.2
paggawa. angkop sa taglay na mga kakayahan at hilig
talento at kakayahan, hilig, 15.3. Napatutunayan na makatutulong ang sapat
pagpapahalaga at mithiin. (updated and accurate) na impormasyon
tungkol sa mga trabahong kailangan sa
Pilipinas at sa ibang bansa upang mapili at EsP9PK-
mapaghandaan ang kursong akademiko o IVf-15.3
teknikal-bokasyonal na maaaring maging susi
ng sariling tagumpay at ng pag-unlad ng
ekonomiya ng bansa
15.4. Nakabubuo ng profile ng mga trabahong
mataas ang lokal at global na demand na EsP9PK-
angkop sa taglay na mga talento at IVf-15.4
kakayahan, pagpapahalaga at tunguhin
16.1. Naipaliliwanag ang kahalagahan ng
16. Paghahanda sa Naipamamalas ng mag- Nakapagpapasya ang mag- sistematikong pagpili ng kursong akademiko EsP9PK-
Minimithing Uri ng aaral ang pag-unawa sa aaral ng kursong o teknikal-bokasyonal, negosyo o IVg-16.1
Pamumuhay kahalagahan ng pag-aaral akademiko o teknikal- hanapbuhay
sa paghahanda para sa bokasyonal, negosyo o 16.2. Nakapagsusuri ng pagkakatugma ng mga
pagnenegosyo o hanapbuhay na ayon sa pansariling salik sa lokal at global na demand
EsP9PK-
paghahanapbuhay. sariling kagustuhan at upang makabuo ng pasiya sa pipiliing
IVg-16.2
angkop sa mga pansariling kursong akademiko o teknikal-bokasyonal,
salik at lokal at global na negosyo o hanapbuhay
demand. 16.3. Napangangatwiranan na:
a. Mahalaga ang pagtutugma ng pansariling
salik sa lokal at global na demand upang
makamit ang mga itinakdang tunguhin EsP9PK-
tungo sa pagpapaunlad ng sarili at IVh-16.3
pakikibahagi sa lipunan
b. Ang pagkamit ng mithiin sa buhay ay
nagsisimula sa mabuting pagpili ng track

at stream sa senior high school bilang
paghahanda sa kurso o trabaho; ang
mabuting pagpili ay ginagamitan ng mga
hakbang sa paggawa ng mabuting pasya.
16.4. Nakapagpapasya ng kursong akademiko o
teknikal-bokasyonal, negosyo o
EsP9PK-
hanapbuhayna ayon sa sariling kagustuhan
IVh-16.4
na angkop sa mga pansariling salik at lokal
at global na demand

BAITANG 10
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao, makataong kilos, pagpapahalagang moral at mga
Pangkalahatang
isyung moral at nagpapasya at kumikilos nang may preperensya sa kabutihan upang maging matatag sa gitna ng mga isyung moral at
Pamantayan
impluwensya ng kapaligiran.
UNANG MARKAHAN: Ang Moral na Pagkatao
Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao upang makapagpasya at kumilos nang may
Pangnilalaman preperensya sa kabutihan.
Batayang Konsepto Ang pag-unawa sa kahalagahan ng pagkilos ayon sa pagkatao ng tao ay daan tungo sa pagiging moral na nilalang.
1.1. Natutukoy ang mataas na gamit at tunguhin EsP10MP
1. Ang Mataas na Gamit Naipamamalas ng mag- Nakagagawa ang mag-aaral ng isip at kilos-loob -Ia-1.1
at Tunguhin ng Isip at aaral ang pag-unawa sa ng mga angkop na kilos 1.2. Nakikilala ang kanyang mga kahinaan sa
Kilos-Loob (Will) mga konsepto tungkol sa upang maipakita ang pagpapasya at nakagagawa ng mga EsP10MP
paggamit ng isip sa kakayahang mahanap ang kongkretong hakbang upamg malagpasan -Ia-1.2
paghahanap ng katotohanan at maglingkod ang mga ito
katotohanan at paggamit at magmahal. 1.3. Napatutunayan na ang isip at kilos-loob ay
EsP10MP
ng kilos-loob sa ginagamit para lamang sa paghahanap ng
-Ib-1.3
paglilingkod/ katotohanan at sa paglilingkod/pagmamahal
pagmamahal. 1.4. Nakagagawa ng mga angkop na kilos upang
maipakita ang kakayahang mahanap ang EsP10MP
katotohanan at maglingkod at magmahal -Ib-1.4
2.1. Natutukoy ang mga prinsipyo ng Likas na EsP10MP

2. Paghubog ng Naipamamalas ng mag- Nakagagawa ang mag-aaral Batas Moral -Ic-2.1
Konsiyensiya batay sa aaral ang pag-unawa sa ng angkop na kilos upang 2.2. Nakapagsusuri ng mga pasiyang ginagawa
Likas na Batas Moral konsepto ng paghubog itama ang mga maling sa araw-araw batay sa paghusga ng EsP10MP
ng konsiyensiya batay sa pasyang ginawa. konsiyensiya -Ic-2.2
Likas na Batas Moral.
2.3. Napatutunayan na ang konsiyensiyang
nahubog batay sa Likas na Batas Moral ay EsP10MP
nagsisilbing gabay sa tamang pagpapasiya at -Ic-2.3
pagkilos
2.4. Nakagagawa ng angkop na kilos upang itama EsP10MP
ang mga maling pasyang ginawa -Ic-2.4
3.1. Naipaliliwanag ang tunay na kahulugan ng EsP10MP
3. Ang Tunay na Naipamamalas ng mag- Nakagagawa ang mag-aaral kalayaan -Id-3.1
Kalayaan aaral ang pag-unawa sa ng angkop na kilos upang 3.2. Natutukoy ang mga pasya at kilos na EsP10MP
tunay na gamit ng maisabuhay ang paggamit tumutugon sa tunay na gamit ng kalayaan -Id-3.2
kalayaan. ng tunay na kalayaan: 3.3. Napatutunayan na ang tunay na kalayaan ay
EsP10MP
tumugon sa tawag ng ang kakayahang tumugon sa tawag ng
-Ie-3.3
pagmamahal at pagmamahal at paglilingkod
paglilingkod. 3.4. Nakagagawa ng angkop na kilos upang
maisabuhay ang paggamit ng tunay na EsP10MP
kalayaan: tumugon sa tawag ng -Ie-3.4
pagmamahal at paglilingkod
4.1. Nakapagpapaliwanag ng kahulugan ng EsP10MP
4. Dignidad Naipamamalas ng mag- Nakagagawa ng mga dignidad ng tao -If-4.1
aaral ang pag-unawa sa angkop na kilos upang 4.2. Nakapagsusuri kung bakit ang kahirapan ay
EsP10MP
dignidad sa tao. maipakita sa kapwang paglabag sa dignidad ng mga mahihirap at
-If-4.2
itinuturing na mababa ang indigenous groups
sarili na siya ay bukod-tangi 4.3. Naipatutunayan na nakabatay ang dignidad
dahil sa kanyang taglay na ng tao sa kanyang pagkabukod-tangi (hindi
EsP10MP
dignidad bilang tao. siya nauulit sa kasaysayan) at sa
-Ig-4.3
pagkakawangis niya sa Diyos (may isip at
kalooban)
4.4. Nakagagawa ng mga angkop na kilos upang
maipakita sa kapwang itinuturing na mababa EsP10MP
ang sarili na siya ay bukod-tangi dahil sa -Ig-4.4
kanyang taglay na dignidad bilang tao
IKALAWANG MARKAHAN: Ang Makataong Kilos
Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa makataong kilos upang makapagpasya nang may preperensya sa
Pangnilalaman kabutihan sa gitna ng mga isyung moral at impluwenysa ng kapaligiran.
Ang pag-unawa sa konsepto ng moralidad ng kilos ay gabay sa pagpili ng moral na pasya at kilos sa gitna ng mga isyung moral at impluwensya
Batayang Konsepto
ng kapaligiran.
5. Ang Pagkukusa ng Naipamamalas ng mag- Nakapagsusuri ang mag- 5.1. Naipaliliwanag na may pagkukusa sa
Makataong Kilos aaral ang pag-unawa sa aaral ng sariling kilos na makataong kilos kung nagmumula ito sa EsP10MK
(Voluntariness of konsepto ng pagkukusa dapat panagutan at kalooban na malayang isinagawa sa -IIa-5.1
Human Act) ng makataong kilos. nakagagawa ng paraan pamamatnubay ng isip/kaalaman

upang maging 5.2. Natutukoy ang mga kilos na dapat EsP10MK
mapanagutan sa pagkilos. panagutan -IIa-5.2
5.3. Napatutunayan na gamit ang katwiran,
sinadya (deliberate) at niloob ng tao ang EsP10MK
makataong kilos; kaya pananagutan niya -IIb-5.3
ang kawastuhan o kamalian nito
5.4. Nakapagsusuri ng sariling kilos na dapat
EsP10MK
panagutan at nakagagawa ng paraan upang
-IIb-5.4
maging mapanagutan sa pagkilos
6.1. Naipaliliwanag ang bawat salik na
EsP10MK
6. Mga Salik na Naipamamalas ng mag- Nakapagsusuri ang mag- nakaaapekto sa pananagutan ng tao sa
-IIc-6.1
Nakaaapekto sa aaral ang pag-unawa sa aaral ng sarili batay sa mga kahihinatnan ng kaniyang kilos at pasya
Pananagutan ng Tao konsepto tungkol sa mga salik na nakaaapekto sa 6.2. Nakapagsusuri ng isang sitwasyong
sa Kahihinatnan ng salik na nakaaapekto sa pananagutan ng tao sa nakaaapekto sa pagkukusa sa kilos dahil sa EsP10MK
Kilos at Pasya pananagutan ng tao sa kahihinatnan ng kilos at kamangmangan, masidhing damdamin, -IIc-6.2
kahihinatnan ng kilos at pasya at nakagagawa ng takot, karahasan, gawi
pasya mga hakbang upang 6.3. Napatutunayan na nakaaapekto ang
mahubog ang kanyang kamangmangan, masidhing damdamin,
kakayahan sa pagpapasya takot, karahasan at ugali sa pananagutan ng EsP10MK
tao sa kalalabasan ng kanyang mga pasya at -IId-6.3
kilos dahil maaaring mawala ang pagkukusa
sa kilos
6.4. Nakapagsusuri ng sarili batay sa mga salik
na nakaaapekto sa pananagutan ng tao sa
kahihinatnan ng kilos at pasiya at EsP10MK
nakagagawa ng mga hakbang upang -IId-6.4
mahubog ang kanyang kakayahan sa
pagpapasiya
7.1. Naipaliliwanag ang bawat yugto ng EsP10MK
7. Mga Yugto ng Naipamamalas ng mag- Nakapagsusuri ang mag- makataong kilos -IIe-7.1
Makataong Kilos aaral ang pag-unawa sa aaral ng sariling kilos at 7.2. Natutukoy ang mga kilos at pasiyang nagawa
EsP10MK
mga konsepto tungkol sa pasya batay sa mga yugto na umaayon sa bawat yugto ng makataong
-IIe-7.2
mga yugtong makataong ng makataong kilos at kilos
kilos. nakagagawa ng plano 7.3. Naipaliliwanag na ang bawat yugto ng
upang maitama ang kilos o makataong kilos ay kakikitaan ng EsP10MK
pasya. kahalagahan ng deliberasyon ng isip at kilos- -IIf-7.3
loob sa paggawa ng moral na pasya at kilos

7.4. Nakapagsusuri ng sariling kilos at pasya
batay sa mga yugto ng makataong kilos at EsP10MK
nakagagawa ng plano upang maitama ang -IIf-7.4
kilos o pasya
8.1. Naipaliliwanag ng mag-aaral ang layunin,
EsP10MK
8. Layunin, Paraan at Naipamamalas ng mag- Nakapagsusuri ang mag- paraan at mga sirkumstansya ng makataong
-IIg-8.1
Sirkumstansya ng aaral ang pag-unawa sa aaral ng kabutihan o kilos
Makataong Kilos layunin, paraan at mga kasamaan ng sariling pasya 8.2. Nakapagsusuri ng kabutihan o kasamaan ng
sirkumstansya ng o kilos sa isang sitwasyon sariling pasya o kilos sa isang sitwasyon EsP10MK
makataong kilos. batay sa layunin, paraan at batay sa layunin, paraan at sirkumstansya -IIg-8.2
sirkumstansya nito. nito
8.3. Napatutunayan na ang layunin, paraan at
EsP10MK
sirkumstansya ay nagtatakda ng
-IIh-8.3
pagkamabuti o pagkamasama ng kilos ng tao
8.4. Nakapagtataya ng kabutihan o kasamaan ng
pasiya o kilos sa isang sitwasyong may EsP10MK
dilemma batay sa layunin, paraan at -IIh-8.4
sirkumstansya nito
IKATLONG MARKAHAN: Mga Pangunahing Birtud at Pagpapahalagang Moral
Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa mga pagpapahalagang moral upang makapagpasya at makakilos tungo
Pangnilalaman sa makabuluhan at mabuting pakikipag-ugnayan sa Diyos, sa kapwa at sa kapaligiran.
Ang pag-unawa sa mga konsepto tungkol sa mga pagpapahalagang moral ay kailangan upang makapagpasya at makakilos nang may
Batayang Konsepto
preperensya sa kabutihan.
9. Pagmamahal sa Diyos Naipamamalas ng mag- Nakagagawa ang mag-aaral 9.1. Nakapagpapaliwanag ng kahalagahan ng EsP10PB-
aaral ang pag-unawa sa ng angkop na kilos upang pagmamahal ng Diyos IIIa-9.1
a. Pagtitiwala sa pagmamahal ng Diyos. mapaunlad ang 9.2. Natutukoy ang mga pagkakataong
makalangit na pagmamahal sa Diyos. EsP10PB-
nakatulong ang pagmamahal sa Diyos sa
pagkakandili ng IIIa-9.2
kongretong pangyayari sa buhay
Diyos at pag-asa
9.3. Napangangatwiranan na: Ang pagmamahal EsP10PB-
sa Diyos ay pagmamahal sa kapwa. IIIb-9.3
9.4. Nakagagawa ng angkop na kilos upang EsP10PB-

mapaunlad ang pagmamahal sa Diyos IIIb-9.4

10.1. Nakapagpapaliwanag ng kahalagahan ng EsP10PB-
10. Paggalang sa Buhay Naipamamalas ng mag- Nakagagawa ang mag-aaral paggalang sa buhay IIIc-10.1
aaral ang pag-unawa sa ng angkop na kilos upang 10.2. Natutukoy ang mga paglabag sa paggalang EsP10PB-
paggalang sa buhay. maipamalas ang paggalang sa buhay IIIc-10.2
sa buhay (i.e., maituwid 10.3. Napangangatwiranan na: Mahalaga ang
ang “culture of death” na buhay dahil kung wala ang buhay, hindi
EsP10PB-
umiiral sa lipunan) mapahahalagahan ang mas mataas na
IIId-10.3
pagpapahalaga kaysa buhay; di makakamit
ang higit na mahalaga kaysa buhay.
10.4. Nakagagawa ng angkop na kilos upang
maipamalas ang paggalang sa buhay EsP10PB-
Hal. maituwid ang “culture of death” na umiiral sa IIId-10.4
lipunan
11. Pagmamahal sa Naipamamalas ng mag- Nakagagawa ang mag-aaral pagmamahal sa bayan (Patriyotismo) IIIe-11.1
Bayan (Patriyotismo) aaral ang pag-unawa sa ng angkop na kilos upang 11.2. Natutukoy ang mga paglabag sa
EsP10PB-
pagmamahal sa bayan maipamalas ang pagmamahal sa bayan (Patriyotismo) na
IIIe-11.2
(Patriyotismo). pagmamahal sa bayan umiiral sa lipunan
(Patriyotismo). 11.3. Napangangatwiranan na: Nakaugat ang
pagkakakilanlan ng tao sa pagmamahal sa
EsP10PB-
bayan.
IIIf-11.3
(“Hindi ka global citizen pag di ka
mamamayan.”)
11.4. Nakagagawa ng angkop na kilos upang
EsP10PB-
maipamalas ang pagmamahal sa bayan
IIIf-11.4
(Patriyotismo)
12. Pangangalaga sa Naipamamalas ng mag- Nakagagawa ang mag-aaral pangangalaga sa kalikasan IIIg-12.1
kalikasan aaral ang pag-unawa sa ng angkop na kilos upang 12.2. Natutukoy ang mga paglabag sa
EsP10PB-
pangangalaga sa maipamalas ang pangangalaga sa kalikasan na umiiral sa
IIIg-12.2
kalikasan. pangangalaga sa kalikasan. lipunan
12.3. Napangangatwiranan na:
a. Lahat tayo ay mamamayan ng iisang EsP10PB
mundo, dahil nabubuhay tayo sa iisang -IIIh-
kalikasan (Mother Nature) 12.3
b. Inutusan tayo ng Diyos na alagaan ang
kalikasan (stewards) at hindi maging
tagapagdomina para sa susunod na
henerasyon.
c. Binubuhay tayo ng kalikasan.
12.4. Nakagagawa ng angkop na kilos upang EsP10PB-
maipamalas ang pangangalaga sa kalikasan IIIh-12.4
IKAAPAT NA MARKAHAN: Ang Aking Posisyon sa mga Isyung Moral
Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa mga isyung moral upang magkaroon ng matatag na paninindigan sa kabutihan sa gitna ng iba’t
Pangnilalaman ibang pananaw sa mga isyung ito at mga impluwensya ng kapaligiran.
Ang pag-unawa sa mga isyung moral ay nakatutulong sa pagbuo ng mapaninindigang pananaw batay sa apat na nauunang mabuting ugali
Batayang Konsepto
(cardinal virtues) at anim na pangunahing pagpapahalagang moral (core moral values).
13.1. Natutukoy ang mga gawaing taliwas sa
EsP10PI-
13. Ang Paninindigan ng Naipamamalas ng mag- Nakagagawa ang mag- kasagraduhan ng buhay
IVa-13.1
Tao sa Pagmamahal aaral ang pag-unawa sa aaralay ng sariling pahayag
niya sa Buhay bilang mga gawaing taliwas sa tungkol sa mga gawaing
13.2. Nasusuri ang mga gawaing taliwas sa EsP10PI-
Kaloob ng Diyos batas ng Diyos at sa taliwas sa batas ng Diyos at
kasagraduhan ng buhay IVa-13.2
(Panatilihing malusog kasagraduhan ng buhay sa kasagraduhan ng buhay
ang katawan, maayos 13.3. Nakagagawa ng posisyon tungkol sa mga
EsP10PI-
ang pananaw sa isyung may kinalaman sa kasagraduhan ng
IVb-13.3
buhay at may buhay at kahalagahan ng tao
pagmamahal sa 13.4. Nakagagawa ng sariling pahayag tungkol sa
buhay) EsP10PI-
mga gawaing taliwas sa kasagraduhan ng
IVb-13.4
buhay
14.1. Natutukoy ang mga isyu na kaugnay sa
EsP10PI-
14. Paninindigan sa Naipamamalas ng mag- Ang mag-aaral ay paggamit ng kapangyarihan at pangangalaga
IVc-14.1
Tamang Paggamit ng aaral ang pag-unawa sa nakagagawa ng posisyon sa kapaligiran
Kapangyarihan at mga isyu sa paggamit ng tungkol sa isang isyu sa 14.2. Nasusuri ang mga isyu na kaugnay sa
EsP10PI-
Pangangalaga sa kapangyarihan at paggamit ng kapangyarihan paggamit ng kapangyarihan at pangangalaga
IVc-14.2
Kapaligiran (maayos pangangalaga sa o pangangalaga sa sa kapaligiran
na paggamit ng kapaligiran kapaligiran 14.3. Naipaliliwanag na ang pagkakaroon ng
EsP1
pondo ng bayan, kaayusan, kaunlaran at maisusulong ang
0PI-
pagtupad sa mga kabutihang panlahat kung ang lahat ng tao
IVd-
batas tungkol sa ay may paninindigan sa tamang paggamit
14.3
pangangalaga sa ng kapangyarihan at pangangalaga sa
kalikasan) kapaligiran
14.4. Nakagagawa ng posisyon tungkol sa isang EsP10PI-
isyu sa paggamit ng kapangyarihan o IVd-14.4

pangangalaga sa kapaligiran
15.1. Natutukoy ang mga isyung kaugnay sa

EsP10PI-
15. Paninindigan Tungkol Naipamamalas ng mag- Nakagagawa ang mag- kawalan ng paggalang sa dignidad at
IVe-15.1
sa Pangangalaga ng aaral ang pag-unawa sa aaral ng malinaw na sekswalidad
Sarili Laban sa Pang- mga isyu tungkol sa posisyon tungkol sa isang 15.2. Nasusuri ang mga isyung kaugnay sa
EsP10PI-
aabusong Sekswal Kawalan ng Paggalang sa isyu sa kawalan ng kawalan ng paggalang sa dignidad at
IVe-15.2
Tungo sa Maayos na Dignidad at Sekswalidad paggalang sa dignidad at sekswalidad
Pagtingin sa Sarili at sekswalidad. 15.3. Napangangatwiranan na:
Pagtataguyod ng Makatutulong sa pagkakaroon ng posisyon
Dignidad ng Tao tungkol sa kahalagahan ng paggalang sa
EsP10PI-
(child sexual abuse, pagkatao ng tao at sa tunay na layunin nito
IVf-15.3
child protection, ang kaalaman sa mga isyung may kinalaman
human trafficking) sa kawalan ng paggalang sa digniidad at
sekswalidad ng tao.
15.4. Nakagagawa ng malinaw na posisyon
EsP10PI-
tungkol sa isang isyu sa kawalan ng
IVf-15.4
paggalang sa dignidad at sekswalidad
16.1. Natutukoy ang mga isyung kaugnay sa EsP10PI-
16. Paninindigan para sa Naipamamalas ng mag- Nakabubuo ang mag-aaral kawalan ng paggalang sa katotohanan IVg-16.1
Katotohanan aaral ang pag-unawa sa ng mga hakbang upang 16.2. Nasusuri ang mga isyung may kinalaman sa EsP10PI-
(pagsasabi ng totoo mga isyung kaugnay sa maisabuhay ang paggalang kawalan ng paggalang sa katotohanan IVg-16.2
para sa kabutihan, kawalan ng paggalang sa sa katotohanan. 16.3. Napatutunayang ang pagiging mulat sa mga
pag-iwas sa katotohanan. isyu tungkol sa kawalan ng paggalang sa
EsP10PI-
plagiarism, katotohanan ay daan upang isulong at
IVh-16.3
intellectual piracy, isabuhay ang pagiging mapanagutan at tapat
panghuhula o fortune na nilalan
telling) 16.4. Nakabubuo ng mga hakbang upang EsP10PI-
maisabuhay ang paggalang sa katotohanan IVh-16.4

