Finalenglishcggrade901 140515191010 Phpapp01

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 109)
December 2013March 2014

K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
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K to 12 English Curriculum Guide December 2013 Page 2of 185
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 senseof and
bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider
and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2)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.
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1998. English Curriculum Framework. Australia
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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 Formatted: Font: Italic
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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 visualcommunication 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;
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Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
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Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO Formatted: Font: Italic
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2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts Field Code Changed
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
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III. NEEDS OF THE LEARNERS : THE CONTEXT Formatted: Indent: Left: 0.75", No bullets or numbering
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

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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.
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Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that
IV. CONCEPTUAL FRAMEWORK
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.
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).
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COMPONENT 1: Language Learning Process 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 metacognitiion) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of 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 centrer 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.
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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 Formatted: Font: Italic
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 Formatted: Font: Italic
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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 (ELAMC) 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).

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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 Multi-literacies 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 √ √ √ √ √
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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 Formatted Table
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and structure

Vocabulary development
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Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing
COMPONENT 4: Holistic Assessment

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.
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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.

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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.
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Assessment entails obtaining information about the learner from numerous sources and through various means. Field Code Changed
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 Formatted: Font: Italic
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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.
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.
 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

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GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.
GRADE 1
(3rd Quarter Oracy)Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards Formatted: Font: Italic
social context interactions.
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leave takings EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4
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character and apology  EN1G-IIIc-1.3; EN1G-
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Formatted ...
EN1LC-IIIf-j-1.1Activate prior oneself and one’s family EN1PA-If-j-6  EN1G-IIIf-h-2.1 ENIV-IIIf-j-01Recognize
knowledge based on new knowledge EN10L-IIIf-g-1.3.1Talk about Identify rhyming words in Recognize names of people, difference of English words from Formatted ...
6-10 heard one’s name and other personal * nursery rhymes, objects, things and places Mother Tongue and Filipino Formatted ...
information * songs, (e.g. name of animals, fruits, words
Commented [FP4]: Names of (ok na)
EN1LC-IIIf-j-1.2Identify connections EN10L-IIIh-j- 1.3.2Talk * jingles, Recognize names of
between text listened to and personal about one’s environment (e.g. * poems , persons,places, things and Formatted ...
experience persons, animals, places, things, *chants animal
Formatted ...
events, etc) objects in songs, stories,
poems, nursery rhymes, Commented [FP3]: Shouldn’t this be the first lesson in OL(ok ...
pictures, realia and other Commented [FP6]: What does this mean? (di ko din alam tsugi...
ICT-based materials)
 EN1G-IIIi- Commented [FP5]: Recognize names of persons,places, things...
2.4Recognize nouns in Formatted ...
simple sentences
Formatted ...
 EN1G-IIIj-
2.2Recognize the use of Formatted ...
a/an + noun Field Code Changed ...
Where is Week 6-10 of 3rd quarter?
(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 Formatted: Font: Italic
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen. Formatted: Font: Italic
Field Code Changed
Formatted ...
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content. Formatted ...
Formatted ...
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards Formatted ...
social context interactions.
Commented [FP7]: Insert: in stories listened to,
Commented [FP8]: Recognize common action words in ...
Formatted ...
WEEK LC OL PA G V Formatted ...
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development Formatted ...
EN1OL-IIIa-j- 1.1
Formatted ...
Listen to short stories/poemsand EN1OL-IVva-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 Formatted ...
note important details using appropriate local non-rhyming words EN1G-IVa-e-3.4 into basic categories (colors, Formatted ...
pertaining to terminologies with ease and Recognize common action shapes, foods, etc)
character confidence EN1PA-IVc-e-2.4 words inretelling, Formatted ...
setting Week 1-2 Supply rhyming words in conversation, etc.stories Formatted ...
events EN1OL-IVva-jb-1.3.1 response to spoken words listened to
Formatted ...
Give the correct sequence of Talk about stories heard
three events Weeks 1-5 Formatted ...
Infer the character feelings and  when and where it Formatted ...
traits took place
Identify cause and/or effect of  the characters and Formatted ...
events some important details Formatted ...
Identify the speaker in the of the story
Formatted ...
story or poem
1-5 Predict possible ending of a Weeks 1-10, 3rd and Formatted ...
story read. 4th Q Formatted ...
Relate story events to one’s 
experience EN1OL-IVva-jb-1.2.9 Formatted ...
Discuss, illustrate, dramatize Participate in some sharing Formatted ...
specific events activities Formatted ...
Identify the problem and  News sharing
solution  Show and tell Formatted ...
Retell a story listened to  “I Spy” games Formatted ...
 Recite rhymes, poem
Formatted ...
Additional Competencies for Q4
Formatted ...
Formatted ...
Weeks 1-5
Formatted ...
Listen to narrative and informational text Weeks 1-10, 3rd and 4th Formatted ...
or poem and Q
Field Code Changed ...
Learning Competencies Formatted: Space After: 0 pt, Line spacing: single
WEEK LC OL PA G V Formatted: Space After: 0 pt, Line spacing: single
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development Formatted: Space After: 0 pt, Line spacing: single
EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
Formatted: None, Right: 0", Space Before: 0 pt, Don't
Week 1-10 Ask simple questions Adjectives Give the meaning of words using
keep with next, Don't keep lines together
EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
. Follow one-to-two step people, objects, things and movements, etc.) Commented [FP9]: Delete (ok na)
EN1LC-IVa-j-2.1 directions places (color, shape, size, Formatted: Not Highlight
1. Note important details EN1OL-IVi-j-1.17.1 height, weight, length, distance,
EN1LC- IVa-j-IVb-3.12 Give one-to-two step directions etc.) Formatted: Space After: 0 pt, Line spacing: single,
Pattern: Clear (Background 1)
2. Give one’s reaction to an event
or issues Commented [FP10]: change to descriibing words for people, ...
EN1LC- IVa-j-IVc-2.8
Formatted: Filipino, Not Highlight
3. Infer important details
EN1LC- IVa-j-IVd-2.7 Formatted: Space After: 0 pt, Line spacing: single
Sequence events when Formatted ...
appropriate
Formatted ...
EN1LC- IVa-j-IVe-1.13.2.1
6- 4. Listen and respond through Formatted ...
1010 discussions, illustrations, songs, Formatted ...
dramatization and art.
Formatted ...
Formatted ...
Weeks 1-5
Formatted ...
NOTE: These listening
comprehension skills are Formatted ...
developed throughout the 5 Formatted: Font: (Default) Tahoma, 9 pt
weeks. Quarter)
Formatted ...
Formatted: Not Highlight
Formatted: Space After: 0 pt, Line spacing: single
Formatted ...
Formatted ...
Formatted: Font: (Default) Tahoma, 9 pt, Filipino
Formatted ...
Formatted ...
Formatted ...
Field Code Changed
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) Formatted: None, Right: 0", Space Before: 0 pt, After: 0
pt, Line spacing: single, Don't keep with next, Don't keep
lines together
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary Formatted: Space After: 0 pt, Line spacing: single
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development Formatted: Space After: 0 pt, Line spacing: single
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 Commented [FP11]: Put in week 1 to 5 (ok na)
1-5 oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a Formatted: Font: Italic
family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
Field Code Changed
WEEK LC PA BPK AK V Formatted: None, Right: 0", Space Before: 0 pt, After: 0
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary pt, Line spacing: single, Don't keep with next, Don't keep
Comprehension Awareness Knowledge Knowledge Development lines together
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g. Formatted: Space After: 0 pt, Line spacing: single
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 (for Quarter 1 to environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other 4) speech) to part of book 1.4 and numbers in retelling and
personal (e.g. cover, title Recognize both Mother show and tell)
information a. Note EN2PA-Id-e- page, etc.) book simple Tongue and Commented [FP12]: Put in week 1 to 5
important 1.2 orientation sentences English
Formatted: Font color: Auto
EN2OL-Ih-j- details Discriminate  EN2G-Id-e-
1.3.2 pertaining to sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s a. character background of Recognize proper Recognize Differentiate
environment b. settings other sounds eye movement different English words
(e.g. persons, c. events skills (transfer kinds of from other
animals, places, Give the skills) sentences languages Formatted: Font: (Default) Tahoma, 9 pt
things, events, correct  left to right (declarative, spoken at home
Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
etc.) sequence of  top to interrogative and in school
single
three events bottom )
Infer the  return sweep EN2VD-Id-e-1 Formatted: Font: (Default) Tahoma, 9 pt, Not Bold, Font
character Identify the color: Auto, Filipino
feelings and English Formatted: Font: (Default) Tahoma, 9 pt
traits equivalent of
Formatted: Font: (Default) Tahoma, 9 pt, Not Bold, Font
b. Identify cause words in the color: Auto, Filipino
and/or effect Mother Tongue
of events or in Filipino Formatted: Font: (Default) Tahoma, 9 pt
c. Identify the Formatted: Space After: 0 pt, Line spacing: single
speaker in the
story or poem
Predict Formatted: Font: (Default) Tahoma, 9 pt, English
possible (Philippines)
ending of a
story read
d. Relate story Formatted: Font: (Default) Tahoma, 9 pt
events to
one’s Formatted: Font: (Default) Tahoma, 9 pt, English
experience (Philippines)
Discuss, Formatted: Font: (Default) Tahoma, 9 pt, English
illustrate, (Philippines)
dramatize
specific
events Formatted: Font: Italic
Identify the Field Code Changed
OL G A SS
problem and Formatted: Space After: 0 pt, Line spacing: single
solution
Retell a story Formatted: Font: (Default) Tahoma, 9 pt, English
listened to (Philippines)
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
Relate
information and
events in a
selection to life
experiences and
vice versa