GLOSARI
antas ng kabuhayan pang-ekonomiyang katayuan

Ang palagiang pagsasabuhay ng mabubuting gawi batay sa mga moral na pagpapahalaga ay daan sa paghubog ng acquired virtues.
birtud (Virtue) Ang birtud ay laging napapagitna sa dalawang dulo, ang dulo ng kakulangan at ng kalabisan, na siya namang mga bisyo. Halimbawa, ang
birtud ng katapangan ay nasa gitna ng karuwagan at kapangahasan.
Ang Career Guidance ay ang paggabay sa mag-aaral na bumuo ng matalinong pagpapasiya tungkol sa alinman sa mga kursong
Career Guidance akademiko, sining, isports o teknikal-bokasyonal na akma sa kanyang talento at kakayahan, gayundin sa mga trabahong kailangan ng
industriya.
dedikasyon pag-uukol, pag-aalay, paghahandog ng oras o panahon, talino o anumang kakayahan para maisakatuparan ang isang gawain
pagiging kagalang-galang, may dangal at karangalan bilang isang tao
dignidad Namumukod-tangi ang tao dahil siya ay may dignidad at pakikipag-ugnayan sa Diyos at kalikasan. Ang paggalang sa kanyang dignidad
ang nagsisilbing daan upang mahalin niya ang kaniyang kapwa tulad ng pagmamahal niya sa kanyang sarili. Ang paggalang na ito ay
nagmumula sa pagiging pantay at magkakatulad ng mga tao.
disaster risk management pangangasiwa ng paghahanda sa kapahamakan sa panahon ng kalamidad
Ang diyalogo ay umiiral sa isang ugnayang interpersonal sa pagitan ng dalawa o higit pang tao: may magsasalita at may makikinig. Ang
kondisyong ito ay naipakikita ng tao sa pamamagitan ng wika, na maaaring pasalita (pasalita at pasulat) at di pasalita (kilos, gawi, senyas,
diyalogo
atbp). Sa pamamagitan ng diyalogo, nagkakaroon ang tao ng pagkakataong makapagbahagi sa kanyang kapwa ng mga bagay na
kailangan niya (halimbawa: materyal na bagay, kaalaman, kasanayan at maging ang kanyang sarili).
etika Ang Etika ay ang siyensiya ng moralidad ng kilos ng tao.
etiko sa paggawa wastong pamantayan sa paggawa
experiential learning karanasan sa pagkatuto

Ito ay kabutihan para sa bawat i indibidwal na nasa iisang lipunan at isang pagpapahalagang naiiba sa pansariling kapakanan. Ang
kabutihang panlahat
tunay na tunguhin ng lipunan ay ang kabutihan ng komunidad na dapat ibalik sa lahat ng indibidwal na kasapi nito.
kaisipang/kamalayang
pampamuhunan may kaalaman sa mga gawaing makadaragdag sa kabuhayan gaya ng pangangapital
(entrepreneurial spirit)
kalayaan Ang paggamit ng isip at kilos-loob para lamang sa katotohanan at kabutihan, at pananagutan para sa kabutihan.
kamalayan (awareness) pagkakaroon ng kaalaman sa anumang bagay

GLOSARI
kamalayang pansibiko
pagkakaroon ng kaalaman sa mga gawaing may kaugnayan sa pagpapabuti ng pamayanan o bansa
(civic consciousness)
Ang kapwa ay taong labas sa sarili, maaaring magulang, kamag-anak, kaibigan, kaklase, at pati na rin kaaway (Agapay, 1991). Ang
kapwa pagtukoy at pagkilala sa mga taong itinuturing na kapwa ang simula ng paglinang sa intelektwal, panlipunan, pangkabuhayan at politikal
na aspeto ng pagkatao.
Ito ay tumutukoy sa kung ano ang nararapat para sa isang nilalang o bagay. Kung ang karamihan ay nakatanggap kung ano ang nararapat
karapatan
para sa kanya magsisimula ang pagkaakroon ng hustisya.
karapatang pantao mga karapatang o bagay na dapat matamasa ng isang mamamayan
kasambahay kasama sa bahay o kapamilya kadalasan

Ito ay umiikot sa dalawang nibel: ang nibel ng pagkilala sa tao bilang tao; at ang nibel ng pagkilala sa karapatan ng tao. Ang una ay
katarungan tungkol sa taong tumatayo bilang indibidwal na may sariling pagka-siya at ang pangalawa ay tungkol sa ginagalawang ugnayan ng tao sa
kapwa at lipunan.
katarungang panlipunan Ito ay ang pag-iingat sa sariling komunidad upang makagawa, makabuo, at makalikha.
katatagan ng loob
mapanindigan
(fortitude)
konsensiya Ito ang kilos na mabuti na idinidikta ng isip na gawin patungo sa katotohanan at kabutihan.
likas-kayang pag-unlad
tamang paggamit at pangangasiwa sa mga likas yaman at pag-iingat sa mga ito para sa pangangailangan ng susunod na henerasyon
(sustainable development)
lipunang ekonomiya Ito ay nagsisikap na pangasiwaan ang mga yaman ng bayan ayon sa kaangkupan nito sa mga pangangailangan ng tao.
Politika ang tawag sa paraan nang pagsasaayos ng lipunan upang matiyak na ang bawat isa ay malayang magkaroon ng maayos na
pamumuhay, makamit ang pansariling mithiin kasabay ang kabutihang panlahat. May tungkulin ang pamahalaang dapat manguna sa
gawaing ito, na isabatas ang mga pagpapahalaga at adhikain ng mamamayan, magtatatag ng mga estrukturang tiyak na nakakamit
lipunang politikal
ng mga tao ang kanilang pangunahing pangangailangan. Mag-iipon, mag-iingat, at magbabahagi ng yaman ang pamahalaan sa
pamamagitan ng pagbubuwis at pagbibigay serbisyo sa mga tao. Ang lipunang politikal ay isang ugnayang nakaangkla sa
pananagutan ng pinuno at mga mamamayan.
Ang layunin ng Lipunang Sibil, at ng likas-kayang pag-unlad, ay isang ulirang lipunang pinagkakaisa ang mga panlipunang pagpapahalaga
lipunang sibil tulad ng katarungang panlipunan, pang-ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, pangangalaga ng
kapaligiran, kapayapaan, pagkakapantay ng kababaihan at kalalakihan ( gender equality) at espiritwalidad.
magiliw malambing / malapit sa …
makabuluhan mahalaga , may pakinabang

GLOSARI
makamtam matamo/ makuha
mapagbantay (vigilant) palaging handa, listo, maingat, mapagmatyag, pagiging matapang humarap o magsabi ng anuman para sa ikauunlad o ikabubuti
mapanagutan
(responsibility/ alam na may dapat gawin o kayang magawa nang may komitment
accountability)
mapanuring pag-iisip
may kakayahang magsuri at mapag-aralan muna ang isang bagay bago magpasiya
(critical thinking)
masinop matipid
masusi at matalinong
ginamit ang mga pamanatyan sa wastong pagpapasiya bago magdesisyon
pagpapasiya
mataimtim pormal at malalim na pagninilay
matalino/responsableng
mahusay na mamimili na ginagamit ang mga pamantayan sa pamimili at hindi napaloloko sa anumang bibilhin
mamimili
Mga Angkop na Inaasahang Kakayahan at Kilos sa Panahon ng Pagdadalaga/Pagbibinata ( Developmental Tasks) sa konteksto ng Pilipino:
a. Pagtatamo ng bago at ganap na pakikipag-ugnayan (more mature relations) sa mga kasing edad (pakikipagkaibigan)
b. Pagtanggap ng papel o gampanin sa lipunan (pakikipagkaibigan)
Mga Angkop na Inaasahang
c. Pagtanggap sa mga pagbabago sa katawan at paglalapat ng tamang pamamahala sa mga ito
Kakayahan at Kilos sa
d. Pagnanais at pagtatamo ng mapanagutang asal sa pakikipagkapwa /sa lipunan
Panahon ng
e. Pagkakaroon ng kakayahang makabuo ng matalinong na pagpapasiya
Pagdadalaga/Pagbibinata
(Developmental Tasks)
Ang paglinang ng mga angkop na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata ay
nakatutulong sa pagkakaroon ng: a) tiwala sa sarili, at b) paghahanda sa tatlong inaasahang kakayahan at kilos na nasa mataas na
antas (phase) ng pagdadalaga/pagbibinata (middle and late adoscence), paghahanda sa paghahanapbuhay, paghahanda sa pag-
aasawa /pagpapamilya, pagkakaroon ng mga pagpapahalagang gabay sa mabuting asal, at pagiging mabuti at mapanagutan.
mulat nagising o natutuhan mula sa …
nilikha ng Diyos nilalang ng panginoon gaya ng kalikasan
pagiging produktibo pagiging kapakipakinabang – laging may nagagawa na ayon sa pinagkasunduan

pag-iimpok at matalinong
edukasyon o kaalaman sa pagsasanib ng pagtitipid habang napamamahalaan ang anumang yaman (likas man o gawa ng tao at puhunan )
pamamahala ng resources

GLOSARI
pagkabukas-isipan mabuting pagtanggap ng anumang mungakahi o puna na makatutulong sa anumang gawain para sa ikabubuti nito
pagkabukas-palad tumutulong nang walang alinlangan sa mga nangangailangan anumang panahon kalamidad o ...
Ang pagkakaibigan ay nangangahulugang pagkakaroon ng ugnayan sa isang tao dahil sa pag-ibig (affection) o pagpapahalaga
(esteem).
pagkakaibigan “Ang tunay na pakikipagkaibigan ay nagsisimula sa pagmamahal sa taong lubos nang nakilala ang pagkatao batay sa sariling
pananaw at ng iba. Isa itong natatanging damdamin para sa espesyal na taong higit ang halaga sa isang ordinaryong kakilala
lamang. Hindi ito pumapanig sa kabutihan ng iisa kundi para sa isa’t isa. Naiaangat nito ang antas ng buhay tungo sa positibong
ugnayan ng isang lipunan.” (Aristotle)
pagkakaroon ng disiplina maayos na pagkilos na naayon sa pamantayan ng lipunang ginagalawan
pagkamahabagin pagkamaawain
pagkamahinahon nakapagtitimpi sa lahat ng pagkakataon, hindi agad-agad nagagalit o nabibigla
pagkamasigasig mapagpursigi o sinisikap gawin ang lahat ng makakaya
pagkamatapat ipinakikita ang pagiging totoo at hindi nagsisinungaing ; naniniwla sa katotohanan

tunay na bumubuo sa pagiging isang nilalang bunga ng pakikipagkapwa o pakikisalamuha sa iba na naipakikita sa pagkilos, pagsasalita at
pagkatao
pag-aksyon sa isang sitwasyon
paglinang pagpapaunlad
pagmamahal sa
kapwa/pagdama sa pagpapakita at paggawa ng mabuti sa kapwa at pakikiramay sa kapwa . hal. kung malungkot , kung masaya
damdamin ng iba
pagmamahal sa
pinaniniwalaan at pinaninindigan ang lahat ng bagay batay sa totong pangyayari o nangyayari at may ebidensya
katotohanan
Ayon kay Max Scheler (Dy M., 1994), ang pagpapahalaga ay bunga (object) ng ating intensiyonal na damdamin. Mauunawaan natin ito sa
pagpapahalaga pamamagitan ng pagdama rito. Hindi ito naghihintay ng katuwiran para makita sa ating buhay. Hindi ito iniisip, bagkus ay dinadama. Ito
ay objective hindi subjective, walang hanggan at hindi nagbabago.
Ang pagpapakatao (pagpakapersona) ay ang pagtahak sa landas ng pagmamahal sa:,sarili, pamilya, kapwa, kalikasan, sambayanan,
pagpapakatao
daigdig, at higit sa lahat, sa Diyos . Hindi mahihiwalay ang pagpakatao sa pakikpag-ugnayan ng tao sa mga nabanggit sa itaas.

GLOSARI
pagpapamalas pagpapakita
pagpaparaya inuuna ang kapakanan ng iba kaysa sarili

Ang pagpapasiyang etikal o moral ay ang pagbuo ng pasiya na may preperensiya sa kabutihan at magpapaunlad o lilinang sa pagkatao ng
pagpapasiyang etikal tao. Isa itong proseso na kinapapalooban ng a) pag-alam sa mga detalye ng sitwasyon at b) maingat na pagsasaalang-alang ng mga moral
o moral na pagpapahalagang nararapat sa isang sitwasyon. Sa pagbuo ng pasiya, dapat ring maging sensitibo sa mga aspektong moral ng mga
sitwasyon sa pang-araw-araw na buhay at ang kamalayan sa mga tao o pangkat na maaapektuhan ng magiging pasiya.
pagtitiwala sa sarili aktibo, magiting na naipadarama ang damdamin, talento o kakayahan nang hindi nangingimi o nahihiya
pakikiangkop sa oras ng
kayang tumugon sa gitna ng mga hamon o problema sa ibat ibang pagkakataon
pangangailangan
pakikibahagi sa
pagtugon sa pangangailangan di lamang ng sariling bansa kundi ng buong daigdig
pandaigdigang pagkakaisa
Likas na panlipunang nilalang ang tao , kaya nakikipag-ugnayan siya sa kanyang kapwa upang malinang siya sa aspetong intelektwal,
panlipunan, pangkabuhayan, at politikal. Ang mga birtud ng katarungan (justice) at pagmamalasakit (charity) ay kailangan sa
pagpapatatag ng pakikipagkapwa.
pakikipagkapwa
Naipakikita ito ng mga Pilipino sa pamamagitan ng pagmamalasakit sa kapwa, kakayahang umunawa sa damdamin ng iba ( empathy),
pagtulong at pakikiramay, bayanihan, at mabuting pagtanggap sa mga bisita (hospitable).
pakikisalamuha pakikipag-ugnayan , paglahok sa mga gawain ng iba ng may kasanayang makiangkop
pampublikong kagamitan mga gamit para sa lahat na maaaring gamitin nang walang bayad
pamumuno Ang pamumuno o ang pagiging lider ay pagkakaroon ng impluwensiya.

ang pananakit ng kapwa bata pisikal man o berbal ay isang anyo ng bullying, ang “bullying”, isang anyo ito ng paulit-ulit na pananakit o
pananakot, pang-aapi
pang-aapi sa isang bata o tao
pananalig sa Diyos paniniwala, pagtitiwala sa panginoon sa pamamagitan ng pagsunod sa kanyang mga kautusan para sa ibubuti ng lahat
pangangasiwa pamamahala
pangkat-etniko pangkat o grupo ng mga tao sa ibat ibang pamayanan na bumubuo sa bansa gaya ng mga Tagalog, Manobo, Ifugao
paninindigan sa kabutihan ipinaglalaban kung ano ang tama at mabuti
panlipunan–pandamdaming Ang Panlipunan-Pandamdaming pagkatuto ay ang pagkakaroon ng mga kailangang kakayahan sa pagkilala at pagmamahal sa sarili,
GLOSARI
pagkatuto (social-emotional paglinang ng pagmamalasakit sa kapwa, pagbuo ng mapanagutang pasiya, pakikipag-ugnayan at pagharap sa mga mapanghamong
learning) sitwasyon. Isa itong paraan ng paglinang ng mga kakayahan ng mag-aaral upang mapagtagumpayan niya ang anumang gawaing
makakaharap niya sa buhay. May limang uri ang mga kakayahang ito: a) Kamalayang Pansarili, b) Pamamahala ng Sarili, c) Kamalayang
Panlipunan, d) Pamamahala ng Pakikipag-ugnayan at e) Mapanagutang Pagpapasiya.
personal na pahayag Ito ay katulad ng isang personal na Kredo o isang motto na kinapapalooban ng mga pagpapahalaga ng isang tao. Batayan ito ng kanyang
ng misyon sa buhay mga plano at pagpapasiya at naglalarawan ng kanyang mga pangarap at layunin sa buhay.
Ayon sa pilosopiya ng Personalismo, ang mga ugnayan natin ay laging nakaugat sa ating pagpapakatao. Nabubuo natin ang ating
pagpapakatao sa pamamagitan ng ating pakikipagkapwa.
personalismo Dahil ang pagpapakatao (pagpakapersona) ay hindi hiwalay sa ugnayan sa: sarili, pamilya, kapwa, kalikasan, sambayanan, daigdig at
Diyos, kailangan ang character formation sa simula pa lamang ng pag-aaral, kaya ang Virtue Ethics ang naging batayang pilosopiya sa mga
unang taon ng EsP (Kindergarten hanggang Baitang 6).
positibong pagkilala sa sarili magandang pagtingin at pagkakilala sa sarili na maaaring ipagmalaki at ibahagi sa kapwa
Sa Prinsipyo ng Pagkakaisa, tungkulin ng mamamayang magtulungan, at ng pamahalaang magtayo ng angkop na mga estruktura upang
makipagtulungan ang mamamayan. Mailagay sa ganitong balangkas ang Prinsipyo ng Pagkakaisa: “May kailangan kang gawin na hindi mo
prinsipyo ng pagkakaisa
kayang gawing mag-isa, tungkulin ko ngayon na tulungan ka sa abot ng aking makakayamakakaya. Ako naman ay may kailangang
(solidarity)
gawing mag-isa, tungkulin mong tulungan ako sa abot ng iyong makakaya”. Tungkulin nating magtulungan tungo sa pag-unlad ng ating
lipunan.
Sa Prinsipyo ng Subsidiarity, tutulungan ng pamahalaan ang mamamayang magawa nila ang makapagpaunlad sa kanila. Titiyakin ng
prinsipyo ng subsidiarity
pamahalaang walang hahadlang sa kalayaan ng mamamayan sa mga pinuno sa pamamagitan sa pag-aambag sa estado ng kanilang
buwis, lakas at talino.
responsableng
tagapangalaga ng may komitment sa pangangasiwa ng kapaligiran para sa likas-tuluyang pag-unlad
kapaligiran
Ang pagkakaroon ng tamang pananaw sa seksuwalidad ay mahalaga para sa paghahanda para sa susunod na yugto ng buhay ng
seksuwalidad
isang nagdadalaga at nagbibinata, at sa pagtupad niya sa kanyang bokasyong magmahal
sensitibo nararamdaman ang pangangailangan o kailangang tugunan
talino potensyal o natatanging kaalaman o kasanayan
tinatamasa nakukuha , nagagawa
Sa Virtue Ethics, ang mabuting kilos ay nagmumula sa pagkakaroon ng mabuti o magandang kalooban ( virtuous character). Sinasabing
Virtue Ethics
ang isang mabuting tao ay nagsasabuhay ng mga virtue o mabubuting gawi (habits), at umiiwas sa mga bisyo o masasamang gawi.

CODE BOOK LEGEND
Sample: EsP10PB-IIIg-12.1
Learning Area and Tungkulin Ko Sa Aking Sarili at Pamilya PKP

Edukasyon sa
Strand/ Subject or
Pagpapakatao Mahal Ko, Kapwa Ko P
Specialization
EsP
First Entry
10 Para Sa Kabutihan ng Lahat, Sumunod Tayo PPP
Paggawa ng Mabuti, Kinalulugdan ng Diyos PD
Pagkilala at Pamamahala sa mga Pagbabago sa
PS
Domain/Content/ Ang Pagpapahalaga at Sarili
Uppercase Letter/s
Component/ Topic Birtud
PB
Ang Pagkatao ng Tao PT
- Ang Pagpapahalaga at Birtud PB
Roman Numeral Ang Pakikipagkapwa P
Quarter Ikatlong Markahan III
Lowercase Letter/s Mga Isyu sa Pakikipagkapwa IP

Week Ikapitong linggo g Ang Papel ng Lipunan sa Tao PL
specific week
Ang Tungkulin ng Tao sa Lipunan TT
-
Mga Kaugnay na Pagpapahalaga sa Paggawa KP
Nakapagpapaliwanag ng
kahalagahan ng Mapanagutang Pagpaplano ng Kursong
pangangalaga sa
12.1 Akademiko o Teknikal-Bokasyonal, Sining at PK
kalikasan Isports, Negosyo o Hanapbuhay
Ang Moral na Pagkatao MP
Ang Makataong Kilos MK
Ang Aking Posisyon sa mga Isyung Moral PI

Pasig City
MUSIC
December 2013
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her
own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the N ational Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
K to 12 Music Curriculum Guide December 2013 Page 2 of 63

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time.
The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of
purposes, functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is
expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and
has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this
characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds needs to be
developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the
application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education.
We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her
national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.

Figure 1. The Curriculum Framework of Music and Arts Education

Grade 12 Mastery of Proficiency in the chosen form or genre
Grade 11 Mastery of Proficiency in the chosen form or genre
Grade 10 Application of Contemporary Music and Arts
Grade 9 Application – Western Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 6 Application for Appropriate Mastery and Acquisition of Skills
Grade 5 Exploration – Elements / Processes
Grade 4 Formal Introduction to Elements / Processes
Grade 3 Preliminary Acquisition of Basic Knowledge and Skills
Grade 2 Enhanced Understanding of Fundamental Processes
Grade 1 Introduction to the Fundamental Processes
Kindergarten Exposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Arts per Grade Level

Table 1. Basic Reference for Music Content
Music Elements Music Processes
-creating)
Dynamics
*No formal instruction in harmony
from K to 3

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
K-3 4-6 7 – 10
The learner demonstrates The learner demonstrates understanding The learner demonstrates understanding
understanding of fundamental of basic elements and concepts through of salient features of music and art of
processes through performing, creating, and responding, the Philippines and the world, through
performing, creating, and responding, aimed towards the development of appreciation, analysis, and performance,
aimed towards the development of appreciation of music and art, and for self-development, the celebration of
appreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,
acquisition of basic knowledge and and the expansion of one’s world vision.
skills.

Kindergarten The learner is exposed to the different basic music and art processes through experiential learning.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
responding.
The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,
Grade 2
and responding.
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4
celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
Grade 5
celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,
Grade 7
and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
Grade 8
development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
Grade 9
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
Grade 10

GRADE 1
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. identifies the difference
understanding of sound, the pulse of the sounds between sound and silence MU1RH-Ia-1
1. Distinction Between silence and rhythm heard and performs with accurately
Sound and Silence accuracy the rhythmic 2. relates images to sound and
2. Steady Beats patterns silence within a rhythmic MU1RH-Ib-2
3. Simple Rhythmic pattern
Patterns
4. Ostinato 3. performs echo clapping MU1RH-Ib-3
4. maintains a steady beat
when chanting, walking,
MU1RH-Ic-4
tapping, clapping, and
playing musical instruments
5. claps, taps, chants, walks
and plays musical
instruments with accurate
rhythm in response to sound MU1RH-Ic-5
o in groupings of 2s
6. creates simple ostinato
patterns in groupings of 2s,
MU1RH-Id-e-6
3s, and 4s through body
movements
7. performs simple ostinato
patterns on other sound MU1RH-If-g-7
sources including body parts
8. plays simple ostinato
patterns on classroom
instruments
MU1RH-Ih-8
8.1 sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes, etc.

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates basic responds accurately to high 1. identifies the pitch of a tone
understanding of pitch and and low tones through body as high or low MU1ME-IIa-1
1. Pitch simple melodic patterns movements, singing, and
2. matches the correct pitch of
2. Simple Melodic playing other sources of
tones with other sound MU1ME-IIb-2
Patterns sounds
sources
3. sings simple melodic patterns
3.1 ( so –mi, mi –so, mi – re- MU1ME-IIb-3
do)
4. matches the melody of a
song with the correct pitch
vocally
MU1ME-IIc-4
4.1 greeting songs
4.2 counting songs
4.3 action songs
5. sings in pitch
5.1 rote singing
5.2 greeting songs MU1ME-IIc-5
5.3 counting songs
5.4 echo singing
III. FORM demonstrates basic responds with precision to 6. identifies with body
understanding of the changes in musical lines movements the
1. Musical Lines concepts of musical lines, with body movements 6.1 beginnings
MU1FO-IId-1
2. Beginnings and beginnings and endings in 6.2 endings
Endings in Music music, and repeats in music 6.3 repeats of a recorded
3. Repeats in Music music example
7. identifies similar or dissimilar
musical lines with the use of:
7.1 body movements MU1FO-IIe-2
7.2 geometric shapes or
objects
8. relates basic concepts of
musical forms to geometric
shapes to indicate
MU1FO-IIf-3
understanding of:
8.1 same patterns
8.2 different patterns

STANDARDS MATERIALS
9. chooses the exact geometric
shapes that correspond to MU1FO-IIg-h-4
musical form
THIRD QUARTER
IV. TIMBRE demonstrates distinguishes accurately the 1. identifies the source of
understanding of the basic different sources of sounds sounds
1. Quality of Sound in concepts of timbre heard and be able to 1.1 wind, wave, swaying of the
Music produce a variety of timbres trees, animal sounds, MU1TB-IIIa-1
2. Distinction Between sounds produced by
Speaking and Singing machines, transportation,
through body movements
2. responds appropriately to
MU1TB-IIIa-2
differences in sounds heard
through body movement
3. replicates the sounds heard MU1TB-IIIb-3
from different sources
4. uses voice and other
MU1TB-IIIb-4
sources of sound to produce
a variety of timbres
V. DYNAMICS demonstrates creatively interprets with 5. demonstrates dynamic
MU1DY-IIIc-1
understanding of the basic body movements the changes with movements
1. Volume of Sound in concepts of dynamics dynamic levels to enhance 6. uses the terms loud and soft
MU1DY-IIIc-2
Music poetry, chants, drama, and to identify volume changes
2. Distinction Between musical stories 7. relates the concepts of
Loudness and dynamics to the movements
Softness in Music of animals
MU1DY-IIId-3
7.1 elephant walk – loud
7.2 tiny steps of a mouse –
soft
8. interprets with body
movements the dynamics of
a song MU1DY-IIIe-f-4
8.1 small movement – soft
8.2 big movement –loud
9. applies the concepts of
dynamic levels to enhance MU1DY-IIIg-h-
poetry, chants, drama, and 5
musical stories
STANDARDS MATERIALS
9.1 small movement – soft
9.2 big movement – loud
FOURTH QUARTER
VI. TEMPO demonstrates performs with accuracy 1. mimics animal movements
understanding of the basic varied tempi through 1.1 horse – fast MU1TP-IVa-1
1. Speed of Sound In concepts of tempo movements or dance steps 1.2 carabao – slow
Music to enhance poetry, chants, 2. demonstrates the basic
MU1TP-IVa-2
2. Distinction Between drama, and musical stories concepts of tempo through
Fastness and Slowness movements
in Music 3. responds to varied tempo
with movements or dance
steps
3.1 slow movement with slow MU1TP-IVb-3
music
3.2 fast movement with fast
music
4. relates tempo changes to
MU1TP-IVb-4
movements
5. uses varied tempo to
enhance poetry, chants, MU1TP-IVc-5
drama, and musical stories
VII. TEXTURE demonstrates sings songs to involve 6. identify sounds alone, sounds MU1TX-IVd-1
understanding of the basic oneself and experience the together
1. Distinction Between concepts of texture concept of texture 7. demonstrates awareness of
Thinness and texture by using visual MU1TX-IVe-2
Thickness in Music images
2. Single Melodic Line or 8. distinguishes accurately
Simultaneous between single musical line
Occurrence of Multiple and multiple musical lines MU1TX-IVf-3
Melodic Lines which occur simultaneously
in a given song
9. demonstrates the concept of
texture by singing two-part
round MU1TX-IVg-h-4
9.1 Are You Sleeping, Brother
John?
9.2 Row, Row, Row Your Boat

GRADE 2
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. distinguishes aurally and
understanding of sound, the pulse of sounds heard visually between sound and MU2RH-Ia-1
1. Distinction Between silence and rhythmic and performs with accuracy silence
Sound and Silence patterns and develops the rhythmic patterns in 2. relates visual images to
2. Steady Beats musical awareness while expressing oneself sound and silence within a MU2RH-Ib-2
3. Simple Rhythmic performing the rhythmic pattern
Patterns fundamental processes in 3. replicates a simple series of
4. Ostinato music rhythmic sounds (i.e. echo MU2RH-Ib-3
clapping)
4. maintains a steady beat when
chanting, walking, tapping, MU2RH-Ic-4
clapping, and playing musical
instruments
5. claps the written stick
notation to show steady beats
5.1 divides the stick notations MU2RH-Ic-5
into measures of 2s, 3s and
4s to show rhythmic
patterns
patterns in measures of 2s,
MU2RH-Id-e-6
3s, and 4s with body
movements
7. writes stick notation on the
board to represent the sound MU2RH-If-g-7
heard
8. plays simple ostinato patterns

on classroom instruments
8.1 sticks, drums, triangles, MU2RH-Ih-8
nails, coconut shells,
bamboo, empty boxes, etc.

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates basic performs with accuracy of 1. identifies the pitch of tones as
understanding of pitch and pitch, the simple melodic 1.1 high
1. Pitch simple melodic patterns patterns through body 1.2 low MU2ME-IIa-1
2. Simple Melodic movements, singing or 1.3 higher
Patterns playing musical instruments 1.4 lower
2. responds to ranges of pitch
through body movements,
MU2ME-IIa-2
singing, and playing sources
of sounds
3. demonstrates high and low
pitches through singing or MU2ME-IIb-3
playing musical instruments
4. sings the following songs with
accurate pitch:
4.1 wrote songs MU2ME-IIb-4
4.2 echo songs
4.3 simple children’s melodies
5. echoes simple melodic
patterns through singing or MU2ME-IIc-5
humming
6. demonstrates the melodic
MU2ME-IIc-6
contour with movement
7. demonstrates the melodic
contour through
1.7 body staff
MU2ME-IIc-7
1.8 writing the melodic line “on
the air”
1.9 line notation
8. relates visual imagery to
MU2ME-IIc-8
melodic patterns
III. FORM demonstrates performs a song, chosen 9. identifies the beginning and
MU2FO-IId-1
understanding of the basic from among the previously ending of a song
1. Musical Lines concepts of musical form learned songs that shows 10. demonstrates the beginning
2. Beginnings and the basic concepts of and ending of a song with
Endings in Music musical lines, beginnings, 10.1 movements MU2FO-IId-2
3. Repeats in Music endings and repeats 10.2 vocal sounds
through body movement, 10.3 instrumental sounds
STANDARDS MATERIALS
vocal sounds, and 11. identifies musical lines as
instrumental sounds 11.1 similar
11.2 dissimilar with
MU2FO-IIe-3
movements and with the
use geometric shapes or
objects
12. demonstrates repeated
MU2FO-IIe-4
musical lines with movements
13. recognizes repetitions within a
MU2FO-IIf-5
song
14. creates melodic introduction
MU2FO-IIg-h-6
and ending of songs
15. creates rhythmic introduction
MU2FO-IIg-h-7
and ending of songs
THIRD QUARTER
IV. TIMBRE demonstrates determines accurately the 1. identifies the source of
understanding of the basic sources of sounds heard, sounds e.g. winds, waves
1. Quality of Sound in concepts of timbre and produce sounds using swaying of the trees, animals MU2TB-IIIa-1
Music voice, body, and objects, sounds, sounds produced by
2. Introduction to Voice and be able to sing in machines, transportation, etc.
Production accurate pitch
3. Differentiation in 2. replicates different sources of
Sound Quality sounds with body movements MU2TB-IIIa-2
4. Introduction to
3. identifies the common musical
Musical Instruments
instruments by their sounds MU2TB-IIIb-3
and image
4. recognizes the difference

between speaking and singing MU2TB-IIIc-4
5. sings songs with accurate

pitch and pleasing vocal
MU2TB-IIIc-5
quality
6. produces sounds using voice,

body, and objects to enhance MU2TB-IIId-6
a given story

STANDARDS MATERIALS
V. DYNAMICS demonstrates creatively applies changes 7. interprets through body
understanding of the basic in dynamics to enhance movements the dynamics of a MU2DY-IIIc-1
1. Volume of Sound in concepts of dynamics rhymes, chants, drama, and song
Music musical stories 8. distinguishes between “loud”,
2. Distinction Between “louder”, “soft” and “softer” in MU2DY-IIIc-2
Loudness and music
Softness in Music 9. relates movements of animals
to dynamics
E.g.
MU2DY-IIIc-3
elephant walking – loud
dog walking – medium
tiny steps of a mouse - soft
10. uses the words loud, louder,
soft, softer – to identify MU2DY-IIIc-4
variations in volume
11. replicates “loud,” “medium,”
MU2DY-
and “soft” with voice or with
IIId,e,h-5
instruments
12. sings a given song with
MU2DY-IIIf-h-6
appropriate dynamics
FOURTH QUARTER
VI. TEMPO demonstrates uses varied tempi to 1. mimics animal movements
understanding of the basic enhance rhymes, chants, 1.1 horse – fast MU2TP-IVa-1
1. Speed of Sound In concepts of tempo drama, and musical stories 1.2 carabao – moderate
Music 1.3 turtle – slow
2. Distinction Between 2. responds to the accurate
Fastness and tempo of a song as guided by
Slowness in Music the hand signal of the teacher
E.g.
MU2TP-IVa-2
The teacher’s slow hand
movement means “slow”,
while fast hand movement
means “fast”.
3. demonstrates changes in
MU2TP-IVa-3
tempo with movements
4. responds to variations in
tempo with dance steps MU2TP-IVb-4
4.1 slow movement with slow
STANDARDS MATERIALS
music
4.2 s music
5. distinguishes “slow,”
“slower,”“fast,” and “faster” in
MU2TP-IVb-5
recorded music with voice or
with instruments
6. uses the terms “fast,”
“faster,” “slow,” and “slower” MU2TP-IVb-6
to identify variations in tempo
7. replicates “slow,”
“slower,”“fast,” and “faster”
MU2TP-IVc-7
with voice or with
instruments
VII. TEXTURE demonstrates distinguishes accurately 8. identifies musical texture with
understanding of the basic between single musical line recorded music
1. Single Melodic Line or concepts of texture and multiple musical lines E.g.
Simultaneous which occur simultaneously 8.1 melody with single
Occurrence of Multiple in a given song instrument or voice
MU2TX-IVd-f-1
Melodic Lines 8.2 single melody with
2. Distinction Between accompaniment
Thinness and 8.3 two or more melodies sung
Thickness in Music or played together at the
same time
9. shows awareness of texture
by relating visual images to MU2TX-IVd-f-2
recorded or performed music
10. distinguishes between single
musical line and multiple
MU2TX-IVd-f-3
musical lines which occur
simultaneously
11. distinguishes between
thinness and thickness of
MU2TX-IVg-h-4
musical sound in recorded or
performed music

GRADE 3
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates 1. performs simple 1. relates images with sound
understanding of the basic ostinato patterns/simple and silence within a rhythmic
MU3RH-Ia-1
1. Sound and Silence concepts of rhythm rhythmic pattern
2. Steady Beats accompaniments on
3. Simple Rhythmic classroom instruments 2. maintains a steady beat when
Pattern and other sound chanting, walking, tapping,
4. Ostinato sources to a given song clapping, and playing musical MU3RH-Ib-h-2
instruments
2. sings songs with correct
rhythm 3. claps, taps, chants, walks,
and plays musical instruments
in response to sound with the
correct rhythm
3.1 in measures of 2s, 3s, and MU3RH-Ia-c-3
4s
3.2 echo clapping
3.3 marching
3.4 dancing the waltz
4. claps the written stick
notation on the board
representing the sound heard MU3RH-Id-4
5. plays simple ostinato patterns

with classroom instruments MU3RH-Id-h-5
and other sound sources
patterns in measures of 2s,
MU3RH-Ie-6
3s, and 4s through body
movements
7. creates ostinato patterns in
different meters using
MU3RH-If-7
combination of different
sound sources

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates sings the melody of a song 1. identifies the pitch of a tone
understanding of the basic with accurate pitch as:
1. Pitch concepts of melody 1.1 high – higher
MU3ME-IIa-1
2. Melodic Lines 1.2 moderately high – higher
3. Melodic Patterns and 1.3 moderately low – lower
Contour 1.4 low – lower
2. matches the correct pitch of
tones
MU3ME-IIa-2
2.1 with the voice
2.2 with an instrument
3. relates movements with levels
MU3ME-IIb-3
of pitch
4. matches the voice with the
MU3ME-IIb-c-4
pitches of a melody
5. recreates simple patterns and
MU3ME-IIb-5
contour of a melody
6. sings entire simple songs with
accurate pitch
6.1 Favorite Children’s Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
Today” MU3ME-IIc-6
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”
III. FORM demonstrates sings, plays, and performs 7. identifies the beginning,
MU3FO-IId-1
understanding of the basic (through body movements) middle, and ending of a song
1. Musical Lines concepts of musical form a chosen song showing the 8. identifies musical lines as
2. Musical Beginning, basic concepts of musical 8.1 similar
Middle, and End lines, beginnings, endings 8.2 same
MU3FO-IId-2
3. Repeats in music and repeats 8.3 different through
movements and geometric
shapes or objects
9. recognizes repetitions within a
MU3FO-IId-3
song
STANDARDS MATERIALS
10. sings repetitions of musical
MU3FO-IIe-4
lines independently
11. plays repetitions of musical
MU3FO-IIf-5
lines
12. renders a song confidently,
giving appropriate emphasis
MU3FO-IIg-h-6
on the beginning and on the
ending
THIRD QUARTER
IV. TIMBRE demonstrates applies vocal techniques in 1. recognizes differences in
understanding of the basic singing to produce a sound quality coming from a MU3TB-IIIa-1
1. Voice Production concepts of timbre pleasing vocal quality: variety of sound sources
Techniques 1. using head tones 2. responds to differences in
2. Variation in Sound 2. employing proper sound quality with appropriate MU3TB-IIIa-2
Quality breathing movement
2.1 Similar 3. using the diaphragm 3. recognizes musical
MU3TB-IIIb-3
2.2 Different instruments through sound
3. Introduction to 4. identifies and compares the
Musical Instruments voices of:
4.1 classmates as they sing or
MU3TB-IIIb-4
speak
4.2 selected popular singers in
recordings
5. compares the use of the voice
MU3TB-IIIb-5
in speaking and in singing
6. uses the voice and other
sources of sound to produce a MU3TB-IIIc-6
variety of timbres
V. DYNAMICS demonstrates sings songs with proper 7 interprets the dynamics of a
understanding of the basic dynamics following basic song through body
1. Volume of Sound in concepts of dynamics in conducting gestures movements MU3DY-IIId-1
Music order to respond to 7.1 small movement – soft
2. Conducting and conducting gestures using 7.2 big movement – loud
Dynamics symbols indicating 8 distinguishes “loud,”
MU3DY-IIId-2
variances in dynamics “medium,” and “soft” in music
9 relates dynamics to the
movements of animals MU3DY-IIId-3
e.g.
STANDARDS MATERIALS
9.1 elephant walking – loud
9.2 mice scurrying – soft
10 uses terms “loud,” “medium,”
and “soft” (louder, softer) to
MU3DY-IIIe-4
identify changes and
variations in volume
11 responds to conducting
gestures of the teacher for
“loud” and “soft”
E.g.
11.1 Teacher’s palm down MU3DY-IIIe-h-
means “soft” and palm up 5
means “loud.”
11.2 Hands moving farther from
each other mean sound
becomes louder.
12 uses varied dynamics to
enhance poetry, chants, MU3DY-IIIf-h-
drama, songs and musical 6
stories
FOURTH QUARTER
VI. TEMPO demonstrates enhances performance of 1. mimics animal movements
understanding of the poetry, chants, drama, according to speed
1. Speed of Sound in concepts of tempo in order musical stories, and songs 1.1 horse – fast
Music to respond to conducting by using a variety of tempo 1.2 carabao – slow MU3TP-IVa-1
1.1 Fast symbols indicating 1.3 turtle – slow
1.2 Slow variations in tempo 1.4 rabbit - fast
2. Conducting and Tempo 1.5 dog – fast
2. sings songs with proper
tempo following basic MU3TP-IVa-2
conducting gestures
3. relates movement to changes
MU3TP-IVb-3
and variations in tempo
4. responds with movement to
tempo changes
4.1 (i.e. doing locomotor and MU3TP-IVb-c-4
non-locomotor movements)
to a variety of tempo in
STANDARDS MATERIALS
recorded music
5. distinguishes among fast,
MU3TP-IVb-5
moderate, and slow in music
6. uses the terms: fast,
moderate, and slow, (faster,
MU3TP-IVb-6
slower etc.) to identify tempo
changes and variations
7. sings songs with designated
tempo
E.g. MU3TP-IVa-c-7
7.1 Lullaby – slow
7.2 Joyful songs – fast
VII. TEXTURE demonstrates sings 8. demonstrates the concept of
understanding of the basic 1. “two-part rounds” texture by singing “two-part
1. Single Melodic Line or concepts of texture 2. “partner songs” rounds”
Simultaneous E.g.
MU3TX-IVd-f-1
Occurrence of Multiple 8.1 “Are You Sleeping, Brother
Melodic Lines John?”
2. Distinction Between 8.2 “Row, Row, Row Your Boat”
Thinness and 8.3 “Musika Ay Di Kukupas”
Thickness in Music 9. demonstrates the concept of
texture by singing “partner
songs
E.g.
9.1 “Leron, Leron Sinta” MU3TX-IVd-f-2
9.2 “Pamulinawen”
9.3 “It’s A Small World”
9.4 “He’s Got the Whole World in
His Hands
10. distinguishes between single
musical line and multiple
MU3TX-IVd-f-3
musical lines which occur
simultaneously
MU3TX-IVg-h-
thinness and thickness of
4
musical sound