Field Code Changed
OL G A SS
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 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: None, Space Before: 0 pt, After: 0 pt, Line
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share spacing: single, Don't keep with next, Don't keep lines
together
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, community, and show etc. role playing, Formatted: Space After: 0 pt, Line spacing: single
expressions, age-appropriate Distinguish Recognize the Identify letters in things and places concepts such as reporting, Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: None, Space Before: 0 pt, After: 0 pt, Line
spacing: single, Don't keep with next, Don't keep lines
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
together
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 Formatted: Space After: 0 pt, Line spacing: single
query and directions with Supply words orientation pictures, realia English Formatted: Space After: 0 pt, Line spacing: single
clarification) picture cues that rhyme with and other ICT-
6-10 given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01 Commented [FP13]: Put in week 6 to 10 ( ok na)
EN2LC-Ih-1.1 Recognize proper Differentiate Formatted: Space After: 0 pt, Line spacing: single
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 sweep Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino

Field Code Changed
nd Formatted: None, Space Before: 0 pt, After: 0 pt, Line

2 Quarter (Continuation of Oracy) spacing: single, Don't keep with next, Don't keep lines
together, Pattern: Clear (Yellow)
Learning Competencies Formatted: Not Highlight
WEEK LC PA BPK AK V Formatted: Space After: 0 pt, Line spacing: single
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy Formatted: Pattern: Clear (Yellow)
Comprehension Awareness Knowledge Knowledge Development
EN1OL-IIa-e- EN2LC-IIa-b- EN2PA-IIa-1.1 EN2BPK-IIa-3 EN2AK-IIa-b-1 EN1G-IIa-e-3 EN1V-IIa-3 EN2G-IIa-e- EN2OL-IIa-e- Formatted: Font: Not Bold, Font color: Auto
1.3 2.2 Classify/categoriz Recognize Read the Verbs Sort and classify 7.4 1.2 Formatted: Font color: Auto
Talk about Identify and e sounds heard environmental alphabets of familiar words Perform Engage in a
oneself and one’s discuss the (animals, print English EN1G-IIa-e- into basic dialogues, variety of ways Formatted: Space After: 0 pt, Line spacing: single,
Pattern: Clear (Yellow)
family elements of a mechanical, 3.4 categories drama, mock to share
story (theme, objects, musical EN2BPK-IIb-c- EN2AK-IIc-e-2 Recognize (colors, shapes, interview, TV talk information (e.g. Formatted: Space After: 0 pt, Line spacing: single
 EN1OL-IIa- setting, instruments, 4 Identify letters in common action foods, etc.) show etc. role playing, Formatted: Space After: 0 pt, Line spacing: single
b-1.3.3 characters, and environment, Recognize the English that are words in reporting,
Talk about events) speech) common terms in not present in retelling, EN1V-IIb-c- summarizing, Formatted: Filipino
one’s English relating MotherTongue/Fil conversation, etc. 12.1 retelling and Formatted: Not Highlight
activities/res EN2OL-IIa-j- EN2PA-IIc-d- to part of book ipino and vice- Determine the show and tell)
Formatted: Filipino
ponsibilities 1.1 1.2 Discriminate (e.g. cover, title versa meaning of
athome and Listen to a sounds from a page, etc.) Identify the words using clues Formatted: Indent: Left: 0", Hanging: 0.19", Space After:
in school variety of media background of bookorientation name and sound (Total Physical 0 pt, Line spacing: single, Numbered + Level: 1 +
and including books, other sounds of each Response Numbering Style: a, b, c, … + Start at: 1 + Alignment: Left
+ Aligned at: 0.19" + Indent at: 0.44"
community audiotapes EN2BPK-IId-e- consonant through realia,
 EN1OL-IIc- videos and other EN2PA-IIe- 5 pictures, body Formatted: Font: Bold, Font color: Red, English
1-5 d-1.3.4 age-appropriate 1.2.1 Recognize Recognize proper EN2AK-IIa-eic- movements, Formatted: Space After: 0 pt, Line spacing: single
Talk about publications and same/different eye movement 3 context clues
topics of Note sounds skills (transfer Give the etc.) Formatted: Font: Bold, Font color: Red, English
(Philippines), Superscript
interest important skills) beginning letter
(likes and details NOTE: These  left to right of the name of EN1V-IId-e-6 Formatted: Font: Bold, Font color: Red, English
dislikes) pertaining to were taken up in  top to each picture. Derive meaning Formatted: Font color: Red
a. character MT, Fil,and 1st Q bottom from repetitive
b. settings of Gr. 2. There is  return sweep Note: Vocabulary language Formatted ...
c. events no need to development structures Formatted: Font: Bold, Font color: Red
Give the introduce the should be stressed.
Formatted: Font: Bold, Font color: Red, Filipino
correct highlighted skills
sequence of in Gr 2, 2ndQ Weeks 1-5 Formatted ...
three events Formatted: Font: Bold, Font color: Red, English
Infer the
character Formatted: Font: Bold, Font color: Red
feelings and Formatted: Font: Italic
traits
Identify cause
Field Code Changed
OL G A SS
Oral Language Grammar Attitude Study Strategy Formatted: Space After: 0 pt, Line spacing: single
and/or effect
of events
Identify the
speaker in the
story or poem
Predict
possible
ending of a
story read
Relate story
events to
one’s
experience
Discuss,
illustrate,
dramatize
specific
events
Identify the
problem and
solution
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
Field Code Changed
OL G A SS
Oral Language Grammar Attitude Study Strategy Formatted: Space After: 0 pt, Line spacing: single
EN2LC-IIf-g- EN2BPK-IIf-3 EN2AK-IIf-1 EN2V-IIf-g-3 EN2G-IIf-j-7.4 EN2OL-IIf-j- Formatted: Not Highlight
EN2OL-IIf- 2.2 EN2PA-IIf-2.3 Recognize Read the EN2G-IIf-j-5 Sort and classify Perform 1.2
Formatted: None, Right: 0", Space Before: 0 pt, After: 0
1.17.2 Identify and Distinguish environmental alphabets of Adjectives familiar words dialogues, Engage in a
pt, Line spacing: single, Don't keep with next, Don't keep
Ask simple discuss the rhyming words print English into basic drama, mock variety of ways lines together
questions elements of a from non- EN2G-IIf-j-5.1 categories interview, TV talk to share
story (theme, rhyming words EN2BPK-IIg-h- EN2AK-Iif-jg-2 Recognize (colors, shapes, show etc. information (e.g. Formatted: Space After: 0 pt, Line spacing: single
EN2LC-IIg-3.6 setting, 4 Identify letters in descriptions of foods, etc.) role playing, Formatted: Space After: 0 pt, Line spacing: single
Follow one-to- characters, and EN2PA-IIg-h- Recognize the English that are people, objects, reporting,
two step events) 2.4 common terms in not present in things and places EN2V-IIh-i- summarizing,
directions Supply words English relating Mother (color, shape, 12.1 Determine retelling and Formatted: Not Highlight
EN2LC-IIh-i- that rhyme with to part of book Tongue/Filipino size, height, the meaning of show and tell) Formatted: Space After: 0 pt, Line spacing: single
EN2OL-IIh- 2.1 given words (e.g. cover, title and vice-versa weight, length, words using
1.17.1 Formatted: Font: Not Bold
Ask and answer page, etc.) book distance, etc.) clues (Total
Give one-to-two simple questions EN2PA-IIi-j- orientation Weeks 6-10 Physical Formatted: Font: Bold
step directions (who, what, 2.4 Response Formatted: Filipino, Not Highlight
where, when, Supply rhyming EN2BPK-IIi-j-5 through
EN2OL-IIi-j- why, and how) words in Recognize proper pictures, body Formatted: Not Highlight
6-10 1.6 about text response to eye movement movements, Formatted: Filipino, Not Highlight
Recite listened to spoken words skills (transfer etc)1
memorized skills) Determine the
verses, short EN2LC-IIj-2.5  left to right meaning of Formatted: Space After: 0 pt, Line spacing: single
poems, and Validate ideas  top to words using clues Formatted: Font color: Auto
rhymes made after bottom (Total Physical
listening to a  return sweep Response
story through realia,
pictures, body
movements,
context clues etc.
EN2V-IIj-6
Derive meaning
from repetitive
language
structures

Field Code Changed
(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.

Field Code Changed
Formatted ...
Formatted Table ...
Formatted ...
Formatted ...
rd Formatted ...
3 Quarter – Beginning Reading and Writing
Formatted ...
OL LCListenin RC WC PA BPK AK PWR VVocabular SS

Formatted ...
WEEK g Reading Writing/ Phonologic Book and Phonics F S G y A
Oral Alphabet Study Formatted ...
Language
Comprehen Comprehen Compositio al Print
Knowledge
and Word Fluency Spelling Grammar Developme Attitude Strategy
sion sion n Awareness Knowledge Recognition nt Formatted ...
EN2LC- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN 2F- Spell one- EN2G- EN2V- EN2A- EN2SS-
Formatted
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-b-1.1 IIIa-b- to- two IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1 ...
Talk about Use an they will Participate Produce Discuss the Give the 2.11 syllable Sentences 13.1 Participate/ Follow Formatted ...
texts understandi read should in speech illustrations beginning Read aloud common Give the engage in a instructions
Formatted ...
identifying ng of be generating sounds on the sound ando phrases, words with EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and 0f each sentences consonant IIIa-1.1 words used of texts Formatted ...
points and incidents depednding through and letter predict letter and stories blends Distinguish in stories (e.g.
key themes and on the PWR prewriting names) what the consonant consisting (e.g.bl, tr, sentences presented poetry, Formatted ...
settings to lesson.) activities story may (m,s, f, t, of short e st) and from non- through repetitive Formatted ...
EN2OL- make EN2PA- beabout. h) words w consonant sentences real text)
IIIc-d-1.2 predictions Show IIIf-h-6.3 diagraphs objects, Formatted ...
Participate understandi Produce EN2BPK- (e.g.th, sh, EN2G- illustrations Formatted
)Week ...
in choral EN2OL- ng of a the sounds IIIa-b-4 ck) IIIb-1.3 ,
1name of
speaking IIIa-j-1.1 story of English Identify the Use demonstrati Formatted ...
the pictures
and echo Listen to a listened to letters common different on and
/objects Formatted ...
reading of variety of through the using the terms in kinds of context
short media following letter English sentences: clues. Formatted ...
poems, including writing sounds of relating to declarative
rhymes and books, activities: Mother part of EN2AK- (telling) Formatted ...
1-3 stories with audiotapes (Quarter 3 Tongue as book (e.g. IIIb-1.2 and EN2V- Formatted ...
repeated videos and and 4) reference cover, title Give the interrogativ IIIca-13.1
patterns other age- EN2WC- page, etc.) beginning e(asking) Recognize Formatted ...
and appropriate IIIb-1.9 sound o 0f that some Formatted ...
refrains in publications a. Writing each EN2G- words
English and a phrase Discuss the consonant IIIc-1.6 mean the Formatted ...
Note orsenten illustrations (c, r, n,b, Recognize same
Formatted ...
importan ceabout on the g, p) punctuation (synonyms)
t details an cover and marks Formatted ...
pertainin illustrati predict EN2AK- (period, Wk 3
IIIc-1.2 Formatted ...
g to on what the question EN2V-
a. EN2WC- story may Week 2 mark) IIIc-d- Formatted ...
characte IIIc-1.10 beabout. Give the 13.2
r Wk 1 beginning Recognize Formatted ...
b. Completi
b. settings nga Lost EN2BPK- sound o 0f EN2G- that some Formatted
each ...
c. events and IIIb-2 IIId-f-2 ; words have
Give the Found Identify consonant EN2G- opposite Formatted ...
correct Poster title, author (d, j, w, v, IIIe-f-2 ; meaning Formatted ...
sequenc EN2WC- and book z, y) Nouns (antonyms)
e of IIIc-1.11 illustrator Week 3 Give Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted Table ...

Formatted ...
Language
Knowledge
three c. Filling in and tell naming EN2V-
Formatted ...
events blanks in what they EN2AK- words for IIIa-20
Infer the a letter do IIIa-cc-d- persons, Give the Formatted ...
characte EN2WC- 1.2 places, meaning of
Formatted ...
r feelings IIIc-1.12 Name the things short e
and d. Drawing pictures words Formatted ...
traits and that begin EN2G-
Identify its name IIId-2.4 Formatted ...
writing
cause some with a Use Formatted ...
and/or words particular common
effect of on a consonant nouns in Formatted ...
events birthday Weeks simple Formatted
Identify 1-3 sentences ...
card
the EN2WC- Formatted ...
speaker IIIc-1.13 EN2AK- EN2G-
Formatted ...
in the e. Writing IIIa-cc-4 IIIf-9.2
story or some Give the Use the use Formatted ...
poem words bbeginning of a/an +
Predict consonant noun Formatted ...
about a
possible characte sound of Formatted ...
ending r the name EN2G-
of a of each IIIg-h-3 Formatted ...
story picture. Verbs Formatted ...
read Weeks 1-
Relate 3 EN2G- Formatted ...
story IIIg-3.1
Formatted ...
events Identify
to one’s action Formatted ...
experien words
Formatted ...
ce
Discuss, EN2G- Formatted ...
illustrate IIIh-3.4
, Use Formatted ...
dramatiz common Formatted ...
e action
specific words in Formatted ...
events retelling, Formatted
Identify conversatio ...
the ns, etc. Formatted ...
problem
Formatted ...
and
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Retell a
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Formatted ...
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WEEK g Reading Writing/ Phonologic Book and Phonics F S G y A Formatted: Space After: 0 pt, Line spacing: single
Oral Alphabet Study
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Formatted: Font: 8 pt, Not Highlight
EN2PW-
Formatted: Font: 8 pt, Not Highlight
IIIc-d-3
EN2PW- Formatted: Font: 8 pt, Filipino, Not Highlight
IIIc-7
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IIIc-7.1 Formatted: Font: Italic
Field Code Changed
Formatted ...
Formatted Table ...

Formatted ...
Language
Knowledge
Formatted ...
Formatted ...
EN2PW-
Formatted ...
IIIc-10
EN2PW- Formatted ...
IIIc-11
Formatted ...
IIIc-12
1. 8 Formatted ...
-10t Formatted ...
2. t
Formatted ...
EN2OL- EN2RC- EN2PA- EN2PW- EN2F- EN2S- EN2G- EN2V- Formatted
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respond to Note details the sounds withshort e Read aloud with short Give meaning of
Formatted ...
texts to in of English sound in phrases, e sound in naming short e
clarify sentences letters CVC sentences CVC words for words Formatted ...
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Weeks 4-6 accuracy with short e Use
EN2RC- EN2PA- Read some and proper and a common Formatted ...
IIId-e-2.4 IIIf-h-6.3 the sight expression sound in nouns in
Formatted ...
4-6 Produce words CVC simple
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the basic of English EN2PW- (see PWR) EN2G-
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relevant sounds of picture with noun Formatted ...
predictions Mother its Formatted ...
about Tongue as and sight
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Formatted ...
EN2RC- Weeks 4-6
IIIf-h- EN2PW- Formatted ...
2.17 IIId-fc-10
Formatted ...
Answer Read short
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Formatted ...
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Formatted ...
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Formatted ...
Oral Alphabet Study
Language
Knowledge
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Formatted: Font: 8 pt, Filipino, Not Highlight
ng before, words and
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after words
reading Wk 4-6 Formatted: Font: 8 pt, Filipino
IIIg-hc-
11 Formatted ...
Read short Formatted: Left, Space After: 0 pt, Line spacing: single
phrases
and Formatted: Font: 8 pt, Not Highlight
sentences
Formatted: Font: 8 pt, Filipino, Not Highlight
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the sight
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Weeks 7 Formatted: Font: 8 pt

Formatted: Font: 8 pt, Filipino
EN2PW-
IIIi-jc-12 Formatted: Left, Space After: 0 pt, Line spacing: single
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short story ...
consisting Formatted: Font: 8 pt
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words.
(Weeks 9- Formatted Table
10 Formatted: Font: 8 pt, Filipino
EN2OL- EN2LC- EN2G- Formatted: Space After: 0 pt, Line spacing: single
IIIg-1.16; IIIh-3.1 IIIg-h-3 Formatted: Font: 8 pt, Filipino
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IIIh-j-1.6 EN2LC-
Field Code Changed
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Knowledge
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Line spacing: single
4th Quarter (Beginning Reading and Writing)
Learning Competencies Formatted Table
OL LCListenin RC WC PA BPK AK PWR VVocabular SS Formatted: Font: Italic

WEEK g Reading Writing/ Phono Book and Phonics F S G A
Oral Alphabet y Develop Study Formatted: Font: Italic
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Formatted Table ...

Formatted ...
Oral Alphabet y Develop Study Formatted ...
Language
Knowledge
Attitude Strategy
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Formatted
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Formatted ...
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pattern
EN2WC- (see PWR) Formatted ...
EN2OL- EN2LC- EN2RC- EN1PA- EN2G- EN2SS-
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4 repeated Formatted ...
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patterns illustrations the short e Formatted
and ...
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5 texts to to make make and letters IVd-14
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Formatted ...
Formatted ...
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Formatted ...
Formatted ...
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personal after Tongue as short a, e Line spacing: single
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IVd-e-
10.1-11.1 Formatted: Space After: 0 pt, Line spacing: single
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Formatted: Font: 8 pt, Not Bold, Filipino
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EN2OL- EN2PW- EN2F-IVf-
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Formatted ...
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Field Code Changed
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Formatted Table ...
Learning Competencies Commented [FP16]: What do these mean?(ok na)