GRADE 4
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates creates rhythmic patterns 1. identifies different kinds of  MISOSA4-
understanding of concepts in: notes and rests module6,7
1. Musical Symbols and pertaining to rhythm and 1. simple time signatures MU4RH-Ia-1
Concepts: musical symbols 2. simple one-measure
1.1 Notes and Rests ostinato pattern
1.2 Meters 2. organizes notes and rests  MISOSA4-
1.3 Rhythmic Patterns according to simple meters module8
1.4 Simple Time (grouping notes and rests into MU4RH-Ib-2
Signatures measures given simple
1.5 Ostinato meters)
3. states the meaning of the  MISOSA4-
different rhythmic patterns MU4RH-Ic-3 module2
4. demonstrates the meaning of  MISOSA4-

rhythmic patterns by clapping module3,4,5
in time signatures
MU4RH-Ic-4
2 3 4
4, 4, 4
5. uses the bar line to indicate  MISOSA4-

groupings of beats in module3,4,5
2 3 4 MU4RH-Ic-5
4, 4, 4
6. identifies accented and  MISOSA4-

unaccented pulses MU4RH-Id-6 module1
7. places the accent (>) on the  MISOSA4-
notation of recorded music MU4RH-Id-7 module1
8. responds to metric pulses of

music heard with appropriate MU4RH-Ie-g-8
conducting gestures

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY recognizes the musical analyzes melodic 1. identifies the pitch name of
symbols and demonstrates movement and range and each line and space of the G-
1. Musical Symbols and Concepts: understanding of concepts be able to create and clef staff
1.1 Intervals pertaining to melody perform simple melodies F
1.2 Scales D
1.3 Melodic Contours B
1.4 Patterns of successive G
pitches of a C Major scale E
MU4ME-IIa-1
E
C
A
F
2. identifies the pitch names of

notes on the ledger lines and
spaces below the G-clef staff
(middle C and D)
MU4ME-IIb-2
3. recognizes the meaning and

use of G- Clef
MU4ME-IIc-3
do re mi fa so la ti do

STANDARDS MATERIALS
4. identifies the movement of the  MISOSA4-
melody as: module10
- no movement
- ascending stepwise
- descending stepwise
MU4ME-IId-4
- ascending skip wise
- descending skip wise
5. identifies the highest and  MISOSA4-

lowest pitch in a given module9
MU4ME-IIe-5
notation of a musical piece to
determine its range
6. sings with accurate pitch the
simple intervals of a melody MU4ME-IIf-6
7. performs his/her own created

MU4ME-IIg-h-
melody
7

STANDARDS MATERIALS
THIRD QUARTER
III. FORM demonstrates performs similar and 1. identifies aurally and visually
understanding of musical contrasting musical the introduction and coda MU4FO-IIIa-1
1. Phrases in a Musical Piece phrases, and the uses and phrases (ending) of a musical piece
2. Structure of Musical Sound meaning of musical terms 2. identifies aurally and visually
2.1 Antecedent (Question) in form the antecedent and MU4FO-IIIa-2
Phrase consequent in a musical piece
2.2 Consequent (Answer) 3. listens to similar and
MU4FO-IIIa-
Phrase contrasting phrases in
b-3
2.3 Introduction recorded music
2.4 CODA (ending) Phrase 4. identifies similar and
contrasting phrases in vocal
and instrumental music from
MU4FO-IIIc-4
the previous lessons
4.1 melodic
4.2 rhythmic
5. sings similar and contrasting
phrases in music
MU4FO-IIId-5
5.1 melodic
5.2 rhythmic
IV. TIMBRE demonstrates participates actively in a 6. distinguishes vocal and
understanding of group performance to instrumental sounds MU4TB-IIIe-1
1. Variations of Sound variations of sound in demonstrate different
1.1 Vocal music (lightness and vocal and instrumental 7. identifies as vocal or
1.2 Instrumental heaviness) as applied to sounds instrumental, a recording of
vocal and instrumental the following:
MU4TB-IIIe-2
music 8.1 solo
8.2 duet
8.3 trio
8.4 ensemble
8. identifies aurally and visually MU4TB-IIIf-3
different instruments
9. classifies the various musical  MISOSA4-
instruments as: module19
9.1 string MU4TB-IIIf-h-
9.2 woodwind 4
9.3 brass wind
9.4 percussion

STANDARDS MATERIALS
V. DYNAMICS recognizes the musical applies forte and piano 10. recognizes the use of the  MISOSA4-
symbols and demonstrates to designate loudness and symbol p (piano) and f (forte) MU4DY-IIIf-1 module20
1. Volume of Sound in understanding of concepts softness in a musical in a musical score
Music pertaining to volume in example 11. uses appropriate musical
music 1. singing terminology to indicate simple
MU4DY-IIIf-h-
2. playing instrument dynamics
2
11.1 forte
11.2 piano
FOURTH QUARTER
VI. TEMPO demonstrates creates and performs 1. relates body movements to  MISOSA4-
understanding of concepts body movements the tempo of a musical MU4TP-IVa-1 module21
1. Speed / Flow of Music pertaining to speed/flow appropriate to a given example
of music tempo 2. uses appropriate musical
terminology to indicate
variations in tempo MU4TP-IVb-2
2.1 largo
2.2 presto
VII. TEXTURE demonstrates sings two-part rounds 3. identifies aurally the texture of
MU4TX-IVc-1
understanding of concepts and partner songs with a music example
1. Simultaneous pertaining to texture in others 4. identifies aurally and visually
Occurrence of Multiple music an ostinato or descant in a MU4TX-IVd-2
Melodic Lines musical example
2. Distinction Between 5. recognizes aurally and visually,
Thinness and Thickness examples of 2-part vocal or MU4TX-IVe-3
in Music instrumental music
VIII. HARMONY demonstrates performs examples of 6. identifies harmonic interval (2
MU4HA-IVf-1
understanding of harmonic interval with pitches) in a musical example
1. Simultaneous harmonic intervals others 7. recognizes aurally and visually,
Sounding of Two examples of harmonic MU4HA-IVg-2
Tones / Pitches intervals
8. creates examples of harmonic
MU4HA-IVh-3
interval (2 pitches) with others

GRADE 5
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM recognizes the musical performs with a 1. identifies visually and aurally  MISOSA5-
MU5RH-Ia-b-1
symbols and demonstrates conductor, a speech the kinds of notes and rests in module1,2
Musical Symbols and understanding of concepts chorus in simple a song
Concepts pertaining to rhythm time signatures 2. recognizes rhythmic patterns  MISOSA5-
1. Notes and Rests 1. choral using quarter note, half note, module7
2. Meters 2. instrumental dotted half note, dotted MU5RH-Ia-b-2
3. Rhythmic Patterns quarter note, and eighth note
4. Simple Time in simple time signatures
Signatures 3. identifies accurately the  MISOSA5-
duration of notes and rests in module3,4,5
2 3 4 MU5RH-Ic-e-3
4, 4, 4
time signatures
4. creates different rhythmic  MISOSA5-

patterns using notes and rests module7
in time signatures as:
MU5RH-If-g-4
2 3 4
4, 4, 4
5. responds to metric pulses of
music heard with appropriate MU5RH-Ih-5
conducting gestures
SECOND QUARTER
II. MELODY recognizes the musical accurate 1. recognizes the meaning and
symbols and demonstrates performance of uses of
Musical Symbols and understanding of concepts songs following the F-Clef on the staff
MU5ME-IIa-1
Concepts pertaining to melody musical symbols
1. Accidentals pertaining to melody
2. F-Clef indicated in the
3. Intervals piece 2. identifies the pitch names of
4. Scales (Pentatonic, each line and space on the F-
C major, G major) MU5ME-IIa-2
Clef staff
5. Melodic Contours
STANDARDS MATERIALS
G A B C D E F G A
sol la ti do re mi fa sol la
3. identifies the symbols:
sharp (# ), flat (♭), and MU5ME-IIb-3
natural (♮)
4. recognizes aurally and
visually, examples of melodic MU5ME-IIc-4
interval
5. identifies the notes of the  MISOSA5-
intervals in the C major scale modules
prime 10,11,12
2nd
MU5ME-IIc-5
3rd
4th

STANDARDS MATERIALS
5th
octave
6. identifies successive sounding MU5ME-IId-6

of two pitches
7. identifies the beginning
melodic contour of a musical MU5ME-IId-7
example
8. determines the range of a
musical example
MU5ME-IIe-8
8.1 wide
8.2 narrow
9. reads / sings notes in different  MISOSA4-
scales module12,14,15
- Pentatonic scale
- C major scale
MU5ME-IIf-9
- G major scale

STANDARDS MATERIALS
10. creates simple melodies MU5ME-IIg-10
11. performs his/her own created MU5ME-IIh-
melody 11
THIRD QUARTER
III. FORM demonstrates understanding performs the 1. recognizes the design or
of the uses and meaning of created song with structure of simple musical
Structure of Musical musical terms in Form appropriate forms:
Sound musicality 1.1 unitary(one section) MU5FO-IIIa-1
1. Strophic 1.2 strophic(same tune with 2 or
2. Unitary more sections and 2 or more
verses)
2. creates a 4- line unitary song MU5FO-IIIb-2
3. creates a 4 –line strophic song MU5FO-IIIc-
with 2 sections and 2 verses d-3
IV. TIMBRE demonstrates understanding participates in a 4. describes the characteristics of

MU5TB-IIIe-1
of variations of sound group performance each type of voice
Vocal and Instrumental density in music (lightness to demonstrate 5. identifies the following vocal  MISOSA4-
Sounds and heaviness) as applied to different vocal and timbres: module18
vocal and instrumental music instrumental sounds 5.1 soprano
MU5TB-IIIe-2
5.2 alto
5.3 tenor
5.4 bass
6. identifies aurally and visually
different instruments in:
6.1 rondalla
6.2 drum and lyre band
MU5TB-IIIf-3
6.3 bamboo group/ensemble
(Pangkat Kawayan)
6.4 other local indigenous
ensembles
7. participates actively in musical
ensemble
MU5TB-IIIg-4
7.1 choral
7.2 instrumental
8. creates a variety of sounds MU5TB-IIIg-
emanating from the h-5
environment using available
STANDARDS MATERIALS
sound sources
FOURTH QUARTER
V. DYNAMICS demonstrates understanding applies dynamics to 1. identifies the different MU5DY-IVa-b-
of concepts pertaining to musical selections dynamic levels used in a song 1
Variations of Volume in volume in music heard
Musical Sound 2. uses appropriate musical  MISOSA5-
terminology to indicate module16
variations in dynamics,
specifically:
2.1 piano (p)
2.2 mezzo piano (mp)
2.3 forte(f) MU5DY-IVa-b-
2.4 mezzo forte (mf) 2
2.5 crescendo
2.6 decrescendo
VI. TEMPO recognizes the musical applies 3. identifies the various tempo
MU5TP-IVc-1
symbols and appropriately, used in a song heard
Variations of Speed in demonstrates various tempo to 4. uses appropriate musical  MISOSA5-
Musical Sound understanding of vocal and terminology to indicate module17
concepts pertaining to instrumental variations in tempo:
speed in music performances 4.1 largo
4.2 presto MU5TP-IVc-d-
4.3 allegro 2
4.4 moderato
4.5 andante
4.6 vivace
4.7 ritardando
4.8 accelerando
VII. TEXTURE demonstrates understanding recognizes examples 5. identifies aurally the texture MU5TX-IVe-1  MISOSA5-
of concepts pertaining to of horizontal 3-part of a musical piece module18
Densities of Musical Sound texture in music vocal or 6. performs 3-part rounds and
instrumental texture, partner songs MU5TX-IVe-2
aurally and visually

STANDARDS MATERIALS
VIII. HARMONY recognizes the musical performs a vocal or 7. identifies the intervals of the
symbols and demonstrates instrumental following major triads:
Introduction to Major Triad understanding of harmonic ensemble using the
intervals following major 7.1 tonic (I)
triads ( I, IV, V )
7.2 subdominant (IV)
MU5HA-IVf-g-
1
7.3 dominant (V)
8. uses the major triad as

accompaniment to simple MU5HA-IVh-2
songs

GRADE 6
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates understanding responds to beats in 1. identifies the notes / rests
MU6RH-Ia-1
of the concept of rhythm by music heard with used in a particular song
Musical Symbols and applying notes and rests, appropriate 2. differentiates among 2 3 4
Concepts: rhythmic patterns, and time conducting patterns 6 4, 4, 4 MU6RH-Ib-e-2
1. Notes and Rests signatures of 2 3 4 and 6 and 8 time signatures
2. Meters 4, 4, 4 8
3. Rhythmic Patterns 3. demonstrates the conducting
4. Time Signatures gestures of 2 3 4
5. Conducting 4, 4, 4 MU6RH-Ib-e-3
6
and time signatures
8
4. identifies through conducting

the relationship of the first and
MU6RH-If-4
last measure in an incomplete
measure
5. creates rhythmic patterns in
2 3 4 and 6
4, 4, 4 8 MU6RH-Ig-h-5
time signatures
SECOND QUARTER
II. MELODY demonstrates the concept of applies learned 1. demonstrates the ability to  MISOSA4-
melody by using intervals in concepts of melody sing, read, and write simple modules13,14
1. Intervals major scales and in the and other elements musical notations in the:  MISOSA6-
2. Major Scales minor scales to composition and module5,6
3. Minor Scales performance 1.1 Key of C Major
MU6ME-IIa-1

STANDARDS MATERIALS
1.2 Key of G Major
1.3 Key of F Major
2. analyzes the melodic patterns

of songs in C Major, G major, MU6ME-IIa-2
and F Major keys
3. sings and plays solo or with
group, melodies/songs in C MU6ME-IIa-3
Major, G Major, and F Major
4. creates simple melodies in:
4.1 C Major,
MU6ME-IIa-4
4.2 G Major, and
4.3 F Major scales
5. sings self-composed melodies
in C Major, G major, and F MU6ME-IIa-5
Major keys
THIRD QUARTER
III. FORM demonstrates understanding performs accurately 1. identifies simple musical forms
of the concept of musical the design or 1.1 binary (AB) -has 2
1. Structure of Musical forms and musical symbols structure of a given contrasting sections (AB)
Forms (repeat marks) indicated musical piece 1.2 ternary (ABA)-has 3
1.1 binary (AB) sections, the third section
MU6FO-IIIa-
1.2 ternary (ABA) similar to the first; (ABC) –
b-1
1.3 rondo (ABACA) has 3 sections
2. Repeat Marks 1.3 rondo (ABACA) -has
2.1 Da Capo (D.C.) contrasting sections in
2.2 Dal Segno (D.S.) between repetitions of the
2.3 Al Fine (up to the A section (ABACA)

STANDARDS MATERIALS
end)
2.4 D.C. al Fine (repeat 2. analyzes the musical forms of
from the beginning the following songs:
until the word Fine) 2.1 Leron,Leron,Sinta; Sitsiritsit
2.5 ║: :║ 2.2 Silent Night
2.6 ┌───┐┌───┐ 2.3 Happy Birthday
2.7 1 2 2.4 Joy to the World MU6FO-IIIa-
(ending 1, ending 2) 2.5 Bahay Kubo b-2
2.6 Ili-iliTulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 LupangHinirang
3. uses the different repeat  MISOSA4-
marks that are related to form: module17
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the MU6FO-IIIc-3
beginning until the word
Fine)
3.5 ║: :║
3.6 ┌───┐┌───┐
1 2
(ending 1, ending 2)
IV. TIMBRE demonstrates understanding aurally determines 4. identifies visually and aurally
of the concept of timbre the sound of a single the instrumental sections of MU6TB-IIId-1
Introduction of Musical through recognizing musical instrument in any the Western orchestra
Instruments instruments aurally and section of the 5. distinguishes aurally the sound
MU6TB-IIId-
visually orchestra of each section of the Western
e-2
orchestra
6. identifies the characteristics of
each instrument in each MU6TB-IIId-3
section of the orchestra
7. describes the distinct sound MU6TB-IIId-
quality of the different e-4
instruments of the orchestra

STANDARDS MATERIALS
V. DYNAMICS demonstrates understanding applies the 8. distinguishes varied dynamic
of the concept of dynamics appropriate dynamic levels in a music heard
Variations in Dynamics through a wide variety of levels in vocal and 8.1 piano (p)
dynamic levels instrumental music 8.2 mezzo piano (mp)
8.3 pianissimo (pp) MU6DY-IIIf-g-
8.4 forte (f) 1
8.5 mezzo forte (mf)
8.6 fortissimo (ff)
8.7 crescendo
8.8 decrescendo
9. uses varied dynamic levels in a
MU6DY-IIIh-2
song
FOURTH QUARTER
VI. TEMPO demonstrates understanding performs a given 1. identifies the different tempo
of the various tempo song, using tempo in a given song or music:
Variations of Tempo marks appropriately -allegro
-andante
MU6TX-IVa-b-
-ritardando
1
-accelerando
-largo
-presto
-vivace
MU6TX-IVa-b-
ritardando and accelerando as
2
used in a song
3. demonstrates the different
kinds of tempo by following MU6TX-IVa-b-
tempo marks in a familiar song 3
Ex: “Pandangguhan”
VII. TEXTURE demonstrates the concept of performs accurately 4. identifies aurally the texture of
texture as: a given song with musical pieces
MU6TX-IVc-d-
Variations in Texture 1. monophonic (one voice) monophonic, 4.1 monophonic
1
1. Monophony 2. homophonic (voice and homophonic, and 4.2 homophonic
2. Homophony accompaniment) polyphonic textures 4.3 polyphonic
3. Polyphony 3. polyphonic (many 5. Identifies different textures
voices) 5.1 Vocal MU6TX-IVc-d-
5.1.1 solo voice 2
5.1.2 solo voice with
STANDARDS MATERIALS
accompaniment
5.1.3 duet, partner
songs, round songs
5.2 Instrumental
5.2.1 solo
5.2.2 ensemble
6. distinguishes monophonic,
MU6TX-IVc-d-
homophonic, and polyphonic
3
textures
7. applies primary chords (I, IV,
MU6TX-IVc-d-
V) as accompaniment to
4
simple songs
VIII. HARMONY demonstrates understanding demonstrates 8. identifies the intervals of the
of the concepts of harmony harmony in group following major triads:
1. Primary Chords through the intervals that performances
2. Harmony in Group constitute the primary 1. choir
Performances chords of major and minor 2. rondalla
scales in music 3. lyre band
tonic ( I )
MU6HA-IVe-1
subdominant ( IV )
dominant ( V )

STANDARDS MATERIALS
9. identifies the primary chords of
its relative minor scales
9.1 A minor (Am)
9.2 D minor (Dm)
9.3 E minor (Em)
A minor
MU6HA-IVf-2
E minor
D minor
10. distinguishes the sound of a

MU6HA-IVe-f-
major chord from a minor
3
chord
11. uses the major triad as
MU6HA-IVg-h-
accompaniment to simple
4
songs