Formatted ...
Language
Knowledge
Attitude Strategy
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listened to EN2PW- short e, a, occurringpr
IVg-h-2.8 and i words eposition Formatted ...
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speed, above,
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Formatted ...
Differentiat expression
EN2OL- EN2LC- e and read EN2V- EN2SS- Formatted ...
IVh-j- IVh- correctly IVh-j-22 IVh-
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sounds. Formatted ...
EN2LC- EN2PW- Formatted ...
IVi-j- IVi-14.1 EN2G-
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Formatted ...
reenact pictures
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Describe Formatted ...
story and i
words. people, Formatted ...
EN2OL- objects,
things and Formatted ...
9 IIa-j-1.1 EN2PW-
Listen to a IVi- places Formatted ...
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simple Formatted ...
media Read
including phrases, adjectives
Formatted ...
books, short (color,
audiotapes sentences shape, size, Formatted ...
videos and and short height,
Formatted ...
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publications of short e, distance,
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Note words and Formatted ...
Formatted ...
WEEK g Reading Writing/ Phono Book and Phonics F S G A Formatted: Space After: 0 pt, Line spacing: single
Oral Alphabet y Develop Study
Language
Knowledge
Attitude Strategy Formatted Table
hension hension sition Awareness Knowledge Recognition
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nt What and
details Where
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ng to about them Formatted: Font: 8 pt, Filipino
a. EN2PW-
charact Formatted: Font: 8 pt, Not Bold, Filipino
IVj-15.2
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b. syllable
settings words Formatted: Space After: 0 pt, Line spacing: single
c. consisting Formatted: Space After: 0 pt, Line spacing: single
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Give e and i Formatted: Left, Space After: 0 pt, Line spacing: single
the words Formatted: Font: 8 pt, Filipino
correct (pigpen,
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ce of .)
three
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Infer IVj-2.8
the Match the Formatted: Font: 8 pt
charact 2-syllable Formatted: Font: 8 pt, Filipino
er words with
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10 traits
Identify EN2PW- Formatted: Space After: 0 pt, Line spacing: single
cause IVj-18
and/or Write
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of the 2-
events syllable Formatted: Font: 8 pt
Identify words that Formatted: Font: 8 pt, Filipino
the name the
speaker pictures Formatted: Font: 8 pt
in the Formatted: Font: 8 pt, Filipino
story or EN2PW-
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Predict 10.1.2-
possible Read
ending phrases, Formatted: Font: 8 pt
of a sentences
story Formatted: Font: Italic
and short
read stories Formatted: Font: Italic
Relate consisting
Field Code Changed
Formatted ...
Formatted Table ...

Formatted ...
Language
Knowledge
Attitude Strategy
story of two
Formatted ...
events syllable
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experie the
Formatted ...
nce questions
Discuss about Formatted ...
, them.
illustrat Formatted ...
e, Formatted ...
dramati
ze Formatted ...
specific Formatted
events ...
Identify Formatted ...
the
Formatted ...
proble
m and Formatted ...
solution
Retell a Formatted ...
story Formatted ...
listened
to Formatted ...
Formatted ...
Formatted ...
EN2LC- EN2LC- N2RC- EN2WC- EN2OL- EN2BPK- EN2PW- EN2F- EN2PW- EN2G-IVa- EN2V-IVa- EN2A- EN2SS-
IVa-b-2.4 IVa- IVa-c- IVa-b- IVa-c-1 IVa-4 IVa-h-4 f- 21 IVa-e-1 Formatted ...
IVa-b-3.3 IVa-b- IVa-
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texts ing of text during generating common CVC sentences syllable short a in a ...
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consisting b-
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points and 4.2.1Use Weeks 1-5
settings to EN2RC- activities spoken part of of short a blends (e.g.
key themes personal EN2V-IVa- Formatted ...
make IVc-3.1.3  EN2WC- sentences book (e.g. EN2PW- words and (e.g.bl, tr, poetry,
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EN2OL- in English some sight Formatted ...
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IVc-d- Give the into words with Weeks 1-
EN2LC- torming book pictures diagraphs meaning of Formatted ...
1.2Particip sequence appropriate he, she, it, 2
IVc-d-  EN2WC- individual orientation with short (e.g.th, sh,
ate in of three speed, we, they) Formatted ...
2.5Use an IVb- words a words. ck) 2-syllable
choral accuracy in Interpret
understand events in 1.2webbi Weeks 1-3) Spell words words with Formatted ...
speaking dialogues simple
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charactersa IVc- IVc-d-6.2; Differentiat Weeks 1-5 places, Formatted ...
short sound in
nd settings EN2RC- 1.3drawi Produce e and read EN2G-IVc-
poems, CVC signs and Formatted
d-4.2.3Use ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Commented [FP17]: Transfer this to study skills (tama study ...
Formatted ...
rhymes and to validate IVd- ng speech correctly Weeks 1-4 pattern demonstrativ symbols Formatted ...
stories with predictions 2.8Infer/ sounds the short e e pronouns
repeated predict EN2WC- (sounds and a (see PWR) (this/that, Weeks 3-4 Formatted ...
patterns EN2LC- outcomes IVd-g- and letter words these/ those) EN2SS-
Formatted ...
and IVe-f- 1.6Express names) (pan- pen, IVh-
refrains in 2.4Use EN2RC- idea man-men, 1.2Interpr Formatted ...
English personal IVe- through EN2PA- tan-iten EN2S- EN2G-IIIi- et Formatted ...
experience 2.16Use illustrations IVe-f- etc.) IVa-3 j-5 ;
s to make or 6.3Produce Week 4 pictograph
clues to Spell words Adjectives Formatted ...
predictions storyboard the sounds EN2PW- s
EN2OL- make and with short
about text of English IVd-14 Formatted ...
IVe- e, a and i
viewed and justify letters Write the
1.1Listen sound in Formatted ...
listenedto predictions using the names of EN2G-IIIi-
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before, letter pictures j-5.1 Formatted ...
respond to pattern
sounds of with the Describe
texts to during and (see PWR) Formatted ...
Mother short a, e people,
clarify after Weeks 1-5
Tongue as words. objects, Formatted
meanings reading ...
reference Weeks 4 things and
heard while Formatted
(titles, EN2PW- places using ...
drawingon
pictures, Ivc-10.1- simple Formatted
personal ...
11.1 adjectives
experience
Read (color, Formatted ...
s
shape, size,
phrases, Formatted ...
height,
short weight, Formatted ...
sentences length,
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stories Formatted ...
consisting
EN2G-IVg- Formatted ...
of short e
h-7 Formatted
and a ...
Preposition
words and s Formatted ...
the Who, EN2G-IVg-
Formatted ...
What and i-7.3Use the
Where most Formatted ...
questions frequently