GRADE 7
MUSIC OF THE PHILIPPINES
STANDARDS MATERIALS
FIRST QUARTER
Music of Luzon ( Lowlands) The Learner… The Learner... The learner . . .
1. identifies the musical
Geographical and Cultural demonstrates performs music of the characteristics of representative
MU7LU-Ia-1
Background understanding of the lowlands with appropriate music selections from the
musical characteristics pitch, rhythm, expression lowlands of Luzon after
1. Vocal Music of representative and style listening;
a) Performance practice; music from the 2. analyzes the musical elements of
b) Folk songs; lowlands of Luzon some Lowland vocal and MU7LU-Ia-2
c) Sacred (Liturgical and instrumental music selections;
Devotional) music: Mass, 3. explains the distinguishing
Pastores, Senakulo, characteristics of representative
Pasyon, Salubong, Flores Philippine music selections from MU7LU-Ib-3
de Mayo, Santacruzan; Luzon in relation to its culture
d) Secular music: Harana, and geography;
Balitaw, Kumintang, Polka; 4. explores ways of producing
e) Art music: Kundiman. sounds on a variety of sources
MU7LU-Ib-f-4
that is similar to the instruments
2. Instrumental Music being studied;
a) Rondalla; 5. improvises simple
b) Brass Band; rhythmic/melodic
c) Musikong Bumbongl accompaniments to selected MU7LU-Ic-f-5
d) Bamboo organ; music from the Lowlands of
e) Angklung ensemble; Luzon;
f) Himig Pangkat Kawayan. 6. performs
instruments/improvised
MU7LU-Ig-h-6
instruments from Luzon
lowlands;
7. sings folksongs from the
MU7LU-Ia-h-7
lowlands of Luzon;
8. creates appropriate movements
or gestures to accompany the
MU7LU-Ia-h-8
music selections of the
Lowlands of Luzon;
STANDARDS MATERIALS
9. provides harmonic
accompaniments to selected MU7LU-Id-9
music of the Lowlands of Luzon;
10. evaluates music and music
performances applying MU7LU-Ic-h-
knowledge of musical elements 10
and styles.
SECOND QUARTER
Music of Cordillera, Mindoro, The Learner… The Learner... The Learner...
Palawan, and the Visayas 1. identifies the musical
demonstrates performs selected vocal characteristics of representative MU7LV-IIa-f-1
A. Cordillera understanding of the and instrumental music of selections of Cordillera, Mindoro,
musical characteristics of Cordillera, Mindoro, Palawan and of the Visayas after
Geographical, cultural, and representative music from Palawan and the Visayas listening;
historical background the highlands of Luzon, in appropriate style 2. analyzes the musical elements of
Mindoro, Palawan, and the some vocal and instrumental
1. Vocal Music; Visayas selections from Cordillera, MU7LV-IIa-f-2
a) Performance practice; Mindoro, Palawan and of the
b) Representative Visayas after listening;
songs/genre (salidummay,
3. explains the distinguishing
oggayam, ba-diw). characteristics of representative
music from Cordillera, Mindoro,
2. Instrumental Music MU7LV-IIb-f-3
Palawan and of the Visayas in
a) Gangsa ensemble;
relation to its culture and
b) Bamboo solo/ensemble. geography;
4. explores ways of producing
B. Mindoro and Palawan
sounds on a variety of sources
MU7LV-IIb-g-4
similar to instruments being
1. Vocal Music;
studied;
a) Performance practice;
5. improvises simple
b) Representative
rhythmic/melodic
songs/genre
accompaniments to selected
(Vocal chants -Ambahan, MU7LV-IIb-g-5
music from the Cordillera,
Igway).
Mindoro, Palawan and of the
2. Instrumental Music Visayas;
a) Instrumental ensembles: 6. performs
MU7LV-IIb-g-6
instruments/improvised
STANDARDS MATERIALS
Bamboo / Gong instruments from Cordillera,
ensemble ; Mindoro, Palawan and of the
b) Solo instruments. Visayas, alone and/or with
others’
C. Visayas
7. provides accompaniment to
selected music of the Cordillera,
1. Vocal Music MU7LV-IIb-g-7
Mindoro, Palawan and of the
a) Performance practice;
Visayas;
b) Representative
8. sing songs from the Cordillera,
songs/genre: Balitao-
Visayan, Pastores- Mindoro, Palawan and of the MU7LV-IIa-f-8
Christmas, Kanta- Visayas;
Folksong, Ballad, 9. creates appropriate movements
Lullaby, Courtship, to accompany music from the
MU7LV-IIc-h-9
and Composo - Cordillera, Mindoro, Palawan and
Ilonggo narrative of the Visayas;
song. 10. evaluates music and music
performances applying
2. Instrumental Music knowledge of musical elements MU7LV-IIc-h-
a) Instrumental and style.
10
ensembles: Rondalla,
Tultogan, Harp, Band,
“Bird Dance” Binanog
(Panay, Bukidnon)
THIRD QUARTER
Music of Mindanao The Learner… The Learner... The Learner...
1. identifies the musical
A. Islamic Music demonstrates performs music of characteristics of
MU7MN-IIIa-g-
understanding of the Mindanao with representative music
1. Vocal music: 1
musical characteristics of appropriate expression selections from Mindanao
a) chants; and style
representative music from after listening;
b) lullaby.
Mindanao 2. analyzes the musical
elements of some Mindanao MU7MN-IIIa-g-
2. Instrumental Ensemble: 2
vocal and instrumental
a) Kulintang ensemble ; music;
b) bamboo ensemble ; 3. explains the distinguishing MU7MN-IIIa-g-
characteristics of 3

STANDARDS MATERIALS
c) solo instruments. representative music
selections of Mindanao in
3. Non-Islamic relation to its culture and
geography;
a) Christian;
b) Lumad: 4. explores ways of producing
sounds on a variety of MU7MN-IIIb-h-
(Folk songs of
Zamboanga, Butuan and sources that is similar to the 4
Tausug). instruments being studied;
rhythmic/melodic MU7LV-IIIc-h-
accompaniments to selected 5
music from Mindanao;
6. perform
instruments/improvised MU7LV-IIIc-h-
instruments from Mindanao, 6
alone and/or with others;
7. sing songs from Mindanao; MU7LV-IIId-h-
7
8. creates appropriate
movements or gestures to
MU7LV-IIIc-8
accompany the music
selections of Mindanao;
9. provides accompaniment to
MU7LV-IIIc-h-
selected music of
9
Mindanao;
10. evaluates music selections
and music performances
MU7LV-IIIb-h-
applying knowledge of
10
musical elements and
style.
FOURTH QUARTER
Philippine Festivals The Learner… The Learner... The Learner...
1. identifies musical characteristics
a) Aklan – Ati-atihan 1. demonstrates 1. performs of selected Philippine festivals MU7FT-IVa-g-1
b) Davao - Kadayawan understanding and excerpts/selections from and theatrical forms through
c) Marinduque – Moriones application of musical Philippine musical video or live performances;

STANDARDS MATERIALS
d) Cebu – Sinulog skills related to theater 2. narrate the origins and cultural
e) Bicol – Ibalon selected Philippine background of selected Philippine MU7FT-IVa-d-2
f) Batangas – Sublian Festivals 2. performs songs and festival/s;
dances from selected 3. creates movements to music of a
2. demonstrates Philippine festivals MU7FT-IVa-d-3
particular Philippine festival;
understanding and
4. describes how the music
Theatrical Forms application of musical contributes to the performance of MU7FT-IVe-h-4
skills related to theater
the musical production;
a) Komedya/Moro-
moro/Arakyo
characteristics of representative
b) Sarsuela MU7FT-IVa-h-5
Philippine festivals and theatrical
c) Bodabil
forms;
6. describes how a specific idea or
story is communicated through
MU7FT-IVe-h-6
music in a particular Philippine
musical theater;
7. sing selection/s from chosen
MU7FT-IVe-h-7
Philippine musical theater;

GRADE 8
MUSIC OF ASIA
STANDARDS MATERIALS
FIRST QUARTER
The Learner… The Learner... The Learner...
MUSIC OF SOUTHEAST ASIA 1. explains how the music of
demonstrates performs Southeast Asian a Southeast Asian country
Geographical, historical and cultural understanding of common songs with appropriate relates to its geography MU8SE-Ia-h-1
background musical characteristics of pitch, rhythm, expression and culture;
the region as well as and style. 2. listens perceptively to
Indonesia-Gamelan unique characteristics of a MU8SE-Ia-h-2
1. music of Southeast Asia;
a. Javanese; particular Southeast Asian 3. sings songs of Southeast
b. Balinese. country. MU8SE-Ic-h-3
Asia;
4. analyzes musical elements
2. Thailand-Piphat of selected songs and
MU8SE-Ib-h-4
instrumental pieces heard
3. Cambodia-Pinpeat and performed;
5. explores ways of
4. Myanmar-Saung Gauk
producing sounds on a
variety of sources that
MU8SE-Ic-h-5
would simulate
instruments being studied;
accompaniment to
MU8SE-Ic-h-6
selected Southeast Asian
music;
7. performs on available
instruments from MU8SE-Ic-h-7
Southeast Asia;
8. evaluates music and
music performances
musical elements and MU8SE-Ic-h-8
style.

STANDARDS MATERIALS
SECOND QUARTER
Music of East Asia The Learner… The Learner... The Learner...
1. explains how East Asian
1. China music relates to its MU8SE-IIa-g-1
2. Japan demonstrates performs East Asian geography and culture;
3. Korea understanding of music with
common and distinct appropriate pitch, 2. listens perceptively to
a) Geographical, historical and musical characteristics rhythm, expression MU8SE-IIa-h-2
music of East Asia;
cultural background of East Asian countries and style
b) Traditional instruments MU8SE-IIc-h-3
3. sings songs of East Asia;
(idiophones, aerophones, 4. analyzes musical elements
membranophones, and of selected songs and
chordophones) MU8SE-IIc-h-4
instrumental pieces heard
c) Instrumental pieces (solo and and performed;
ensemble) 5. explores ways of producing
d) Folksongs and ritual music sounds on a variety of
e) K-Pop and J-Pop sources that would MU8SE-IIb-h-5
simulate instruments being
studied;
accompaniment to MU8SE-IIc-h-6
selected East Asian music;
instruments from East MU8SE-IIb-h-7
Asia;
music performances
applying knowledge of MU8SE-IIb-h-8
style.
THIRD QUARTER
Music of South Asia and Middle The Learner… The Learner... The Learner...
East 1. explains how music of a
demonstrates an performs South Asia South Asian and the Middle MU8WS-IIIa-
1. India understanding of and the Middle East East country relate to its g-1
2. Israel common and distinct music with appropriate geography and culture;
STANDARDS MATERIALS
musical characteristics pitch, rhythm, 2. listens perceptively to
a) Geographical, historical and of South Asia and the expression and style. music of South Asia and MU8WS-IIIa-
cultural background; Middle East. the Middle East; h-2
b) Traditional instruments
(idiophones, aerophones, 3. sings songs of South Asia MU8WS-IIIc-
membranophones, and and the Middle East; g-3
chordophones) ; 4. analyzes musical elements
c) Instrumental pieces (solo and of selected songs and MU8WS-IIIc-
ensemble); instrumental pieces heard h-4
d) Folksongs and ritual music and performed;
5. explores ways of
producing sounds on a
variety of sources that MU8WS-IIIc-
would simulate h-5
instruments being
studied;
accompaniment to MU8WS-IIIb-
selected South Asia and h-6
the Middle East music;
instruments from South MU8WS-IIIb-
Asia and Middle East; h-7

music performances
MU8WS-IIIc-
h-8
style.
FOURTH QUARTER
Traditional Asian Theater Music The Learner… The Learner... The Learner...
1. Wayang Kulit; 1. identifies musical
2. Kabuki; demonstrates performs excerpts from characteristics of selected
MU8TH-IVa-g-
3. Peking Opera. understanding and traditional Asian theater Asian musical theater
1
application of musical skills with appropriate pitch, through video films or live
related to selected rhythm, expression, and performances;
traditional Asian theater style 2. sing selection/s from MU8TH-IVa-g-
chosen Asian musical 2
STANDARDS MATERIALS
theater;
3. describe how the musical
elements contribute to the MU8TH-IVb-h-
performance of the 3
musical production;
4. identifies the instruments
that accompany Kabuki, MU8TH-IVa-g-
Wayang Kulit, Peking 4
Opera;
characteristics of MU8TH-IVa-g-
representative Asian 5
musical theater;
6. describe how a specific
idea or story is
MU8TH-IVa-g-
communicated through
6
music in a particular Asian
musical theater;
7. creates/improvises
appropriate sound, music,
gesture, movements,
props and costume for MU8TH-IVb-h-
performance of a chosen 7
Asian traditional musical
and theatrical form;

music performances
MU8TH-IVc-h-
8
style.

GRADE 9
HISTORY OF WESTERN MUSIC
LEARNING
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE
MATERIALS
FIRST QUARTER
1. MUSIC OF THE
MEDIEVAL PERIOD demonstrates performs selected songs from 1. listens perceptively to
MU9MRB-Ia-h-
(700-1400) understanding of Medieval, renaissance and selected vocal and
1
characteristic features of baroque periods instrumental music of
a) Historical and the Medieval, Renaissance Medieval, Renaissance and
cultural background; and Baroque period music a) Chants; Baroque music;
b) Gregorian chants; b) Madrigals; 2. explains the performance
c) Troubadour music; c) excerpts from practice (setting, composition,
d) Composer - Adam oratorio; role of composers/performers, MU9MRB -Ia-h-
de la Halle. d) chorales; and audience) during 2
e) troubadour. Medieval, Renaissance and
2. RENAISSANCE PERIOD Baroque periods;
(1400-1600) 3. relates Medieval, Renaissance
a) Historical and and Baroque music to its
cultural background; MU9MRB -Ic-f-
historical and cultural
b) Mass; 3
background through
c) Madrigal; dramatization;
d) Composers - 4. sings Medieval chant,
Giovanni da troubadour song, madrigal,
Palestrina and MU9MRB -Ib-h-
chorale and selections from
Thomas Morley. 4
oratorio with correct pitch,
rhythm, expression and style;
3. MUSIC OF THE BAROQUE 5. describes musical elements of
PERIOD (1685-1750)
given Medieval, Renaissance MU9MRB -Ib-f-
and Baroque music; 5
a) Historical and cultural
background;
b) Concerto Grosso, 6. explores other arts and media
Fugue that portray Medieval, MU9MRB -Ib-f-
c) Oratorio and chorale Renaissance and Baroque 6
elements;
d) Composers: Johann
Sebastian Bach and 7. improvises appropriate MU9MRB -Ib-d-
accompaniment to given 7
LEARNING
MATERIALS
George Friedrich Medieval and Renaissance
Handel songs;
8. create and or perform songs
MU9MRB-Ib-h-
in Gregorian and troubadour
8
styles;
9. play simple melodies of a
MU9MRB-Ib-h-
chorale and provide
9
accompaniment.
SECOND QUARTER
MUSIC OF THE The Learner… The Learner... The Learner...
CLASSICAL PERIOD 1. narrates the life and works of
(1750-1820) demonstrates sings and performs themes of classical composers after video MU9CL-IIa-f-1
understanding of symphonies and other and movie showing;
a) Historical and characteristic features of instrumental forms 2. relates Classical music to its
cultural background; Classical period music historical and cultural MU9CL-IIa-f-2
b) Sonata, sonata background;
allegro form, 3. explains the performance
concerto,
practice (setting, composition,
symphony;
role of composers/performers, MU9CL-IIa-f-3
c) Composers: Franz
Josef Haydn, and audience) during Classical
period;
Wolfgang Amadeus
Mozart, and Ludwig 4. listens perceptively to
van Beethoven. selected Classical period MU9CL-IIb-g-4
music;
5. describes musical elements of MU9CL-IIb-g-5
given Classical period pieces;
6. analyzes sonata allegro form; MU9CL-IIe-h-6
7. sings themes or melodic
fragments of given Classical MU9CL-IIb-h-7
period pieces;
8. explores other arts and media
that portrays Classical MU9CL-IIb-h-8
elements;
9. improvises appropriate
MU9CL-IIe-9
accompaniment to given short
and simple Classical pieces.

LEARNING
MATERIALS
THIRD QUARTER
INSTRUMENTAL MUSIC 1. narrates the life and works of
MU9RO-IIIa-h-
OF THE ROMANTIC demonstrates sings and performs themes of romantic composers after
1
PERIOD (1820-1900) understanding of selected instrumental pieces video and movie showing;
characteristic features of 2. relates Romantic period music
a) Historical and instrumental Romantic to its historical and cultural MU9RO-IIIa-2
cultural background; music background;
b) Program music;
3. explains the performance
c) Piano music;
d) Composers: Frederic
role of composers/performers, MU9RO-IIIb-h-
Chopin, Peter Illych
and audience) during the 3
Tchaikovsky, Franz
Romantic period;
Liszt, and Camille
Saint-Saens.
4. listens perceptively to
MU9RO-IIIb-h-
selected Romantic period
4
music ;
5. describes musical elements of MU9RO-IIIb-h-
given Romantic period pieces; 5
6. sings themes or melodic
fragments of given Romantic MU9RO-IIIe-h-
period pieces; 6
7. explores other arts and media

that portray Romantic period MU9RO-IIIc-h-
elements; 7
8. improvises appropriate
accompaniment to given short MU9RO-IIIc-h-
and simple Romantic period 8
pieces.
FOURTH QUARTER
The Learner...
Vocal Music of the The Learner… The Learner... 1. narrates the plot, musical and
Romantic Period theatrical elements of an MU9OP-IVa-g-
demonstrates sings and performs themes opera after video and movie 1
understanding of of selected songs showing;
LEARNING
MATERIALS
a) Art song characteristic features 2. listens perceptively to
MU9OP-IVa-g-
b) Opera of vocal music of the selected art songs and
2
c) Composers: Franz Romantic period excerpts of opera ;
Schubert, 3. sings themes or melodic
MU9OP-IVb-h-
Guiseppe Verdi, fragments of given selected
3
Giacomo Puccini, songs;
and Richard 4. explores other arts and media
MU9OP-IVb-h-
Wagner that portray Romantic period
4
elements;
5. creates / improvises
appropriate sounds, music, MU9OP-IVb-h-
gestures, movements, and 5
costumes for a chosen opera.

MUSIC - GRADE 10
MUSIC OF THE 20TH CENTURY
STANDARDS MATERIALS
FIRST QUARTER
The Learner...
A. Impressionism The Learner… The Learner... 1. listens perceptively to
MU10TC-Ia-h-1
selected 20th century music;
a) Historical and cultural demonstrates creates musical pieces 2. describes distinctive musical
background understanding of 20th usingparticular style/s of the elements of given pieces in MU10TC-Ia-h-2
b) Composers: Claude century music styles 20th Century. 20th century styles;
Debussy, and Maurice and characteristic 3. relates 20th century music to
Ravel features. its historical and cultural MU10TC-Ia-g-3
background;
B. Expressionism
4. explains the performance
a) Historical and cultural
role of composers/performers, MU10TC-Ib-g-4
background th
b) Composer: and audience) of 20 century
Schoenberg music;
5. sings melodic fragments of
C. Others given Impressionism period MU10TC-Ib-5
pieces;
a) Electronic music 6. explores other arts and media
b) Chance music that portray 20th century
MU10TC-Ic-h-6
elements through video films
or live performances;
7. create short electronic and
chance music pieces using
MU10TC-Ic-h-7
knowledge of 20th century
styles.
SECOND QUARTER
The Learner...
AFRO-LATIN AND POPULAR The Learner… The Learner...
MUSIC 1. observes dance styles,
demonstrates performs vocal and instruments, and rhythms of
MU10AP-IIa-g-
1. Historical and (cultural understanding of dance forms of Afro-Latin Afro Latin American and
1
background of African characteristic features of American music and popular music through video,
Afro-Latin American selections of Popular movies and live
STANDARDS MATERIALS
and Latin American music music and Popular music music performances;
2. Background of Popular
2. describes the historical and
music
cultural background of Afro-
3. African music MU10AP-IIa-g-
Latin American and popular
a. Rhythms: Maracatu 2
music;
b. Vocal forms: blues,
soul, spiritual, call 3. listens perceptively to Afro-
and response Latin American and popular MU10AP-IIa-h-
4. Latin American music music ; 3
a. Instruments
b. Vocal and Dance 4. dances to different selected
MU10AP-IIa-h-
form: Cumbia, tango, styles of Afro-Latin American
4
cha-cha. Rumba, and popular music;
bossanova, reggae, 5. analyzes musical
MU10AP-IIa-h-
foxtrot, pasa doble characteristics of Afro-Latin
5
5. Jazz American and popular music;
a. Instrumental forms: 6. sings selections of Afro-Latin
American and popular music in MU10AP-IIa-h-
ragtime, big band,
appropriate pitch, rhythm, 6
bebop, jazz rock
style, and expression;
6. Popular music
7. explores ways of creating
a. Ballad, standard, rock
sounds on a variety of
and roll, alternative sources suitable to chosen MU10AP-IIa-7
music, disco vocal and instrumental
selections;
vocal/instrumental MU10AP-IIe-f-
accompaniments to selected 8
songs;
9. choreographs a chosen
MU10AP-IIb-d-
dance music;
9
10. evaluates music and music
performances using
knowledge of musical MU10AP-IIa-h-
elements and style. 10

STANDARDS MATERIALS
THIRD QUARTER
The Learner...
CONTEMPORARY The Learner… The Learner... 1. listens perceptively to
PHILIPPINE MUSIC excerpts of major MU10CM-IIIa-
(Minimum of 4 composers for demonstrates sings contemporary songs Contemporary works; h-1
each) understanding of
characteristic features 2. describes characteristics of MU10CM-IIIa-
1. Traditional of contemporary traditional and new music; h-2
Composers music 3. gives a brief biography of
MU10CM-IIIc-
selected Contemporary
a. Lucio San Pedro g-3
Philippine composer/s ;
b. Antonino 4. sings selections of
Buenaventura Contemporary music with MU10CM-IIIb-
c. Antonio Molina appropriate pitch, rhythm, h-4
d. Alfredo Buenaventura style, and expression;
e. Rodolfo Cornejo 5. explores ways of creating
f. Bernardino Custodio MU10CM-IIId-
sounds on a variety of
g. Antonio Buencamino e-5
sources;
h. Hilarion Rubio 6. improvises simple
i. Rosendo Santos vocal/instrumental
j. Ryan Cayabyab MU10CM-IIId-
accompaniments to selected
e-5
songs;
2. New Music
7. create a musical on the life
a. Chino Toledo
of a selected contemporary MU10CM-IIIg-
b. Ramon Santos Philippine composer; h-7
c. Jose Maceda
d. Manuel Maramba
e. Lucresia Kasilag
f. Francisco Feliciano
g. Jerry Dadap
h. Jonas Baes 8. evaluates music and music
performances using MU10CM-IIIh-
3. Song Composer knowledge of musical 8
elements and style.
a. Constancio de
Guzman
b. Mike Velarde

STANDARDS MATERIALS
c. Ernani Cuenco
d. Restie Umali
e. George Canseco
f. Levi Celerio
g. Angel Pena
h. Leopoldo Silos
i. Santiago Suarez
FOURTH QUARTER
The Learner...
20th and 21st century The Learner… The Learner... 1. describes how an idea or story
MULTIMEDIA FORMS in a musical play is MU10MM-IIIa-
1. demonstrates 1. performs selections presented in a live h-1
1. OPERA understanding of from musical plays, performance or video;
a) La Loba Negra characteristic ballet, opera in a 2. explains how theatrical
b) Noli Me Tangere features of 20th and satisfactory level of elements in a selected part of
c) El Filibusterismo 21st century opera MU10MM-IIIa-
performance. a musical play are combined
musical play, ballet h-2
with music and media to
2. BALLET and other 2. creates a musical achieve certain effects;
a) Lola Basyang multimedia forms. work using media & 3. sings selections from musical MU10MM-IIIc-
b) Rama Hari technology. plays and opera expressively; h-3
2. demonstrates 4. creates / improvises
3. MUSICAL PLAY understanding of
appropriate sounds, music,
a) Andres Bonifacio the relationship
gestures,movements, and MU10MM-IIIc-
b) Atang among music,
costume using media and h-4
c) Katy technology, and
technology for a selected
d) Florante at Laura media.
part of a musical play;
e) Daragang
5. present an excerpt from a
Magayon
20th or 21st century Philippine
f) Noli Me Tangere MU10MM-IIIg-
musical and highlight its
g) El Filibusterismo h-5
similarities and differences to
h) Magsimula ka
other western musical play.

GLOSSARY
Accent emphasis/stress on a note, making it louder than the other notes
Accelerando becoming faster
Aerophone Any musical instrument that produces sound primarily by causing a body of air to vibrate, without the use of strings or membrane.
Allegro fast
Alto female voice of low range
Alternative music A type of rock music that originated from the 1980s.
Andante moderately slow, walking pace
Angklung An instrument, originally from Indonesia, made of two bamboo tubes attached to a bamboo frame.
Art song A vocal musical composition usually written for one voice with piano accompaniment.
Ballad A slow or sentimental romantic song.
Ballet An artistic dance form performed to music, using precise and highly formalized set steps and gestures.
Barline a vertical line that divides the staff into measures
Bass male voice of low range
Beat regular, recurrent pulsation that divides music into equal units of time
Bebop Jazz music with complex harmony and rhythms
Big band A large group of musicians playing jazz or dance music with improvised solos by lead players.
Binary Form a song or composition with two basic parts or ideas
Blues A musical style originating from African-Americans and is typically in a twelve-bar sequence; expresses sadness or depression.
Bodabil A genre of various entertainment composed of song, dance, comedy routines, magic acts, and chorus girls.
Bossa Nova A style of Brazilian music derived from samba but placing more emphasis on melody and less on percussion.
Cha-cha A ballroom dance with small steps and swaying hip movements, performed to a Latin American rhythm.
Chance music Music created by chance and its realization is left to the performer.
Chord combination of three or more tones sounded together

GLOSSARY
Chordophone Any musical instrument that produces sound primarily by vibrating strings.
Clef symbol placed at the beginning of the staff to show the exact pitch of each line and space
Concerto Musical composition for a solo instrument accompanied by an orchestra.
Concerto Grosso Musical composition for a group of solo instruments accompanied by an orchestra.
Crescendo gradually getting louder
Cumbia Dance music similar to salsa.
Da Capo repeat from the beginning; an indication usually meaning that the opening section of a piece is to be repeated after the middle section
Decrescendo gradually softer
Descant an independent treble melody or counterpoint usually sung or played above a basic melody
Disco Dance music typically soul-influenced and melodic with a regular bass beat popularized in the late 1970s.
Dynamics degrees of loudness and softness in music
Electronic music Music that employs electronic musical instruments and technology in production.
Expressionism A style which the maker seeks to express the inner world of emotion rather than external reality.
Flat Sign a symbol that notates the pitch of a note a half step lower
Folksongs songs handed down from generation to generation
Form organization of musical ideas in time; structure of a musical composition
Forte (f) loud
Fortissimo (ff) very loud
Foxtrot A ballroom dance with uneven rhythm of alternating slow and quick steps.
A contrapuntal composition in which a short melody or phrase is introduced by one part and successively taken up by others; developed by the
Fugue
interweaving of the various parts.
Gamelan Indonesian musical ensemble featuring a variety of metallophones (instruments made of metal and played by hitting or striking).
Gangsa Ensemble An instrumental ensemble that uses metallophones
Grand Staff combination of the treble and bass staves, used to encompass the wide range of pitches
GLOSSARY
Harmony the pleasing sound produced when three or more tones are blended simultaneously
Homophonic Texture refers to a melody sung or played with chord accompaniment e.g. guitar or piano
Idiophones A musical instrument that creates sound through its own vibration, without the use of any strings or membrane.
Impressionism A style or movement that depicts the visual impression of the moment, especially in terms of the shifting effect of light and color.
Interval distance in pitch between two tones
J-Pop Japanese popular music.
Jazz Music originated from African-American people characterized by improvisation, syncopation, and usually a regular or forceful rhythm.
K-Pop Korean popular music.
Kabuki Traditional Japanese theater performance.
Key Signature sharp or flat signs immediately following the clef sign at the beginning of a piece of music, indicating the key in which the music is to be played
Key (tonality) central note, scale and chord within a piece, in relationship to which all other tones in the composition are heard
Keynote central tone of a melody or piece of music e.g. when a piece is in the Key of C Major, C is the keynote
Kulintang A set of gongs usually played by ensembles in Mindanao.
Largo very slow
Ledger Lines short, horizontal lines above or below the staff, used to indicate a pitch that falls above or below the range indicated by the staff
Liturgical music Music composed for and played during liturgical celebrations and worship.
Lumad Means “native” or “indigenous”.
Madrigal Music for several voices with elaborate counterpoint; was popular during the Renaissance Period.
Maracatu A musical style from Brazil.
Measure the space between two barlines, containing a fixed number of beats
Medieval Term that refers to the “Middle Ages”.
Melody the line of music that moves up and down in succession; series of single tones that add up to a recognizable whole
Melodic Contour the upward and downward direction of the notes

GLOSSARY
Melodic Pattern the combination of repeated, similar and contrasting figures, motives and phrases
Melodic Ostinato group of tones used to accompany a tone or a melody
Membranophone Any musical instrument that produces sound primarily by a vibrating stretched membrane.
Meter organization of beats into regular groups
Mezzo piano (mp) moderately soft
Mezzo forte (mf) moderately loud
Moderato moderate tempo
Monophonic Texture single melodic line without accompaniment

fragment of a theme, or short musical idea which is developed within a composition; refers to a short melody sung or played which can identify
Motive
a musical composition
refers to the relationship of melodic and harmonic elements in music which produces qualities of thickness and thinness, heaviness or lightness
Musical Texture
of a melody or sound produced
Musikong Bumbong An instrumental marching band that uses bamboo instruments.
Natural Sign symbol used to cancel a previous sharp or flat sign
Notation system of writing down music so that specific pitches and rhythms can be conveyed
Note symbol used to indicate pitch
Opera A dramatic work in one or more acts set to music for singers and instrumentalists.
Oratorio A large-scale musical work for orchestra and voices, usually narrative and typically on a sacred theme.
Ostinato motive or phrase that is repeated persistently at the same pitch
Pangkat Kawayan An instrumental ensemble that uses different kinds of bamboo instruments.
Pasa doble A fast-paced ballroom dance based on the Latin American style of marching.
Peking Opera Traditional Chinese theater performance.
Pentatonic Scale a five-tone scale, used in folk music and music of the Far East
Phrase musical statements that express meaning or ideas

GLOSSARY
Piano (p) soft
Pianissimo (pp) very soft; as softly as possible
Pinpeat A Cambodian instrumental ensemble.
Piphat A Thai instrumental ensemble which features wind and percussion instruments.
Pitch relative highness or lowness of a sound
Pitch Range distance between the highest and lowest tones that a given voice or instrument can produce
Polyphonic Texture refers to a musical composition with two or more independent melodies sung or played to create a harmonious effect
Program music Music that is intended to evoke images or to convey the impression of events.
Ragtime A kind of music which evolved with syncopated melodic line and regularly accented accompaniment.
Reggae A style of music originally from Jamaica and popularized in the 1960s.
Renaissance Term that refers to the revival of European art under the influence of Classical Models.
Rest a symbol that indicates the duration of silence in music
Rhythm ordered flow of music through time; the pattern of durations of notes and silences in music
Rhythmic Pattern combinations of long and short sounds, notes and rests
Ritardando becoming slower
Rock and roll Popular dance music from the 1950s characterized by heavy beats and simple melodies.
Rondalla An instrumental ensemble that usually consists of musicians playing banduria, octavina, laud, guitar and double bass.
form of music wherein a melody change from a single-voiced texture to a many-voiced texture; each voice enters in succession; the effect is
Round
that of weaving a new and richer rhythmic and harmonic texture
Rumba A rhythmic dance with Spanish and African elements originally from Cuba.
Sacred music Music that promotes devotion and faith.
Sarsuela A musical stage performance popularized in the Philippines during the Spanish colonization.
Saung gauk An arched harp used in Myanmar.
Scale series of pitches arranged in ascending or descending order

GLOSSARY
Secular music Music for non-religious purposes.
Sharp Sign symbol that notates the pitch of a note a half step higher
Sonata A composition for an instrumental soloist, often with a piano accompaniment, typically in several movements with one or more in sonata form.
Sonata-allegro form A large-scale musical structure popularly used during the middle of the 18th century.
Soprano female voice of high range
Soul Musical style that incorporates rhythm and blues and gospel music popularized by African-American people.
Sound vibrations which are transmitted, usually through air, to the eardrum, which sends impulses to the brain
Staff a set of five lines and four spaces where notes are positioned or placed
Symphony An elaborate musical composition for full orchestra, typically in four movements, at least one of which is in sonata form.
Tango A ballroom dance originating from Buenos Aires, characterized by marked rhythms and postures and abrupt pauses.
Tempo rate of speed in music
Tenor male voice of high range
Timbre quality of sound that distinguishes one instrument or one voice from another
two numbers, one above the other, appearing at the beginning of a staff or the start of a piece, indicating the meter of a piece; the number
Time Signature
above refers to the number of beats per measure and the number below represents the kind of note getting one beat.
Tone sound that has a definite pitch or frequency
Triad the most basic type of chord, consisting of three alternate tones of the scale e.g. do, mi, so
Troubadour Street musicians singing of love during the Medieval Period.
Unison performance of a single melodic line by more than one instrument or voice a t the same pitch
Wayang Kulit Indonesian puppet shadow theater.

CODE BOOK LEGEND
DOMAIN/ COMPONENT CODE
Sample: MU7FT-IVe-h-6
Rhythm RH
LEGEND SAMPLE Melody ME
Learning Area and Form FO

Strand/ Subject or Music Timbre TB
Specialization
First Entry MU7 Dynamics DY
Tempo TP
Grade Level Grade 7
Texture TX
Harmony HA
Domain/Content/
Uppercase Letter/s Theatrical Forms FT
Component/ Topic Music of Luzon LU
Music of Cordillera, Mindoro, Palawan, and the
- LV
Visayas
Roman Numeral Music of Mindanao MN
Quarter Fourth Quarter IV
Theatrical Forms FT
Lowercase Letter/s Music of southeast asia SE
Week Week five to eight e-h
letters to indicate more than a Music of South Asia and Middle East WS
specific week
Traditional Asian Theater Music TH
Music of the medieval period MRB
Describes how a specific
idea or story is Music of the classical period CL
Arabic Number Competency communicated through 6
music in a particular Instrumental music of the romantic period RO
Philippine musical theater Vocal Music of the Romantic Period OP
2Oth Century TC
Afro-latin and popular music AP
Contemporary Philippine music CM
Multimedia forms MM
Pasig City
ART
December 2013
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her
own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
K to 12 Arts Curriculum Guide December 2013 Page 2 of 93

PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to
enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations,
celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts
develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply
creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K-
12 Arts Curriculum seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads,
iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and
designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is
one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators
and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to
Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual
expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the
Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in
various art-related fields so the student can discover and consider the different career opportunities in the arts.

Figure 1. The Curriculum Framework of Music and Art

Education

Grade 12Mastery of Proficiency in the chosen form or genre
Grade 11Mastery of Proficiency in the chosen form or genre
Grade 10Application of Contemporary Music and Arts
Grade 9Application – Western Music and Arts
Grade 8Application – Asian Music and Arts
Grade 7Application – Philippine Folk Music and Arts
Grade 6Application for Appropriate Mastery and Acquisition

of Skills
Grade 5Exploration – Elements / Processes
Grade 4Formal Introduction to Elements / Processes
Grade 3Preliminary Acquisition of Basic Knowledge and

Skills
Grade 2Enhanced Understanding of Fundamental Processes
Grade 1Introduction to the Fundamental Processes
KindergartenExposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Art per Grade Level

Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes
ine
-creating) -creating)
t)
* Contrast
*No formal instruction in harmony

ying (transference)
from K to 3

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
K-3 4–6 7 – 10
The learner demonstrates The learner demonstrates understanding The learner demonstrates understanding
understanding of fundamental of basic elements and concepts through of salient features of music and art of
processes through performing, creating, and responding, the Philippines and the world, through
performing, creating, and responding, aimed towards the development of appreciation, analysis, and performance,
aimed towards the development of appreciation of music and art, and for self-development, the celebration of
appreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,
acquisition of basic knowledge and and the expansion of one’s world vision.
skills.

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
Grade 5
celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,
Grade 7
and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
Grade 8
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
Grade 9
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
Grade 10

GRADE 1

GRADE 1- FIRST QUARTER

I. Elements: The learner… The learner… The learner
1. Lines
2. Shapes demonstrates creates a portrait of himself 1. tells that ART is all around A1EL-Ia
3. Color understanding of lines, and his family which shows and is created by different
4. Texture shapes, colors and the elements and principles of people
texture, and principles art by drawing
II. Principles: of balance, proportion 2. distinguishes and identifies
5. Balance and variety through the different kinds of
6. Proportion drawing drawings:
7. variety 2.1 portraits
2.2 family portraits
III. Process: 2.3 school ground A1EL-Ib-1
6. DRAWING 2.4 on-the-spot
6.1 portraits 2.5 drawings of
6.2 family portraits home/school
6.3 persons surroundings
6.4 school, furniture
6.5 animals/ plants 3. observes and sees the
details in a person’s
face/body, in a view, to be A1EL-Ib-2
able to show its shape and
texture
4. identifies different lines,

shapes, texture used by A1EL-Ic
artists in drawing
5. uses different drawing tools

or materials - pencil,
crayons, piece of charcoal,
A1EL-Id
a stick on different papers,
sinamay, leaves, tree bark,
and other local materials to
create his drawing
6. creates a drawing to
express one’s ideas about
A1PR-Ie-1
oneself, one’s family ,
home and school
7. shares stories related to

A1PR-Ie-2
their drawing
8. draws different animals

(pets) showing different A1PR-If
shapes and textures
9. creates a view-finder to
help him/her select a A1PR-Ig
particular view to draw
10. draws different kinds of

plants showing a variety of
A1PR-Ih
shapes, lines and color
GRADE 1- SECOND QUARTER

I. Elements: The learner… The learner The learner
1. Colors
1.1 natural colors demonstrates creates a harmonious design 1. identifies colors, both in
1.2 primary colors understanding of colors of natural and man-made natural and man-made
A1EL-IIa
1.3 secondary colors and shapes, and the objects to express ideas using objects, seen in the
principles of harmony, colors and shapes, and surrounding
2. Shapes rhythm and balance harmony
2.1 geometric shapes through painting 7. expresses that colors have
2.2 organic shapes names, can be grouped as
primary, secondary and A1EL-IIb
tertiary
II. Principles:
3. Harmony
8. experiments on painting
4. rhythm using different painting A1EL-IIc
5. balance tools and paints

III. Process: 9. paints a design based on
6. PAINTING the Philippine jeepney or
Creating colors from natural fiesta décor and shapes
using primary colors A1PL-IId-1
arranged in balanced
pattern
10. relates personal

observations on jeepney
designs and fiesta A1PL-IId-2
decorations
11. draws a design out of

repeated abstract and
geometric shapes like in a
A1PL-IIe
parol and paints it in
primary and secondary
colors
12. uses his creativity to create
paints from nature and
found materials, and A1PL-IIf
brushes from twigs, cloth
and other materials
13. creates a design inspired by
Philippine flowers or objects A1PR-IIg
found in school
14. paints a home/school
landscape or design
choosing specific colors to
A1PR-IIh-1
create a certain feeling or
mood
15. appreciates and talks about

the landscape he painted
and the landscapes of A1PR-IIh-2
others

GRADE 1- THIRD QUARTER

1. Shape
2. Texture demonstrates creates prints that show 1. distinguishes between a A1EL-IIIa
understanding of repetition, alternation and print and a drawing or
II. Principles: shapes and texture and emphasis using objects from painting
3. Prints can be prints that can be nature and found objects at
3.1 Repeated repeated, alternated home and in school 2. identifies the shape and
3.2 Alternated and emphasized texture of prints made from
3.3 emphasized through printmaking objects found in nature and A1EL-IIIb
man-made objects
III. Process:
4. PRINTMAKING 3. identifies artistically
4.1 This process allows the designed prints in his
pupil to copy the image artworks and in the A1EL-IIIc
from nature and artworks of others
environment
4. creates a print by applying
5. Kinds of prints: dyes on his finger or palm
5.1 Nature print or any part of the body and
5.2 Object prints A1EL-IIId
pressing it to the paper,
5.3 Stencil prints cloth, wall, etc. to create
impression
5. creates a print by rubbing
pencil or crayon on paper
placed on top of a textured
A1PL-IIIe
objects from nature and
found objects
6. repeats a design by the use

of stencil (recycled paper,
plastic, cardboard, leaves,
and other materials) and A1PR-IIIf
prints on paper, cloth,
sinamay, bark, or a wall

7. shares experiences in
experimenting different art A1PR-IIIg
materials
8. school/district exhibit and
culminating activity in
celebration of the National A1PR-IIIh
Arts Month (February)
GRADE 1- FOURTH QUARTER

1. shape (3-dimension it has
height, depth and width) demonstrates creates a useful 3-Dimensional 1. distinguishes between 2-
2. texture - feel of the surface understanding of object/sculpture using found dimensional and 3-
A1EL-IVa
texture and 3-D shapes, objects and recycled materials dimensional artwork and
II. Principles: and principle of states the difference
3. Proportion - parts are of proportion and
the proper size and weight emphasis through 3-D 2. identifies the different
so that the sculpture is works and sculpture materials that can be used
balanced. in creating a 3-dimensional
4. Emphasis is created by object:
using unusual decorative 2.1 clay or wood (human or
materials that are big, or animal figure)
colorful, or unusual. 2.2 bamboo (furniture,
A1EL-IVb
bahay kubo)
III. Process: 2.3 softwood (trumpo)
5. 3 Dimension works and 2.4 paper, cardboard,
sculpture (masks)
2.5 found material (parol,
sarangola)
3. selects 3D objects that are

well proportioned, balanced
and show emphasis in
A1PL-IVc
design

4. appreciates the creativity of
local and indigenous
craftsmen and women who
created artistic and useful A1PL-IVd
things out of recycled
materials like the parol,
maskara, local toys, masks
5. creates a useful 3D object:

a pencil holder, bowl, A1PR-IVe
container, using recycled
materials like plastic bottles
6. constructs a mask out of

cardboard, glue, found
materials, bilao, paper
plate, string, seeds and A1PR-IVf-1
other found materials for a
celebration like the
Maskara Festival of Bacolod
7. utilizes masks in simple role

play or skit A1PR-IVf-2
8. creates mobiles out of

recyclable materials such
as cardboards, papers, A1PR-IVg
baskets, leaves, strings and
other found materials
9. creates human figures out

of clay, flour-salt mixture,
or paper-mache using
different techniques A1PR-IVh

GRADE 2


1. LINES
different lines demonstrates creates a composition/design 1. identifies and appreciates
2. SHAPES understanding on lines, by translating one’s the different styles of
natural shapes shapes and colors as imagination or ideas that Filipino artists when they A2EL-Ia
3. COLORS contrasting elements of art, and others can see and create portraits and still life
variety, proportion and appreciates (different lines and colors)
II. Principles: contrast as principles of
4. variety of lines, shapes art through drawing 2. points out the contrast
5. proportion of body parts, between shapes and colors
A2EL-Ib
fruits of different fruits or plants
6. contrast of shapes and flowers in one’s work
and in the work of others
III. Process: 3. composes the different
7. DRAWING fruits or plants to show
7.1 portrait of two or more overlapping of shapes and A2EL-Ic
people in a compo-sition the contrast of colors and
7.2 body in motion shapes in his colored
still life (fruits/ plants) drawing
and drawing of 4. draws from an actual still
imaginary landscape life arrangement A2EL-Id
5. portraits of persons to
capture their likeness and A2EL-Ie
character
6. draws a portrait of two or

more persons - his friends,
his family, showing the
A2EL-If
differences in the shape of
their facial features (shape
of eyes, nose, lips, head,
and texture of the hair