occurringpre Formatted ...
about them
position (e.g. Formatted ...
on, over,
Weeks 4--5 under, to, Formatted ...
from, above, Formatted
EN2PW- EN2S- ...
etc)
IVc-15 IVa-3.1 Formatted ...
Read 2- Spell 2-
syllable Formatted ...
syllable
words Formatted ...
consisting words with
of short e short e, a Formatted ...
and and i sound Formatted ...
a(basket,m in
agnet, .. .). Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Week 6 CVCpattern Formatted ...
EN2PW-
Ivc-16 (see PWR) Formatted ...
Read short Weeks 1- Formatted
i words in ...
5
CVC Formatted ...
pattern
Formatted ...
(pin, big, fit EN2F- Give the
. . .) IVa-4.1 meaning of Formatted ...
Weeks 7-8 Read short i
words Formatted ...
phrases,
EN2PW- Week7 Formatted ...
Ivc-2.8 sentences EN2V-Iva-
Match 22 Formatted ...
and stories
pictures Formatted
consisting ...
with short i Give the
words. of short e, Formatted ...
meaning of
Weeks 7-8 a, and i
Formatted ...
EN2PW- words and
IVc-17.2 2-syllable Formatted
some sight ...
Differentiat words with
words with short e , a Formatted ...
e and read
appropriate and i
correctly Formatted ...
the short e, speed, sounds.
a and i accuracy Weeks 8-10 Formatted ...
words and proper Formatted ...
(pan- pen- expression.
pin,bag- Formatted ...
beg-big) Weeks 6 Formatted
Week 8 ...
IVc-14.1
EN2F-Iva- Formatted ...
Write the
4.2
names of Formatted ...
Read
pictures
with the phrases, Formatted ...
short a, e Formatted
sentences ...
and i
words. and stories Formatted ...
Week 9 consisting Formatted ...
EN2PW- of 2-
IVc- Formatted ...
syllable
10.1.1-
short e, a, Formatted ...
11.1.1
Read and i words Formatted ...
phrases, and some
short Formatted ...
sight words
sentences with Formatted ...
and short appropriate
stories Formatted ...
speed,
consisting Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
of short e, accuracy
a and i and proper Formatted ...
words and expression Formatted ...
the Who,
What and Formatted ...
Weeks 7-
Where
10 Formatted ...
questions
about them Formatted ...
Week 9
Formatted ...
EN2PW-
IVc-15.2 Formatted ...
Read 2-
Formatted ...
syllable
words Formatted ...
consisting Formatted ...
of short a,
e and i Formatted ...
words Formatted ...
(pigpen,
Formatted ...
magnet . .
.) Formatted ...
Formatted ...
Week 10
IVc-2.8 Formatted ...
Match the
2-syllable Formatted ...
words with Formatted
the correct ...
pictures. Formatted ...
Week 10
Formatted ...
EN2PW-
IVc-18 Formatted ...
Write
correctly Formatted ...
the 2- Formatted ...
syllable
words that Formatted ...
name the Formatted ...
pictures
Week 10 Formatted ...
Formatted ...
EN2PW-
IVc- Formatted ...
10.1.2-
Formatted ...
11.1.2
Read Formatted ...
phrases,
Formatted ...
sentences
and short
stories
consisting
of two
syllable
words and Formatted: Font: 8 pt, Filipino
the Formatted: Font: 8 pt
questions Formatted: Font: 8 pt, Filipino
about
them. Formatted: Font: (Default) Tahoma
Formatted: Font: (Default) Tahoma
Week 10
EN2OL- EN2LC- Formatted: Space After: 0 pt, Line spacing: single
IVf-g- IVg- Formatted: Font: 8 pt
1.16Create 3.15Recog
and Formatted: Font: (Default) Tahoma, Filipino
nize the
participate
in oral difference Formatted: Font: (Default) Tahoma, Font color: Blue,
dramatic between
activities “made-up”
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Commented [FP21]: Add: Read words with short o and u ...
Formatted: Filipino
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st
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Grade Level Standards Formatted: Filipino, Not Highlight
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8 short stories Formatted ...
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9
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Formatted ...
WEEK
Language
Attitude Strategy
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at least 3 setting poems blends and EN3G-IIe-
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three step some one’s blends (-st, speed and consonant ng of authors and
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WEEK
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9
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Ask and of Use different Read Observe the Use descriptive Homographs etc. Formatted Table ...
respond to characters sources of sentences, use of capitalization adjectives (e.g., read- Formatted ...
questions EN3LC-IIIa- information in stories and punctuations rules in word read)
7 about j-2.16 reading poems including and sentence BEAM ENG3 DLP Formatted ...
64 Identifying
informational identify consisting of commas, level (e.g. Adjectives
Formatted ...
texts listened cause and Read simple long o words periods and proper and Formatted ...
to effect sentences And questions question common
(environment, EN3LC- and levelled about them marks to nouns, Formatted ...
health, how- IIIa-j-2.17 stories and EN3WC- EN3PWR- guide reading beginning Formatted ...
to’s, etc.) g. draw EN3RC- IIIh-2.4 IIIh-26.2 for fluency words in
Formatted ...
conclusions III0-2.2 Complete Read words sentences)
note patterned with long u Formatted ...
8 EN3LC-IIIe- details poems using sound (long a Formatted ...
f-2.4 regarding appropriate ending in e)
Propose character, rhyming Formatted ...
several setting words Formatted ...
EN3OL-IIIi- predictions and plot EN3PWR- Formatted ...
j-1.9 about EN3RC- IIIi-26.3 EN3V-IIIi-j-
Compare and texts/stories III0-2.10 Read words 13.7 Formatted ...
contrast listened to sequence with long a, i, Hyponyms- Formatted ...
information 3 events o, and u and type of (e.g.
9 heard EN3LC-IIIg- (Note: phrases, guava - type Formatted ...
h-3.15 different sentences of fruit) Formatted ...
Determine comprehension
and stories Formatted
skills may recur ...
whether a containing
in different Commented [FP31]:
story is quarters) these words.
realistic or EN3PWR- Formatted ...
fantasy IIIj-27
Formatted ...
Read
BEAM ENG3 DLP
69 Distinguishing sentences, Formatted ...
Real and Fantasy stories and Formatted ...
poems
10 EN3LC-IIIi- Formatted ...
consisting of
j-3.7 long u words Formatted ...
Identify and and questions
use the Formatted ...
about them
elements of Formatted ...
an EN3PWR- Formatted ...
K to 12 English Curriculum Guide December 2013 Page 56of 185 Commented [FP37]: delete
Formatted ...
PWR Formatted: Font: 9 pt
WEEK LC RC WC V
Listening Reading Writing/ Vocabulary Formatted: Font: 9 pt, Font color: Auto, Filipino
Recognition Formatted: Font: 9 pt
informational/ IIIj-15
Formatted: None, Space Before: 0 pt, After: 0 pt, Line
factual text Read 2-
spacing: single, Don't keep with next, Don't keep lines
heard syllable words together
(fireman)
with long Formatted: Font: 9 pt, Not Bold, Font color: Auto, Filipino
vowel sound Formatted: Font: 9 pt
BEAM ENG3 DLP Formatted: Font: 9 pt, Font color: Auto, Filipino
5 Identifying
Words with Initial Formatted: Font: 9 pt
Consonant Blends
Formatted: Font: 9 pt, Font color: Auto, Filipino
Formatted: Font: 9 pt, Not Bold, Font color: Auto, Filipino
Formatted Table