7. shows motion or action in
the drawing of human A2EL-Ih-1
bodies
8. creates an imaginary
landscape or world from a A2EL-Ih-2
dream or a story
9. shares stories related to

the output

I. Elements: The learner… The learner… The learner…
1. Colors
1. Primary demonstrates creates a composition or 1. describes the lines, shapes A2EL-IIa
2. secondary understanding of using design of a tricycle or jeepney and textures seen in skin
3. shapes two or more kinds of that shows unity and variety coverings of animals in the
4. organic lines, colors and shapes of lines, shapes and colors community using visual art
5. geometric through repetition and words and actions
6. textures contrast to create
7. spotted rhythm 2. describes the unique
8. furry shapes, colors, texture A2EL-IIb
9. shiny, slimy and design of the skin
coverings of different
II. Principles: fishes and sea creatures or
10. Contrast of wild forest animals from
11. rhythm images
III. Process:
12. PAINTING
12.1 fishes and sea creatures
or wild forest animals
designs: lines, shapes,
tricycles, jeepneys

3. points out the contrasts in
the colors, shapes, A2EL-IIc
textures between two or
more animals
4. draws, with the use of

pencil or crayon, the sea or
forest animals in their A2EL-IId
habitat showing their
unique shapes and features
5. paints the illustration of

animals to show variety of
A2EL-IIe
colors and textures in their
skin
6. creates designs by using

two or more kinds of lines,
colors and shapes by
A2PL-IIf
repeating or contrasting
them, to show rhythm
7. uses control of the painting

tools and materials to paint
the different lines, shapes
and colors in his work or in A2PR-IIg
a group work
8. draws the outline of a

tricycle or jeepney on a big
paper, and paints the
design with lines and
shapes that show
repetition, contrast and
rhythm


1. shapes
2. colors demonstrates creates prints from natural 1. identify natural and man-
3. textures understanding of and man-made objects that made objects with
shapes, textures, colors can be repeated or alternated repeated or alternated
A2EL-IIIa
II. Principles: and repetition of motif, in shape or color. shapes and colors and
4. repetition of motif contrast of motif and materials that can be used
5. contrast of motif & color color from nature and creates prints with repeating, in print making
found objects alternating or contrasting
III. Process: color or size or texture 2. creates a consistent
7. PRINTMAKING pattern by making two or
7.1 banana trunk prints shows skills in making a clear three prints that are A2PL-IIIb
7.1 fern prints print from natural and man- repeated or alternated in
7.2 eraser prints made objects shape or color
7.3 found object prints
7.4 cut out designs 3. create a print on paper or
7.6 card making cloth showing repeated
A2PL-IIIc
motif using man-made
objects with flat surface
4. experiments with natural

objects (leaves, twig, bark
of trees, etc.) by dabbing
dyes or paints on the
A2PR-IIId
surface and presses this on
paper or cloth, sinamay
and any other material to
create a prints
5. experiments with natural

objects (banana stalks,
gabi stalks, etc.) by
A2PR-IIIe
dabbing dyes or paints on
the surface and presses
this on paper or cloth,
sinamay and any other
material to create prints
6. carves a shape or letter on

an eraser or kamote which
A2PR-IIIf
can be painted and printed
several times
7. create a print on paper or

cloth using cut-out designs A2PR-IIIg
8. creates prints for a card

and makes several copies
or editions of the print so
A2PR-IIIh-1
that cards can be
exchanged with other
persons
9. share your card with your

love ones A2PR-IIIh-2

celebration of the National


I. Elements: The learner… The learner The learner…
1. natural shapes
2. geometric shapes demonstrates creates a 3-dimensional free- 1. identifies the artistry of
3. texture understanding of standing, balanced figure different local craftsmen in
shapes, texture, using different materials creating:
II. Principles: proportion and balance (found materials, recycled, 1.2 taka of different
4. proportion through sculpture and local or manufactured) animals and figures in A2EL-IVa-1
5. balance 3-dimensional crafts Paete, Laguna
1.3 sarangola, or kites
1.4 banca, native boats
from Cavite, and
coastal towns
III. Process: 2 gives value and importance
6. SCULPTURE and 3-D CRAFTS to the craftsmanship of the A2EL-IVa-2
6.1 box figure sculpture local artists
6.2 kites and boats
6.3 paper mache animals 3 sites examples of 3-
6.4 clay figures dimensional crafts found in
the locality giving emphasis A2EL-IVb
on their shapes, textures,
proportion and balance
4 constructs a native kite

from bamboo sticks, papel
de japon glue, string, and
A2EL-IVc
fly the kite to tests its
design (proportion and
balance)
5 learns the steps in making

a paper mache with focus A2PR-IVd
on proportion and balance

6 shows the beginning skill in
the method of creating 3-
dimensional free standing
figures out of different A2PR-IVe
materials clay, wood, found
materials, recycled objects,
wire, metal, bamboo
7 creates an imaginary robot

or creature using different
sizes of boxes, coils, wires,
bottle caps and other found A2PR-IVf
material
8 molds an animal shape on

wire or bamboo armature
A2PR-IVg
or framework, showing the
animal in action
9 creates a clay human

figure that is balanced and A2PR-IVh
can stand on its own

GRADE 3


I. Elements: The learner... The learner… The learner…
1. Lines
1.1 lines can show demonstrates creates an artwork of people 1. distinguishes the size of A3EL-Ia
movement understanding of lines, in the province/region. persons in the drawing, to
2. texture is created by using texture, shapes and On-the-spot sketching of indicate its distance from
different lines depth, contrast (size, plants trees, or buildings and the viewer
3. shape of natural objects texture) through geometric line designs
drawing shows a work of art based on 2. shows the illusion of space
II. Principles: close observation of natural in drawing the objects and
4. Depth objects in his/her surrounding persons in different sizes A3EL-Ib
7.5 balance of size noting its size, shape and
5. Contrast texture
5.1 contrast of picture
3. appreciates that artist
create visual textures by A3PL-Ic
III. Process:
using a variety of lines and
6. DRAWING
colors
6.1 people in the
province/region
on-the-spot sketching of 4. tells that in a landscape,
plants, trees or building the nearest object drawn is
geometric line designs the foreground; the objects
behind the foreground are A3PL –Id
the middle ground, while
the objects farthest away
are the background, and by
doing this there is balance
5. describes the way of life of

people in the cultural A3PL-Ie
community

6. create a geometric design
by contrasting two kind of A3PR-If
lines in terms of type or
size
7. sketches on-the-spot
outside or near the school
to draw a plant, flowers or
A3PR-Ig
a tree showing the
different textures and
shape of each part, using
only a pencil or black
crayon or ballpen
8. creates a pencil or pen
drawing of scene in daily
life, where people in the A3PR-Ih
province/region show their
occupation by the action
they are doing
9. sketches and colors and

view of the province/region
with houses and buildings
indicating the foreground A3PR-Ii
middle ground and
background by the size of
the objects

I. Elements: The learner... The learner... The learner...
1. Color 1. sees that there is harmony
1.1 mix colors to create demonstrates creates an artwork of people in nature as seen in the A3EL-IIa
tints, shades and understanding of lines, in the province/region on-the- color of landscapes at
neutral color textures, shapes and spot sketching of plants, trees different times of the day
2. Shape balance of size, contrast and building and geometric Ex:
2.1 animals have shapes of texture through line designs 1.1 landscapes of Felix
2.2 adapted to their needs drawing Hidalgo, Fernando
2.3 Texture applies knowledge of planes in Amorsolo, Jonahmar
2.4 is created by variety of a landscape (foreground, Salvosa
lines middle ground and 1.2 Still’s life of Araceli
background) in painting a Dans, Jorge Pineda,
II. Principles: landscape Agustin Goy
3. Harmony
2.5 colors, shapes and lines 2. appreciates that nature is
that complement each so rich for no two animals A3EL-IIb
other create harmony have the same shape, skin
and a mood of the covering and color
painting
3. perceives how harmony is
III. Process:
created in an artwork A3PL-IIc
4. PAINTING
because of complementary
fruits and plants (still life)
colors and shapes
scene at the a time of day
wild animal (close-up)
4. paints a still life by
observing the different
shapes, color and texture A3PR-IId
of fruits, drawing them
overlapping and choosing
the right colors for each
fruit
5. creates new tints and

shades of colors by mixing A3PR-IIe
two or more colors
6. paints a landscape at a
particular time of the day A3PR-IIf
and selects colors that
complement each other to
create a mood

7. observes the characteristics
of a wild animal by making
A3PR-IIg
several pencil sketches and
painting it later, adding
texture of its skin covering
8. appreciates the Filipino

artists painted landscapes
in their own particular style A3PR-IIh
and can identify what
makes each artist unique in
his use of colors to create
harmony
I. Elements: The learner... The learner... The learner…
1. Shape
1.1 letter stencils demonstrates Exhibits basic skills in making 1. tells that a print made from A3EL-IIIa
1.2 logo designs understanding of a design for a print and objects found in nature can
1.3 abstract shapes shapes, colors and producing several clean copies be realistic or abstract
2. Color principle repetition and of the prints
2.1 Complementary colors emphasis through 2. appreciates the importance
printmaking (stencils) manipulates a stencil with an and variety of materials
adequate skill to produce a used for printing A3PL-IIIb
clean print for a message,
II. Principles: slogan or logo for a T-shirt,
3. Repetition poster bag
3. observes that a print
3.1 of letters and logos and design may use repetition
produces at least 3 good
shapes of shapes or lines and
copies of print using A3PL-IIIc
4. Emphasis emphasis on contrast of
complementary colors and
4.1 of shapes by contrast shapes and lines
contrasting shapes
4.2 Process:

4.3 PRINTMAKING 4. realizes that a print design
can be duplicated many
III. Process: times by hand or by A3PL-IIId
5. PRINTMAKING (stencils) machine and can be shared
5.1 T-shirt/cloth pin with others
5.2 poster prints
5.3 duffel bag print 5. explain the meaning of the
A3PR-IIIe
design created
6. designs an attractive logo

with slogan about the A3PR-IIIf
environment to be used for
printing
7. creates and cuts a stencil
from paper or plastic
sheets to be used for A3PR-IIIg
multiple prints on cloth or
hard paper
8. creates a print for a shirt,
bag or a poster using
stencils with abstract
designs that conveys a A3PR-IIIh
message and can be
replicated
9. writes a slogan about the

environment that correlates
messages to be printed on A3PR-IIIg
T-shirts, posters, banners
or bags



I. Elements: The learner... The learner... The learner…
1. SHAPES
1.1 human and animals demonstrates creates a single puppet based 1. identifies different styles of
2. COLORS understanding of on character in legends, puppets made in the A3EL-IVa
2.1 primary shapes, colors, textures, myths or stories using Philippines (form Teatro
2.2 secondary and emphasis by recycled and hard material Mulat and Anino Theater
2.3 tertiary variation of shapes and creates a mask or headdress Group)
3. TEXTURES texture and contrast of that is imaginary in design
3.1 visual and actual colors through sculpture using found and recycled 2. appreciates variations of
and crafts materials puppets in terms of
II. Principles: demonstrates basic skills in material, structure, shapes, A3PL-IVb
4. Emphasis constructing a puppet made colors and intricacy of
4.1 by Variation of shapes from a hard and stick, which textural details
and textures can be manipulated
5. CONTRASTof colors 3. creates a puppet designs
that would give a specific
A3PR-IVc
6. Process: and unique character
7. SCULPTURE and CRAFTS
7.1 puppets on a stick
7.2 hand puppet 4. applies designs of varied
imaginary masks shapes and colors on
puppets to show the A3PR-IVd
unique character of the
puppet
5. constructs a simple puppet

based on a character in a
legend, myth or story using A3PR-IVe
recyclable materials and
bamboo sticks or twigs
6. manipulates a puppet to act

out a character in a story A3PR-IVf
together with the puppets

7. performs as puppeteer
together with others, in a
puppet show to tell a story A3PR-IVg
using the puppet he/she
created
8. designs and creates mask

or headdress with the use
of recycled or natural A3PR-IVh
objects inspired by best
festivals
9. creates a mask or
headdress that is imaginary
A3PR-IVi
in design using found and
recycled material, inspired
by local Festivals

GRADE 4


1. LINES
1.1 organic and inorganic demonstrates practices variety of culture in 1. appreciates the rich
2. COLORS understanding of lines, the community by way of variety of cultural
2.1 primary and secondary texture, and shapes; attire, body accessories, communities in the
3. SHAPES and balance of size and religious practices and Philippines and their
3.1 stylized based on nature repetition of lifestyle. uniqueness
motifs/patterns through 1.1 LUZON- Ivatan,
II. Principles: drawing creates a unique design of Ifugao, Kalinga,
4. REPETITION houses, and other household Bontok, Gaddang,
4.1 motifs objects used by the cultural Agta
A4EL-Ia
groups. 1.2 VISAYAS – Ati
III. Process: 1.3 MINDANAO-Badjao,
5. DRAWING writes a comparative Mangyan,Samal,
5.1 drawing of figures of description of houses and Yakan, Ubanon,
different cultural utensils used by selected Manobo, Higaonon,
communities cultural groups from different Talaandig,
5.2 crayon etching of ethnic provinces. Matigsalog, Bilaan,
designs T’boli, Tiruray,
crayon resist of scenes Mansaka, Tausug
from different cultural
groups in the Philippines 2. distinguishes distinctive
characteristics of several
cultural communities in A4EL-Ib
terms of attire, body
accessories, religious
practices, and lifestyles.
3. adapts an indigenous
cultural motif into a
contemporary design A4EL-Ic
through crayon etching
technique.

4. identifies specific clothing,
objects, and designs of
the cultural communities
A4PL-Id
and applies it to a drawing
of the attire and
accessories of one of
these cultural groups.
5. shares ideas about the

A4PR-Ie
practices of the different
cultural communities.
6. translates research of the

artistic designs of the A4PR-If
cultural communities into a
contemporary design.
7. creates a drawing after

close study and
observation of one of the A4PR-Ig
cultural communities’ way
of dressing and
accessories.
8. produces a crayon resist

on any of the topics: the
unique design of the A4PR-Ih
houses, household objects,
practices, or rituals of one
of the cultural groups.
9. uses crayon resist

technique in showing
different ethnic designs or A4PR-Ii
patterns.


1. SHAPES
1.1 overlapping of shapes demonstrates sketches and paints a 1. discusses pictures of
2. COLOR understanding of lines, landscape or mural using localities where different
2.1 to show mood and color, shapes, space, shapes and colors appropriate cultural communities live
A4EL-IIa
atmosphere and proportion through to the way of life of the and understands that each
3. SPACE drawing. cultural community. group has distinct houses
3.1 showing foreground, and practices.
middle ground and realizes that the choice of
background colors to use in a landscape 2. distinguishes the attire and
gives the mood or feeling of a accessories of selected
II. Principles: painting. A4EL-IIb
cultural communities in the
4. PROPORTION of houses, country in terms of colors
buildings, fields, mountains, and shapes.
sky in a landscape
3. appreciates the importance
III. Process: of communities and their A4EL-IIc
5. PAINTING culture.
5.1 important
landscape/famous
landmark in a province 4. compares the geographical
5.2 (indigenous houses) location, practices, and
A4EL-IId
5.3 mural painting festivals of the different
cultural groups in the
country.
5. sketches a landscape of a
cultural community based A4EL-IIe
on researches and
observations made.
6. paints the sketched

landscape using colors A4EL-IIf
appropriate to the cultural
community’s ways of life.

7. exhibits painted landscapes
to create a mural for the A4EL-IIg
class and the school to
appreciate.
8. tells a story or relates

experiences about cultural
communities seen in the A4EL-IIh
landscape.

1. LINES
1.1 organic, inorganic demonstrates creates relief and found 1. explores the texture of A4EL-IIIa
(mechanical) understanding of objects prints using ethnic each material and
2. COLORS shapes and colors and designs. describes its characteristic.
2.1 earth or natural colors the principles of
3. TEXTURE repetition, contrast, and presents research on relief
3.2 from a variety of emphasis through prints created by other 2. analyzes how existing
materials printmaking (stencils) cultural communities in the ethnic motif designs are
repeated and alternated. A4PL-IIIb
4. SHAPES country.
4.1 geometric/2-dimensional
Shapes produces multiple copies of a 3. discovers the process of
relief print using industrial creating relief prints and
II. Principles: paint/natural dyes to create appreciates how relief
5. CONTRAST decorative borders for prints makes the work
5.1 smooth vs. rough boards, panels etc. A4PL-IIIc
more interesting and
5.2 curves vs. straight lines harmonious in terms of the
5.3 small shapes vs. big elements involved.
shapes
6. HARMONY 4. draws ethnic motifs and
create a design by
repeating, alternating, or A4PR-IIId
by radial arrangement.
III. Process:

7. PRINTMAKING 5. creates a relief master or
A4PR-IIIe
7.1 relief print mold using additive and
7.2 glue print subtractive processes.
7.3 cardboard print
found objects print 6. creates simple,
interesting, and
A4PR-IIIf
harmoniously arranged
relief prints from a clay
design.
7. prints reliefs with adequate

skill to produce clean prints
with a particular design
A4PR-IIIg
motif (repeated or
alternated).
8. prints reliefs using found

A4PR-IIIh
materials and discusses the
finished artwork.
9. creates the relief mold

using found material: hard
foam; cardboard shapes
glued on wood; strings and A4PR-IIIi
buttons, old screws, and
metal parts glued on wood
or cardboard.
10. displays the finished

artwork for others to A4PR-IIIj
critique and discuss.
11. participates in a
school/district exhibit and
Arts Month (February).

1. COLOR
1.1 dyes can be combined to demonstrates applies individually the 6. researches and
create new colors understanding on color intricate procedures in tie- differentiates textile
2. VALUE/TONE (dyes), values, and dyeing in clothes or t-shirts traditions, e.g. tie-dye
light and dark repetition of motifs and compares them with one done in other countries like
through sculpture and another. China, India, Japan, and
II. Principles: 3-D crafts Indonesia in the olden
3. REPETITION replicates traditional skills in times and presently,as well A4EL-IVa
3.1 motifs, colors mat weaving from indigenous as in the Philippines, e.g.
material like abaca tapestries. theTinalak made by the
III. Process: T’bolis.
4. SCULPTURE and 3- researches on tie-dyed crafts
dimensional crafts of the T’boli and presents
5. Textile craft: designs made by
5.1 tie-dye (one color; 2 them;presents research on 7. presents pictures or actual
colors) tie-dyed products of other samples of different kinds
5.2 Mat weaving (buri) cultural communities to of mat weaving traditions A4EL-IVb
compare their designs and in the Philippines.
colors.
8. discusses the intricate
designs of mats woven in
the Philippines:
8.1 Basey, Samar buri
mats
8.2 Iloilo bamban mats
8.3 Badjao&Samal mats
A4EL-IVc
8.4 Tawi-tawilaminusa
mats
8.5 Romblon buri mats

9. emphasizes textile crafts
like tie-dyeing which
demands careful practices
and faithful repetition of A4PL-IVd
the steps to produce good
designs.
10. gives meaning to the

A4PL-IVe
designs, colors, patterns
used in the artworks.
11. creates a small mat using

colored buri strips or any
material that can be A4PR-IVf
woven, showing different
designs: squares, checks
zigzags, and stripes.
12. weaves own design A4PR-IVg

similar to the style made
by a local ethnic group.
13. creates original tie-dyed
textile design by following
the traditional steps in tie- A4PR-IVh
dyeing using one or two
colors.

GRADE 5


1. LINES
1.1 crosshatching technique demonstrates creates different artifacts and 1. identifies events, A5EL-Ia
to simulate 3- understanding of lines, architectural buildings in the practices, and culture
dimensional effect and shapes, and space; and Philippines and in the locality influenced by colonizers
visual texture the principles of rhythm using crosshatching who have come to our
and balance through technique, geometric shapes, country by way of trading.
drawing of archeological and space, with rhythm and 2. gives the illusion of
2. SHAPES/FORMS artifacts, houses, balance as principles of depth/distance to simulate
2.1 geometric 3-dimensional buildings, and churches design. a3-dimensional effectby
forms from historical periods usingcrosshatching and A5EL-Ib
3. SPACE using crosshatching puts up an exhibit on shading techniques in
3.1 distance or area technique to simulate 3- Philippine artifacts and houses drawings (old pottery,
dimensional and from different historical boats, jars, musical
II. Principles: geometric effects of an periods (miniature or replica). instruments).
4. RHYTHM artwork. 3. shows, describes, and
4.1 repeated motifs names significant parts of
5. BALANCE the different architectural
5.1 symmetrical and designs and artifacts found A5EL-Ic
asymmetrical in the locality.
e.g.bahaykubo, torogan,
III. Process: bahaynabato, simbahan,
6. DRAWING carcel, etc.
6.1 drawing of archeological
4. realizes that our
artifacts
archipelago is strategically
6.2 drawing of Philippine
located and made us part
houses, buildings, and
of a vibrant trading A5PL-Id
churches from different
tradition (Chinese
historical periods (on-
merchants, Galleon Trade,
the-spot)
silk traders)
5. appreciates the importance A5PL-Ie

of artifacts, houses,
clothes, language, lifestyle
- utensils, food, pottery,
furniture - influenced by
colonizers who have come
to our country (Manunggul
jar, balanghai,
bahaynabato, kundiman,
Gabaldon schools,
vaudeville, Spanish-inspired
churches).
6. creates illusion of space in
3-dimensional drawings of
important archeological
artifacts seen in books,
A5PR-If
museums (National
Museum and its branches
in the Philippines, and in
old buildings or churches in
the community.
7. creates mural and drawings

of the old houses, churches
or buildings of his/her A5PR-Ig
community.
8. participates in putting up a
mini-exhibit with labels of
Philippine artifacts and
A5PR-Ih
houses after the whole
class completes drawings.
9. tells something about

his/her community as
reflected on his/her
artwork. A5PR-Ij


1. LINE
1.1 straight and curved demonstrates sketches natural or man-made 1. identifies the importance of
2. COLOR understanding of lines, places in the community with natural and historical
2.1 complementary colors, space, and the use of complementary places in the community
3. SPACE harmony through colors. that have been designated
3.1 one-point perspective In painting and as World Heritage Site
landscape drawing explains/illustrates draws/paints significant or (e.g., rice terraces in
important historical places. A5EL-IIa
landscapes of important Banawe, Batad; Paoay
historical places in the Church; Miag-ao Church;
II. Principles: community (natural or landscape of Batanes,
4. HARMONY man-made)using one- Callao Caves in Cagayan;
4.1 created through the point perspective in old houses inVigan, Ilocos
right proportions of landscape drawing, Norte; and the torogan in
parts complementary colors, Marawi)
and the right
III. Process: proportions of parts. 2. identifies and describes the
5. PAINTING architectural or natural
5.1 landscapes of A5EL-IIb
features of the places
important places in the visited or seen on pictures.
community (natural or
man-made) 3. realizes that artists have
different art styles in
painting landscapes or
significant places in their
respective provinces (e.g.,
Fabian dela Rosa,
A5EL-IIc
Fernando Amorsolo, Carlos
Francisco, Vicente
Manansala, Jose Blanco,
VictorioEdades, Juan
Arellano,
PrudencioLamarroza, and
Manuel Baldemor)

4. appreciates the artistry of
famous Filipino artists in
painting different
A5PL-IId
landscapes and is able to
describe what makes each
artist’s masterpiece unique
from others.
5. sketches and uses

A5PL-IIe
complementary colors in
painting a landscape.
6. utilizes skills and

knowledge about
foreground, middle ground,
and background to A5PR-IIf
emphasize depth in
painting a landscape.
7. identifies and discusses

details of the landscape A5PR-IIg
significant to the history of
the country.

1. LINE
1.1 thick and thin demonstrates creates a variety of prints 1. discusses the richness of
1.2 straight, curved, and understanding of new using lines (thick, thin, Philippine myths and
jagged printmaking techniques jagged, ribbed, fluted, woven) legends (MariangMakiling,
2.TEXTURE with the use of lines, to produce visual texture. Bernardo Carpio, dwende,
2.1 ribbed, fluted, woven, texture through stories capre, sirena, Darna, A5EL-IIIa
carved and myths. diwata, DalagangMagayon,
etc.) from the local
II. Principles: community and other parts
3. CONTRAST of the country.
3.1 carved, textured areas
and solid areas 2. explores new printmaking
3.2 thick, textured lines and technique using a sheet of
fine lines thin rubber (used for soles A5EL-IIIb
of shoes),linoleum, or any
III. Process: soft wood that can be
4. PRINTMAKING carved or gouged to create
4.1 linoleum or rubber print different lines and textures.
or wood print of a
Philippine mythological
3. identifies possible uses of
creature A5EL-IIIc
the printed artwork.
4. shows skills in creating a

linoleum, rubber or wood A5PL-IIId
cut print with the proper
use of carving tools.
5. creates variations of the

same print by using
A5PR-IIIe
different colors of ink in
printing the master plate.
6. follows the step-by-step

process of creating a print :
6.1 sketching the areas to
be carved out and
areas that will remain
6.2 carving the image on
the rubber or wood A5PR-IIIf
using sharp cutting
tools
6.3 preliminary rubbing
6.4 final inking of the plate
with printing ink
6.5 placing paper over the
plate, rubbing the
back of the paper
6.6 impressing the
print
6.7 repeating the process
to get several editions
of the print
7. works with the class to A5PR-IIIg

produce a compilation of
their prints and create a
book or calendar which
they can give as gifts, sell,
or display on the walls of
their school.
8. utilizes contrast in a carved

or textured area in an A5PR-IIIh
artwork.
9. produces several editions

of the same print that are
well-inked and evenly
printed.
10. participates in a

1. COLOR
1.1 primary demonstrates demonstrates fundamental 1. identifies the materials
1.2 secondary understanding of colors, construction skills in making a used in making3-
2. SHAPE shapes, space, 3-dimensional craft that dimensional crafts which A5EL-IVa
2.1 geometric repetition, and balance expresses balance, artistic express balance and
2.2 organic through sculpture and design, and repeated variation repeated variation of
3. SPACE 3-dimensional crafts. of decorations and colors shapes and colors
3.1 distance 1.1 mobile
3.2 area 1. papier-mâché jars 1.2 papier-mâché jar
with patterns 1.3 paper beads
II. Principles: 2. paper beads
4. REPETITION 2. identifies the different A5EL-IVb
4.1 colors, shapes constructs 3-D craft using techniques in making 3-
5. BALANCE primary and secondary colors, dimensional crafts
5.1 structure and shape geometric shapes, space, and 2.1 mobile
repetition of colors to show 2.2 papier-mâché jar
balance of the structure and 2.3 paper beads
shape
3. explores possibilities on A5EL-IVc
3. mobile
the use of created 3-D
III. Process: crafts.
6. SCULPTURE AND 3-D 4. applies knowledge of
CRAFTS colors, shapes, and balance A5PL-IVd
6.1 mobile in creating mobiles, papier-
6.2 papier-mâché or clay mâché jars, and paper
jar with geometric beads.
patterns 5. displays artistry in making
6.3 paper beads (bracelet, mobiles with varied colors A5PL-IVe
necklace, earring, ID and shapes.
lanyard, etc. 6. creates designs for making
3-dimensional crafts A5PR-IVf
6.1 mobile
6.2 papier-mâché jar
6.3 paper beads
7. shows skills in making a A5PR-IVg
papier-mâché jar
8. creates paper beads with

artistic designs and varied
colors out of old magazines
A5PR-IVh
and colored papers for
necklace, bracelet, ID
lanyard

GRADE 6

GRADE 6 - FIRST QUARTER

I. Elements: The learner… The learner… LOGO DESIGN
1. LINE Software: Inkscape (Open
2. SHAPE demonstrates creates concepts through art Source) for Laptop/Desktop PC
3. COLOR understanding of the processes, elements, and
4. TEXTURE use of lines, shapes, principles using new The learner…
5. producing these using colors, texture, and the technologies (hardware and
technology principles of emphasis software) to create personal 1. realizes that art processes,
and contrast in drawing or class logo. elements and principles still A6EL-Ia
II. Principles: a logo and own cartoon apply even with the use of
6. CONTRAST character using new designs cartoon character on- new technologies.
7. EMPHASIS technologies in drawing. the spot using new
technologies. 2. appreciates the elements
III. Process: A6PL-Ia
and principles applied in
8. DRAWING – NEW commercial art.
TECHNOLOGIES 3. applies concepts on the use
A6PR-Ib
8.1 logo of the software
8.2 cartoon character (commands, menu, etc.).
4. utilizes art skills in using A6PR-Ic
new technologies
(hardware and software).
5. creates personal or class
logo as visual A6PR-Id
representation that can be
used as a product, brand,
ortrademark
6. explains ideas about the A6PR-Id
logo
CARTOON CHARACTER
Making
Software: Inkscape (Open
Source) for Laptop/Desktop PC
Software: Sketch n’ Draw
(Open Source) for Tablet PC
The learner…
1. realizes that art processes, A6EL-Ie

elements, and principles
still apply even with the
use of technologies.
2. appreciates the elements

and principles applied in A6PL-Ie
comic art.
3. applies concepts on the
steps/procedures in A6PR-If
cartoon character making.
4. utilizes art skills in using
new technologies
A6PR-Ig
(hardware and software) in
cartoon character making.
5. creates own cartoon
character to entertain,
express opinions, ideas, A6PR-Ih
etc.
6. explains ideas about the

A6PR-Ih
cartoon character

I. Elements: The learner… The learner… DIGITAL PAINTING
1. SHAPES Software: Gimp (Open Source)
2. SPACE demonstrates applies concepts on the use of for Laptop/Desktop PC
3. COLOR understanding of software in creating digital Software: Paint (Windows) for
4. primary, secondary, and shapes, space, colors, paintings and graphic designs. Laptop/Desktop PC
intermediate and the principles of Software: Photo Editor (Open
emphasis, harmony and Source) for Tablet PC
II. Principles: contrast in digital
1. EMPHASIS painting and poster
2. HARMONY design using new
3. CONTRAST technologies. The learner…
4. lines, shapes
1. realizes that art processes,
III. Process: elements and principles still A6EL-IIa
1.PAINTING – NEW apply even with the use of
TECHNOLOGIES technologies.
1.1 digital painting 2. appreciates the elements
graphic design (poster) and principles applied in A6PL-IIa
digital art.
3. applies concepts on the use
A6PR-IIb
of the software
(commands, menu, etc.)
4. utilizes art skills using new
technologies (hardware A6PR-IId
and software) in digital
painting.
5. creates a digital painting
similar with the Masters’ A6PR-IIc
(e.g., Van Gogh,
Amorsolo, etc.) in terms of
style, theme, etc.
GRAPHIC DESIGN (Poster
Layout)
Software: Gimp (Open Source)
for Laptop/Desktop PC
Software: MS Publisher
(Windows) for Laptop/Desktop
PC
The learner…

elements and principles still A6EL-IIe
apply even with the use of
technologies.
7. appreciates the elements
and principles applied in A6PL-IIf
layouting.

8. applies skills in layouting

and photo editing using
new technologies
A6PR-IIg
making a poster.
9. creates an
advertisement/commercial A6PR-IIh
or announcement poster.

I. Elements: The learner… The learner… PRINTMAKING (Silk-
1. COLORS screen Printing)
1.1 primary blended with demonstrates creates simple printmaking
secondary and understanding of (silkscreen) designs on t-shirts The learner…
intermediate colors shapes, colors, values, and posters.
2. SHAPES and the principles of 1. knows that design A6EL-IIIa
2.1 letters and geometric emphasis, contrast, and describes the basic concepts principles still apply for any
shapes harmony in printmaking and principles of basic new design (contrast of
and photography using photography. colors, shapes, and lines
3. VALUES/TONES new technologies. produces harmony)
3.1 lightness and darkness whether done by hand or
machine (computer).
II. Principles:
4. EMPHASIS 2. understands that digital
5. CONTRAST technology has speeded up
5.1 shapes and colors the printing of original
6. HARMONY designs and made it A6PL-IIIb
6.1 letters, shapes, colors accessible to many, as
emphasized in t-shirts and
III. Process: poster designs.
7. PRINTMAKING
(silkscreen printing) 3. applies concepts on the
steps/procedure in A6PR-IIIc
8. BASIC PHOTOGRAPHY silkscreen printing.
4. produces own prints from

original design to silkscreen
printing to convey a A6PR-IIId
message or statement.
BASIC PHOTOGRAPHY
A. Phone Camera
B. Point and Shoot Digital
Camera
A6EL-IIIe
The learner…

elements, and principles
still apply even with the
use of technologies.
6. understands concepts and A6PL-IIIf
principles of photography.
7. identifies the parts and

functions of the camera
(point and shoot or phone A6PR-IIIg
camera).
8. applies composition skills to

produce a printed
A6PR-IIIh
photograph for a simple
photo essay.

9. participates in

I. Elements: The learner… The learner… SCULPTURE –
1. SHAPES PACKAGE/PRODUCT
1.1 letters and geometric demonstrates creates an actual 3-D digitally- DESIGN (Paper Bag)
shapes understanding of enhanced paper bag for a
2. COLORS shapes, colors, and the product or brand. The learner…
2.1 primary blended with principles of contrast A6EL-IVa
secondary and and harmony through applies concepts on the use of 1. knows that design
intermediate colors the use of new media in new technologies (hardware principles and elements
creating audio-video art and software) in creating an relates to everyday objects.
II. Principles: and product or package audio-video art/animation.
3. CONTRAST design. 2. appreciates the elements
3.1 of shapes and colors and principles applied in A6PL-IVa
4. HARMONY product design.
4.1 of letters, shapes, colors 3. manifests understanding of
concepts on the use of
A6PR-IVb
III. Process: software (commands,
5. SCULPTURE – menu, etc.)
PACKAGE/PRODUCT DESIGN 4. utilizes art skills in using
(paper bag) new technologies
6. NEW MEDIA – AUDIO-VIDEO A6PR-IVc
ART or ANIMATION package design.
(electronic collage) 5. creates an actual 3-D
digitally-enhanced product A6PR-IVd
design for a paper bag.
NEW MEDIA – AUDIO-
VIDEO ART or ANIMATION
(Electronic Collage)

Software: Synfic Studio for 2D
Animation (Open Source) for
Laptop/Desktop PC
Software: Blender for 3D
Animation (Open Source) for
Laptop/Desktop PC
Software: MS Movie Maker
(Windows) for Laptop/Desktop
PC
The learner…
6. realizes that art processes, A6EL-IVe

elements and principles still
apply even with the use of
technologies.
7. appreciates the elements A6PL-IVe

and principles applied in
audio-video art.
8. applies concepts on the use A6PR-IVf

of the software
(commands, menu, etc.)
9. utilizes art skills in using A6PR-IVg

new technologies
(hardware and software).
10. creates an audio-video art A6PR-IVh

/animation promoting a
product.

GRADE 7


Arts and Crafts of Luzon The learner... The learner… The learner...
(Highlands and Lowlands)
1. Attire, Fabrics, and Tapestries 1. art elements and 1. create artworks showing the 1. analyze elements and
2. Crafts and Accessories, and processes by characteristic elements of principles of art in the
Body Ornamentation synthesizing and the arts of Luzon (highlands production of one’s arts
A7EL-Ib-1
3. Architectures applying prior and lowlands) and crafts inspired by the
4. Sculptures (gods/rituals) knowledge and skills 2. exhibit completed artworks arts of Luzon (highlands
5. Everyday objects for appreciation and and lowlands)
2. the salient features critiquing
I. Elements of Art of the arts of Luzon 2. identify characteristics of
6. Line (highlands and arts and crafts in specific
7. Shape and Form lowlands) by showing areas in Luzon (e.g., papier
8. Value the relationship of mâché [taka] from Paete,
9. Color the elements of art Ifugao wood sculptures A7EL-Ia-2
10. Texture and processes among [bul’ul], Cordillera jewelry
11. Space culturally diverse and pottery, tattoo, and
communities in the Ilocos weaving and pottery
II. Principles of Art country [burnay], etc.)
12. Rhythm, Movement
13. Balance 3. the Philippines as 3. reflect on and derive the
14. Emphasis having a rich artistic mood, idea, or message
15. Harmony, Unity, and cultural tradition emanating from selected
A7PL-Ih-1
Variety from precolonial to artifacts and art objects
16. Proportion present times
III. Process
17. Drawing and Painting
18. Sculpture and Assemblage 4. appreciate the artifacts and
19. Mounting an exhibit: art objects in terms of their
19.1 Concept uses and their distinct use A7PL-Ih-2
19.2 Content / labels of art elements and
19.3 Physical layout principles

5. incorporate the design,
form, and spirit of the
highland/lowland artifact A7PL-Ih-3
and object in one’s creation
6. trace the external (foreign) OHSP Arts Module

and internal (indigenous) Q1
influences reflected in the
A7PL-Ih-4
design of an artwork and in
the making of a craft or
artifact
7. create crafts that can be

locally assembled with local
materials, guided by local
A7PR-Ic-e-1
traditional techniques
(e.g., habi, lilip, etc).
8. derive elements from

traditions/history of a
community for one’s A7PR-If-2
artwork
9. shows the relationship of
the development of crafts
in specific areas of the
country, according to
A7PR-If-3
functionality, traditional
specialized expertise, and
availability of resources
(e.g. pottery, weaving,
jewelry, baskets)
10. show the relationship of
Luzon (highlands and
lowlands) arts and crafts to
A7PR-Ih-4
Philippine culture,
traditions, and history
(Islamic influences,

Spanish heritage, and
American legacies in
education, business,
modernization, and
entertainment, as well as in
indigenous practices,
fiestas, and religious and
social practices)
11. mount an exhibit using

completed Luzon
(highlands and lowlands)- A7PR-Ig-5
inspired arts and crafts in
an organized manner

Arts and Crafts of MIMAROPA The learner… The learner… The learner…
(Mindoro, Marinduque, Romblon,
and Palawan) and the Visayas 1. art elements and create artwork showing the 1. analyze elements and
1. Attire, Fabrics, and Tapestries processes by characteristic elements of the principles of art in the
2. Crafts and Accessories, and synthesizing and arts of MIMAROPA and the production one’s arts and A7EL-IIb-1
Body Ornamentation applying prior Visayas crafts inspired by the arts
3. Architectures knowledge and skills of MIMAROPA and the
4. Sculptures (gods/rituals) Visayas
5. Everyday objects 2. the salient features of
the arts of 2. identify characteristics of
I. Elements of Art MIMAROPA and the arts and crafts in specific
6. Line Visayan Islands by areas in MIMAROPA and
7. Shape and Form showing the the Visayas, Marinduque
8. Value relationship of the (Moriones masks),
9. Color elements of art and Palawan (Manunggul Jar), A7EL-IIa-2
10. Texture processes among Mindoro (Hanunuo-
11. Space culturally diverse Mangyan writing,
communities in the basketry, and weaving),
II. Principles of Art country Bohol (churches), Cebu
(furniture), Iloilo (culinary
3. the Philippines as arts and old houses),
CONTENT PERFORMANCE

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K to 12 Kindergarten Curriculum Guide December 2013 Page 2 of 36

Figure I. The Kindergarten Curriculum Framework

III. GENERAL GUIDING PRINCIPLES

A. On Child Growth and Development

K to 12 Kindergarten Curriculum Guide December 2013 Page 4 of 36

B. On Learning Program Development

K to 12 Kindergarten Curriculum Guide December 2013 Page 5 of 36

IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)

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Figure 2. The Curricular Themes

K to 12 Kindergarten Curriculum Guide December 2013 Page 7 of 36

VI. TRANSITION PARADIGM

TRANSITION FROM KINDERGARTEN TO GRADE 1

Kagandahang Asal Values Education Edukasyong Pagpapakatao

Kalusugang Pisikal at Physical Education & Health Music, Arts, Physical

Mathematics Filipino and Mother Tongue

Language, Literacy and

Physical and Natural

Figure 3. Transition Paradigm

K to 12 Kindergarten Curriculum Guide December 2013 Page 8 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 9 of 36

VII. MATRIX OF LEARNING STANDARDS AND COMPETENCIES

A. KAGANDAHANG ASAL (KA)

K to 12 Kindergarten Curriculum Guide December 2013 Page 11 of 36

Kaangkupang Pisikal sa kahalagahan ng sapat na lakas na 1. Nakasasali sa mga laro, o anumang

K to 12 Kindergarten Curriculum Guide December 2013 Page 12 of 36

1. Nakasusunod sa mga tuntunin at

K to 12 Kindergarten Curriculum Guide December 2013 Page 14 of 36

C. PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)

K to 12 Kindergarten Curriculum Guide December 2013 Page 16 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 17 of 36

7. Natutukoy ang mga

K to 12 Kindergarten Curriculum Guide December 2013 Page 18 of 36

1. Natutukoy na ang bawat isa ay may

4. Nailalarawan ang mga karanasan ng

5. Naipakikita ang pagtulong at

K to 12 Kindergarten Curriculum Guide December 2013 Page 19 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 20 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 21 of 36

5. Talk about things using various

11. Express easily thoughts, feelings,

12. Retell a story listened to LLKOL-Ih-12

K to 12 Kindergarten Curriculum Guide December 2013 Page 22 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 23 of 36

Vocabulary acquiring new words/ actively engage in 1. Name common objects/things in

K to 12 Kindergarten Curriculum Guide December 2013 Page 24 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 26 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 27 of 36

8. Add quantities up to 10 using

K to 12 Kindergarten Curriculum Guide December 2013 Page 28 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 29 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 30 of 36

K to 12 Kindergarten Curriculum Guide December 2013 Page 31 of 36

6. Describe how animals grow and

3. Identify needs of plants and ways to

K to 12 Kindergarten Curriculum Guide December 2013 Page 32 of 36

4. Observe sunrise and sunset to tell

K to 12 Kindergarten Curriculum Guide December 2013 Page 33 of 36

Learning Area and Strand/ Subject or

Grade Level Kindergarten

Compare two groups of objects to decide

K to 12 Kindergarten Curriculum Guide December 2013 Page 34 of 36

DOMAIN/ SUB-DOMAIN/ COMPONENT CODE DOMAIN/ SUB-DOMAIN/ COMPONENT CODE