Field Code Changed
4 Quarter: Developing Reading and Writing

th
PWR
WEEK LC RC WC V Formatted: Space After: 0 pt, Line spacing: single
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy Formatted Table
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PW- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3AT- IVa EN3SS- IVa Formatted: Font: Not Bold, Italic, Font color: Auto
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
1 Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e Commented [FP39]: Should spell words that were introduced
information in use the simple story with vowel 3level texts that were correct favorite writtendirecti during word recognition
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and ons
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) Commented [FP40]:
show and tell, factual text the PWR digraphs and EN3SS- IVa-
radio heard lesson.) diphthongs EN3V-IVa-j- b -1.2.3 Formatted: Font: Not Bold, Italic, Font color: Auto, Filipino
2 play/podcast/ with at least 12.3 Interpret
broadcast/ EN3LC- IVb 95-100% Use clues simple maps
reporting/ -3.7.1 EN3RC-IVa- accuracy from the of places Formatted: Font: Not Bold, Font color: Auto, Filipino
poster Informational b-2.13 context to
presentations Reports Identify cause EN3PWR- EN3F-IVc-d- figure out EN3SS- IVc-
) (School and effect IVc-2 1.4 what words d-1.2.7
events, Match words, Read aloud mean Interpret a
EN3OL-IVa- sports, EN3RC- IVa phrases and from familiar pictograph
j-5 projects) –b-2.14 sentences prose and EN3V-IVa-j-
Engage in a Show containing poetry with 12.3
variety of EN3LC-IVc- understandin these words fluency, Determine
ways to share 3.7.2 g of a story with pictures appropriate what words
information Three-step bypresent ing rhythm, mean based
3 (e.g. role directions EN3PWR- pacing and on how they
them in
playing,) EN3LC- IVd through IVc-28 intonation are used in a
reporting, -3.7.3 dramatization Read stories sentence Formatted: Comment Text, Space After: 0 pt, Line
summarizing, Conversations , role playing containing EN3F-IVa-j- spacing: single
retelling and etc. these words 3.5.1
show and tell EN3LC-IVa- and other Read grade 3
(depending j-1.1 Read simple words level texts
on th e Activate prior consisting of Formatted: Font: Not Bold, Font color: Auto, Filipino
sentences previously
selection knowledge and levelled learned 2-syllable Commented [FP38]: Obj for the entire year
presented) based on new stories and EN3PWR- words with EN2S-IVd-f- EN3AT-IVd- Formatted: Comment Text, Space After: 0 pt, Line
knowledge EN3RC-I0- IVd-e-22 long vowel 5 f- 2.9 spacing: single
4 formed 2.2 and 29 sound with at Spell some Take part in
EN3OL-IVa- EN3LC-IVa- note Read words least 95- irregularly - creative Formatted: Font: Italic
j-3.2 j-2 details with vowel 100% spelled words responses to Formatted: Font: Italic
Field Code Changed
PWR
Recognition
Ask and Activate prior regarding digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
respond to knowledge character, and ee and said, please, preparing f -1.2.2
questions based on the setting phrases, EN3F-IVa-j- because) logs, journal Interpret
5 about stories to be and plot sentences 1.10.1 and other oral
simple
informational read. EN3RC-I0- and stories Read aloud presentations
texts listened Listen to a 2.10 containing from familiar tables Commented [FP41]: Transfer to study skills.
to variety of sequence these words. prose and EN1V-IVf-g- Formatted: Font color: Auto, Filipino
(environment, literary and 3 events EN2WC-IVf- EN3PW-IVf- poetry 13.6
(Note: Formatted: Font: Not Bold, Font color: Auto, Filipino
health, how- expository j-2.3 g-8 Consisting of Use
6 to’s, etc) texts different Make a card Read words Long vowel homonyms
EN3LC-IVa- comprehension for various with words with correctly
skills may recur
EN3OL-IV j-2.1 occasions voweldigraph fluency, (meat- meet,
in different
a-j-1.9 note quarters) (birthday, s oo(food), oa appropriate EN3S-IVg-i- EN3G-IVg-7 road, -rode) EN3AT-IVg- EN3SS- IVg- Formatted: Indent: Left: 0", Hanging: 0.12", Space After:
Compare and important Christmas, (road) rhythm, 2.5 Prepositions i-6 h -1.2.1 0 pt, Line spacing: single
contrast details EN3RC -IVc- New Year, pacing and Use EN3V-IVg-i- Take books Interpret a
information EN3LC-IVa- d-1.2 etc) EN3PWR- intonation capitalization EN3G-IVg- 9 from home to bar graphs
heard j-2.7 Interpret IVg-2 rules in word h-7.3 Use known school or
sequence simple maps Match words, EN2F-IVa-j- and sentence Use the most words to vice-versa for Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
at least 3 of unfamiliar phrases and 1.8 level (e.g. frequently perform independent / After: 0 pt, Line spacing: single
events places, signs sentences Read with proper and occurring artistic shared extra
using and symbols containing automaticity common prepositions(e theme-based reading
signal these words 100 2nd and nouns, .g. towards, activities(e.g.
words with pictures 3rd grade beginning beside,, into, interviews,
7 EN3LC-IVa- EN3RC - high- words in etc.) telephone
j-2.6 IVe-g-1.2 EN3PWR- frequency/ sentences) conversation,
retell Interpret IVg-28 sight words role-play, Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
some pictographs Read stories etc.) using After: 0 pt, Line spacing: single
partsof the EN3FL-IVa- common sight
containing
story j-1.11 words
EN3LC-IVa- these words Use
j-3.15 and other punctuations
differentiat words including Formatted: Indent: Left: 0.06", Hanging: 0.13", Space
e real previously commas, After: 0 pt, Line spacing: single
from learned periods and Formatted: Font: Not Bold, Font color: Auto, Filipino
make- question EN1V-Ih-i-
believe marks to 26 Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
EN2PW- EN3G-IVh-
EN3LC-IVa- guide reading Show After: 0 pt, Line spacing: single
IVh-i-6 5.6
j-2.8 EN3RC - Read words for fluency Give the understandin Formatted: Font: Italic
8
infer IVh-j-1.2 with vowel synonyms g of the
feelings Interpret diphthongs EN3F-IVi-j- and antonyms meaning of
Field Code Changed
PWR
Recognition
and traits simple graphs Oy (boy), oi 5 of common words with
of and tables (boil), ou Read poems adjectives vowel
characters (out) with fluency, diphthongs by
EN3LC-IVa- Ow (bow) appropriate using them in
j-2.16 rhythm,pacin correct Formatted: Filipino
identify EN3PWR- g and EN3G-IVi-j- sentences in
cause and IVi-2 intonation 5.2 correct
effect Match these Use the sentences Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
EN3LC-IVa- words with After: 0 pt, Line spacing: single
degrees of
j-2.17 the adjectives Formatted: Filipino
g. draw appropriate inmaking Formatted: Filipino, Not Highlight
conclusions pictures comparisons
(positive, Formatted: Not Highlight
EN3LC- IVe- comparative,
f-3.7. EN3PWR- superlative)
Personal IVi-21
9 Recounts Read phrases, EN3G-IVi-6
(anecdotes, sentences Adverbs
past and short
experiences) EN3G-IVi-j-
stories
6.1
EN3LC-IVg- consisting of
Recognize
h-3.7.5 thesewords adverbs of
Explanation and other manner
(life cycles, words
water cycle) previously
studied Formatted: Font: Not Bold, Font color: Blue
EN3LC-IVi-
j-3.5 EN1V-IVj-
EN3PWR- 27
Restate facts
IVj-22 Read word
from
Recognize with affixes
informational
and read Commented [FP42]: Change to: Read words with long a, i, o,
texts (climate
some and u and phrases, sentences and stories containing these words.
change,
irregularly (done)
10 children’s
spelled words
rights, traffic Commented [FP43]: Too early for this. Introduce words with
(e.g. such as long a, i, o, and u. (done)
safety, etc.)
enough,
through,
beautiful) Formatted: Font: Italic
Field Code Changed
GRADE 4
FIRST QUARTER
The learnerlistens 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.
Formatted: Don't add space between paragraphs of the
same style
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 using connected times
fable appropriate (synonym) to terms of its accuracy rate appropriate sentences
rate and voice find the setting of 95-100 grammatical
projection meaning of percent structures:
unfamiliar - Kinds of
EN4OL-Ia- words. nouns
1.14.2
1 Speak clearly BEAM ENG4 DLP
Module 2
using Using Synonyms
appropriate
pitch
EN4OL-Ia-
1.14.3
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
2 elements of a using clues narrative in grade level sentences using for clarity: times
myth appropriate (synonym) to terms of its frequently appropriate -capitalization Formatted: Font: Italic
rate and voice find the characters occurring grammatical -appropriate Formatted: Font: Italic
projection meaning of content area structures: punctuation
Field Code Changed
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
unfamiliar words -kinds of nouns marks
EN4OL-Ib- words.
1.14.2
Speak clearly
using
appropriate
pitch
EN4OL-Ib-
1.14.3
Speak clearly
with
appropriate
stress
EN4LC-Ic- EN4OL-Ic- EN4V-Ic-13.2 EN4RC-Ic- EN4F-Ic-4 EN4G-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 using -spelling
intonation meaning of theme occurring appropriate
unfamiliar content area grammatical
EN4OL-Ic- words. words structures:
1.14.5
Speak clearly BEAM ENG4 DLP -pluralization of
Module 2
with Using Antonyms
regular nouns
appropriate
juncture
3
EN4OL-Ic-
1.14.6
Speak clearly
with
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 Formatted: Font: Italic
4
Sequence a 1.14.4 Use context 2.1.4 Read with 2.3.1 1.8.3 Observe Field Code Changed
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
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 using -signal words
intonation meaning of plot occurring appropriate
unfamiliar (Conflict/ content area grammatical
EN4OL-Id- words. Problem words structures:
1.14.5 Reaction
Speak clearly Resolution/ -pluralization of
with Ending) regular nouns
appropriate
juncture
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
from stories directions (definition) to line poem in grade level sentences using line poem in colors, lines times
5 listened to find the terms of its frequently appropriate terms of its and shapes in
meaning of elements occurring grammatical elements
still images
unfamiliar (rhymes, sound content area structures:
words. devices) words -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 using for clarity colors, lines times
6 involving (definition) to terms of its frequently appropriate -spelling and shapes in
EN4LC-If-2.8 directions find the elements occurring grammatical
moving images Formatted: Font: Italic
Share meaning of (rhymes, sound content area structures:
inferences, unfamiliar devices) words Formatted: Font: Italic
thoughts and words. -noun phrases Field Code Changed
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
feelings based
on texts
listened to
EN4LC-Ig-2.8 EN4V-Ig-13.9 EN4RC-Ig- EN4F-Ig-1.6 EN4G-Ig- EN4WC-Ig- EN4VC-Ig- EN4A-Ig-16

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

Module 12
Using the Simple
Past Form of the
Verb
EN4LC-Ih-2.8 EN4V-Ih- EN4RC-Ih- EN4F-Ih-1.13 EN4G-Ih- EN4WC-Ih- EN4VC-Ih- EN4A-Ih-16
Share 13.10 2.9.1 Read grade 3.2.2 1.8.1 3.1.1 Observe
inferences, Use context Infer the theme level text with Compose clear Revise writing Tell the uses of politeness at all
thoughts and clues of literary text 98 words and coherent for clarity colors, lines times
feelings based (exemplification correct per sentences using and shapes in
8
on texts ) to find the minute appropriate
moving images
listened to meaning of grammatical
unfamiliar structures:
words. -past tense of
verbs
EN4LC-Ii-2.8 EN4V-Ii- EN4RC-Ii- EN4F-Ii-1.13 EN4G-Ii-3.2.1 EN4WC-Ii- EN4VC-Ii- EN4A-Ii-16
13.10 2.9.1 Read grade Compose clear 1.8.1 3.1.1 Observe
Share Use context Infer the level text with and coherent Revise writing Tell the uses of politeness at all
inferences, clues theme of 98 words sentences using for clarity colors, lines times
thoughts and (exemplification literary text correct per appropriate and shapes in
feelings based ) to find the minute grammatical
moving images
9 on texts meaning of structures:
listened to unfamiliar -present tense
words. of verbs
BEAM ENG4 DLP
Module 11 Formatted: Font: Italic
Using the Simple
Present Form of the Field Code Changed
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
Verb
EN4LC-Ij-2.8 EN4V-Ij- EN4RC-Ij- EN4F-Ij-1.13 EN4G-Ij-3.2.1 EN4WC-Ij- EN4VC-Ij- EN4A-Ij-5

13.10 2.9.1 Read grade Compose clear 2.2.2 3.1.1 Observe
Share Use context Infer the level text with and coherent Write a 3-4- Tell the uses of politeness at all
inferences, clues theme of 98 words sentences using line poem in colors, lines times
thoughts and (exemplification literary text correct per appropriate terms of its and shapes in
10
feelings based ) to find the minute grammatical elements
moving images
on texts meaning of structures:
listened to unfamiliar
words. -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 all
main idea and dictionaries based on text grade level materials using basic parts of a conventions 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 materials
words dictionaries and EN4G-IIa- EN4VC-IIa-
1
glossaries 2.3.1 3.1.1
regular nouns (colors, lines,
and EN4VC-IIa-
EN4G-IIa-3.9 3.1.2
verb agreement layout,
EN4VC-IIa- Formatted: Font: Italic
3.1.3 Formatted: Font: Italic
icons and
Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
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 appropriate and politeness at all
main idea and dictionaries main idea, grade level materials using graphic conventions times
supporting key frequently EN4SS-IIb- appropriate organizers for used in print,
details from sentences occurring 1.4 grammatical pre-writing non-print and
text heard and content area - Use structures: tasks digital materials
supporting words dictionaries and EN4VC-IIb-
details of a glossaries EN4G-IIb- 3.1.1
given 2.3.1 (colors, lines,
2
paragraph regular nouns EN4VC-IIb-
and 3.1.2
EN4G-IIb-3.9 layout,
verb agreement 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 all
main idea and thesaurus main idea, grade level materials using ideas to form conventions 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 materials
supporting words dictionaries and EN4G-IIc- EN4VC-IIc-
details of a glossaries 1.2.1.2 3.1.1
3 given - compound (colors, lines,
paragraph subject EN4VC-IIc-
EN4G-IIc-3.9 3.1.2
and verb layout,
agreement EN4VC-IIc-
3.1.3
icons and
images,
EN4VC-IIc- Formatted: Font: Italic
3.1.4 Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
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 appropriate of words using Make an automaticity from reference sentences Write a Tell the uses of politeness at all
graphic thesaurus outline from grade level materials using paragraph colors, lines times
organizers a selection frequently EN4SS-IId- appropriate showing and shapes
(to show read occurring 1.4 grammatical - time-order
sequence of content area - Use structures:
4
events) words dictionaries and EN4G-IId-
glossaries 1.2.1.2
- compound
subject
EN4G-IId-3.9
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 appropriate of words using Identify text- automaticity from reference sentences Write a Tell the uses of politeness at all
graphic online types according grade level materials using paragraph colors, lines times
organizers resources to purpose: frequently EN4SS-IIe- appropriate showing and shapes
(to describe) -To classify or occurring 1.4 grammatical - time-order
describe content area - Use structures:
-To recall a words dictionaries and
5
series of events glossaries -pronoun
-To explain EN4G-IIe-
4.4.1
(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 all
Identify rhymes poems/quotabl online figures of using using paragraph colors, lines times
and sound e lines with resources speech intonation appropriate showing and shapes
devices in ease and EN4RC-IIf- ,expression and grammatical enumeration
6
poems confidence 2.3.1 EN4F-IIf-1.1 structures:
Onomatopo punctuation -pronoun-
eia marks reference
EN4RC-IIf- agreement
2.3.2 EN4G-IIf- Formatted: Font: Italic
Assonance 4.4.1 Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4RC-IIf- (number/
2.3.3 EN4G-IIf-
alliteration) 4.4.2
gender) Formatted: Normal, Space After: 0 pt, Line spacing: single
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 all
Identify rhymes poems/quotabl online EN4RC-IIg- using using paragraph colors, lines times
and sound e lines with resources 2.3.4 intonation appropriate showing and shapes
devices in ease and simile ,expression and grammatical enumeration
poems confidence EN4RC-IIg- EN4F-IIg-1.7 structures:
2.3.5 punctuation -pronoun-
7
Metaphor marks reference
agreement
EN4RC-IIg- EN4G-IIg-
2.3.6 4.4.3
personificati case,
on 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 all
poems/quotabl online a news report using using news report colors, lines times
e lines with resources intonation appropriate and shapes
ease and ,expression and grammatical
confidence EN4F-IIh-1.7 structures:
punctuation -pronoun-
8 marks reference
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 all
poems/quotabl online a news report using using news report Tell the uses of times
e lines with resources intonation appropriate Formatted: Font: Italic
colors, lines
ease and ,expression and grammatical Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
confidence EN4F-IIi-1.7 structures: and shapes
marks reference
agreement
EN4G-IIi-
4.4.3
case
EN4G-IIi-
4.4.4
kind
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 all
poems/quotabl online a news report using using news report colors, lines times
e lines with resources intonation appropriate and shapes
ease and ,expression and grammatical
confidence EN4F-IIj-1.7 structures:
10 marks reference
agreement
EN4GS-IIj-
4.4.3
Case
EN4GS-IIj-
4.4.4
kind

Field Code Changed
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 cuesin oral details four level texts and coherent paragraph various types of politeness at all
fantasy public EN4V-IIIa- using sentences showing viewing times
announcements 13.2 intonation using
Antonym ,expression and appropriate - time-order Materials
1
Use context punctuation grammatical
clues (synonym marks structures:
and antonym)
to find the -Coordinate
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 cuesin oral of meaning in text-types four level texts catalog to and coherent paragraph various types of politeness at all
fantasy public words according to using locate sentences showing viewing times
2 announcements structure intonation resources using
-Enumeration ,expression and appropriate - time-order Materials
punctuation grammatical
marks structures:
-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 Formatted: Font: Italic
3 Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe Formatted: Font: Italic
Use indirect cuesin oral content specific text-types four level texts information and coherent paragraph various types of politeness at all
Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
speech to public words according to using from sentences showing viewing times
clarify the announcements -General structure intonation Dictionaries using
speaker’s ideas EN4V-IIIc- -Time-order ,expression and appropriate -time order Materials
20.1 (sequence, punctuation grammatical
denotation recounts, marks structures:
EN4V-IIIc- process) -order of
20.2 adjectives
Connotation
EN4LC-IIId- EN4OL-IIId- Identify EN4RC-IIId- EN4F-IIId- EN4SS-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 cuesin oral content specific text-types four level texts information and coherent paragraph various types of politeness at all
clarify the public words according to using from sentences showing viewing times
speaker’s ideas announcements (Mathematics) structure intonation dictionaries using
enumeration Materials
4 EN4V-IIId- ,expression and appropriate
20.1 -Cause and punctuation grammatical
denotation effect marks structures:
EN4V-IIId- -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--

1.14 different 4.4 1.7 1.4 7.5 2.8.3 1.6/2.6 16
Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Observe
cuesin oral content specific text-types four level texts information and coherent paragraph Identify the politeness at all
public words according to using from sentences showing visual elements times
announcements (Mathematics) structure intonation Glossaries using used in a
enumeration
5 EN4V-IIIe- -Problem and ,expression and appropriate print/non-print
20.1 solution punctuation grammatical materials
denotation marks structures:
EN4V-IIIe- -simple and
20.2 compound
Connotation 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
cuesin oral content specific text-types using information and coherent paragraph visual elements politeness at all
6
public words according to intonation from sentences essay on waste used in a times
announcements (Content – structure ,expression and Indices using segregation print/non-print
Science) -Comparison punctuation appropriate materials Formatted: Font: Italic
EN4V-IIIf- and contrast marks grammatical Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
20.1 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 particular Write a one- Identify the Observe
cuesin oral content specific generalizati four level texts information kind of paragraph visual elements politeness at all
public words ons using from sentence for a essay on waste used in a times
announcements (Science) intonation indices specific segregation print/non-print
7
EN4V-IIIg- ,expression and purpose materials
20.1 punctuation -asking
denotation marks permission
EN4V-IIIg-
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 particular Write a one- Make Observe
cuesin oral content specific generalizations four level texts pictures kind of paragraph connections politeness at all
public words using sentence for a essay on waste between times
announcements (Health) intonation specific segregation information
8
EN4V-IIIh- ,expression and purpose viewed and
20.1 punctuation - responding to personal
denotation marks questions experiences
EN4V-IIIh-
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 appropriate four level texts Interpret Use a particular Write a one- Make Observe
cuesin oral content specific graphic using graphs kind of paragraph connections politeness at all
public words organizers for intonation sentence for a essay on waste between times
announcements (Health) texts read ,expression and specific segregation information
9
EN4V-IIIi- punctuation purpose viewed and
20.1 marks -making personal
denotation 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-- Formatted: Font: Italic
10
1.14 different 2.15.2 Read grade- 1.7 1.8.4 2.8.4 2.4 16 Field Code Changed
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
Use verbal meanings of Use appropriate four level texts Locate Use a particular Write a one- Make Observe
cuesin oral content specific graphic using information kind of paragraph connections politeness at all
public words organizers for intonation from available sentence for a essay on waste between times
announcements (Art) texts read ,expression and online specific segregation information
EN4V-IIIj- punctuation resources purpose viewed and
20.1 marks -following and personal
denotation giving experiences
EN4V-IIIj- directions
20.2
Connotation
FOURTH QUARTER
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
EN4LC-IVa- EN4OL-IVa- EN4V-IVa- EN4RC-IVa- EN4F-IVa-1.6 EN4SS-IVa- EN4G-IVa- EN4VC-IVa- EN4A-IVa--16
2.10 1.24 13.1/13.2 5.1 Read aloud 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts Use context Interpret the grade four level Take down Use simple and Identify the politeness at all
from opinion and opinions clues (synonym messages of texts with relevant compound visual elements times
1 from and antonym) the different accuracy rate information sentences to used in a
informational to find the authentic texts of 95-100 enumerate print/non-print
text meaning of -Product percent ideas materials
unfamiliar labels
words.
EN4LC-IVb- EN4OL-IVb- EN4V-IVb-20 EN4RC-IVb- EN4F-IVb-1.6 EN4SS-IVb- EN4G-IVb- EN4VC-IVb- EN4A-IVb--5 Formatted: Indent: Left: 0", Space After: 0 pt, Line
2.10 1.24 Identify the 5.2 Read aloud 1.8 1.8.5 2.6 Observe spacing: single
Distinguish fact Express facts meaning of Interpret the grade four level Take down Use simple and Identify the politeness at all Formatted: No Spacing,Flor, Adjust space between Latin
from opinion and opinions unfamiliar and messages of texts with relevant compound visual elements times and Asian text
2
from multiple the different accuracy rate information sentences to used in a
Formatted: Font: Bold, Filipino
informational meaning words authentic texts of 95-100 enumerate print/non-print
text -medical percent ideas materials Formatted: Font: Italic
prescriptios Formatted: Font: Italic
3 EN4LC-IVc- EN4OL-IVc- EN4V-IVc- EN4RC-IVc- EN4F-IVc-1.6 EN4SS-IVc- EN4G-IVc- EN4VC-IVc- EN4A-IVc--16
Field Code Changed
LC OL V RC F WC
SS G VC A
2.10 1.24 12.4.1 5.3 Read aloud 1.8 1.8.6 1.4 Observe
Distinguish fact Express facts Identify the Interpret the grade four level Take down Use simple and Make politeness at all
from opinion and opinions meaning of messages of texts with relevant compound connections times
from unfamiliar the different accuracy rate information sentences to between
informational words authentic texts of 95-100 show information
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
Through Structural
Analysis
EN4LC-IVd- EN4OL-IVd- EN4V-IVd- EN4RC-IVd- EN4F-IVd-1.6 EN4SS-IVd- EN4G-IVd- EN4VC-IVd- EN4A-IVd--
2.10 1.24 12.4.1 5.4 Read aloud 1.8 1.8.6 1.4 16
Distinguish fact Express facts Identify the Interpret the grade four level Take down Use simple and Make Observe
from opinion and opinions meaning of messages of texts with relevant compound connections politeness at all
4 from unfamiliar the different accuracy rate information sentences to between times
informational words authentic texts of 95-100 show information
text according to (illustration percent sequence of viewed and
structure s, maps, 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--16
2.10 1.25 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 cuesin 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
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 cuesin a radio meaning of variety of level text with relevant compound specific aspects times
6 broadcast unfamiliar literary 118 words information sentences to of a text’s
words texts correct per compare and illustrations
according to minute contrast contribute to
structure ideas/objects what is Formatted: Font: Italic
(inflections) conveyed by Field Code Changed
LC OL V RC F WC
SS G VC A
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 cuesin a radio meaning of variety of level text with relevant specific aspects politeness at all
broadcast unfamiliar information 118 words information of a text’s times
7 words al texts correct per illustrations
according to minute contribute to
structure what is
(affixes) conveyed by
the words in a
text
EN4LC-IVh- EN4V-IVh- EN4RC-IVh- EN4F-IVh- EN4SS-IVh- EN4VC-IVh- EN4A-IVh--
2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
Distinguish fact Identify the Evaluate a Read grade Take down Explain how Observe
from opinion meaning of variety of level text with relevant specific aspects politeness at all
unfamiliar information 118 words information of a text’s times
words al texts correct per illustrations
8
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
from opinion meaning of variety of level text with relevant specific aspects politeness at all
9 words al texts correct per illustrations
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
from opinion meaning of variety of level text with relevant specific aspects politeness at all Formatted: Font: Italic
words al texts correct per illustrations
Field Code Changed
LC OL V RC F WC
SS G VC A
structure what is
the words in an
authentic text

Field Code Changed
GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.
LC OL V RC F WC
SS G VC A
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 appropriate Infer the when reading and coherent Plan a two to different forms politeness at all
facial meaning of sentences three- and times
expressions unfamiliar using paragraph conventions of
words appropriate film and
composition
(compound) grammatical moving pictures
based on given structures: using an (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies 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-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 Describe Observe
2 Identify the Use appropriate Infer the Infer the theme grade level and coherent Plan a two to different forms politeness at all Formatted: Font: Italic
elements of body meaning of of literary text appropriate sentences three- and times
movements/ges unfamiliar text with an using conventions of Formatted: Font: Italic
paragraph
MISOSA Eng6 Field Code Changed
LC OL V RC F WC
SS G VC A
literary texts tures words Making accuracy rate appropriate composition film and
inferences
(compound) of 95 – 100% grammatical using an moving pictures
based on given structures: outline/other (lights,
context clues -Aspects of blocking,
graphic
(synonyms, verbs direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies 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) based of 95 – 100% grammatical moving pictures EN5A-Ic-17
on given elements structures: based on the (lights, Show
3 context clues -Theme -Modals prepared blocking, tactfulness
(synonyms, -Setting outline direction, when
antonyms, -Characters characterization communica
word parts) (Heroes and , acting, dialog, ting with others
and other Villains) setting or set-
strategies -Plot up)
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) based occurring grammatical EN5A-Id-17
on given elements content area structures: based on the Show
4 prepared
context clues -Theme words -Modals tactfulness
(synonyms, -Setting (Art) outline when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot Formatted: Font: Italic
(beginning,
middle and Formatted: Font: Italic
Field Code Changed
LC OL V RC F WC
SS G VC A
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

2.11.1/2.11.2 Use formal and and 13 Analyze a 1.8.1.2 8.3/8.4 1.8.2 Distinguish Observe
/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 others
and other
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 personificati
based on given content area grammatical tactfulness
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts) text
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
unfamiliar grade level sentences -transition/
(simile,
7 words frequently using signal words
( clipped) metaphor, occurring appropriate EN5A-Ig-17
based on given personificati content area grammatical Show
context clues on, words structures: tactfulness Formatted: Font: Italic
(synonyms, hyperbole) (Health) -conjunctions when
antonyms, communica- Formatted: Font: Italic
in a given
Field Code Changed
LC OL V RC F WC
SS G VC A
word parts) text ting with others
and other
strategies
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G-Ih- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade 8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose clear politeness at all
fantasy meaning of speech 118 words and coherent times
unfamiliar correct per sentences
(simile,
words minute using
( clipped) metaphor, appropriate EN5A-Ih-17
8 personificati
based on given grammatical Show
context clues on, structures: tactfulness
(synonyms, hyperbole) -conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
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
9 thesaurus, minute using EN5A-Ii-17
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
thesaurus, minute
10
and/or online EN5A-Ij-17
resources Show
tactfulness
when
communica-
ting with others Formatted: Font: Italic
Field Code Changed
SECOND QUARTER
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
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
content specific sentences resources appropriate -cause and to influence EN5A-IIb-17 Formatted: Space After: 0 pt, Line spacing: single
words and grammatical effect viewers Show
2 MISOSA English 6 Formatted: Space After: 0 pt, Line spacing: single
(denotation supporting structures: EN5VC-IIb- tactfulness
Using the Card Formatted: Space After: 0 pt, Line spacing: single
and details of a Catalogue
-subject-verb 7.1 when
connotation) given agreement Stereotypes, communica- Formatted: Space After: 0 pt, Line spacing: single
(Science) paragraph (intervening EN5VC-IIb- ting with others
phrases) 7.2 Formatted: Font: Italic
Point of view Formatted: Font: Italic
EN5VC-IIb-
Field Code Changed
LC OL V RC F SS WC
G VC A
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 Formatted: Space After: 0 pt, Line spacing: single
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 relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing explicitly used
of information Identify purpose frequently sources sentences -cause and to influence EN5A-IIc-17 Formatted: Space After: 0 pt, Line spacing: single
presented different -To classify or occurring -glossaries using effect viewers Show Formatted: Space After: 0 pt, Line spacing: single
meanings of describe content area appropriate EN5VC-IIc- tactfulness
3 Formatted: Space After: 0 pt, Line spacing: single
content specific words grammatical 7.1 when
words structures: Stereotypes, communica- Formatted: Not Highlight
(denotation -irregular EN5VC-IIc- ting with others
and nouns and verb 7.2
connotation) agreement Point of view Formatted: Space After: 0 pt, Line spacing: single
(Science) EN5VC-IIc- Formatted: Filipino, Not Highlight
7.3
Propagandas Formatted: Not Highlight
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-IId- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16 Formatted: Filipino, Not Highlight
2.10 3.4.1 20.1.1 2.1 1.8.1 1.4 2.2.6 1.8.2 Determine Observe Formatted: Not Highlight
Distinguish fact Respond to EN5V-IId- Distinguish Read with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times Formatted: Space After: 0 pt, Line spacing: single
opinions after Identify according to grade level from various and coherent clarity explicitly used Formatted: Space After: 0 pt, Line spacing: single
reflection different purpose frequently sources sentences -correct to influence EN5A-IId-17
meanings of -To classify or occurring -Dictionaries using spelling viewers Show
content specific describe content area appropriate EN5VC-IId- tactfulness Formatted: Not Highlight
4 words words grammatical 7.1 when Formatted: Space After: 0 pt, Line spacing: single
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others Formatted: Filipino, Not Highlight
connotation) nouns and verb 7.2 Formatted: Filipino, Not Highlight
(Science) agreement Point of view
EN5VC-IId-
7.3 Formatted: Space After: 0 pt, Line spacing: single
Propagandas Formatted: Not Highlight
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16 Formatted: Filipino, Not Highlight
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe Formatted: Not Highlight
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used Formatted: Font: Italic
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17 Field Code Changed
LC OL V RC F SS WC
G VC A
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
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 Formatted: Not Highlight
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times Formatted: Space After: 0 pt, Line spacing: single
support 20.2.2 according to grade level from various using showing explicitly used Formatted: Filipino, Not Highlight
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show Formatted: Not Highlight
meanings of content area references structures: EN5VC-IIf- tactfulness Formatted: Space After: 0 pt, Line spacing: single
6
content specific words -order of 7.1 when
words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others Formatted: Space After: 0 pt, Line spacing: single
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3 Formatted: Not Highlight
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 Formatted: Space After: 0 pt, Line spacing: single
EN5V-IIg- Make when reading Gather relevant and coherent Write images/ideas politeness at all Formatted: Filipino, Not Highlight
20.2.3 generalizati information sentences paragraphs that are times
Identify ons from various using showing explicitly used Formatted: Not Highlight
different sources appropriate -comparison to influence EN5A-IIg-17 Formatted: Space After: 0 pt, Line spacing: single
meanings of -Online grammatical and contrast viewers Show
content specific references structures: EN5VC-IIg- tactfulness
words -degrees of 7.1 when
(denotation adjectives Stereotypes, communica- Formatted: Not Highlight
and EN5VC-IIg- ting with others
connotation) 7.2 Formatted: Space After: 0 pt, Line spacing: single
(Health) Point of view Formatted: Space After: 0 pt, Line spacing: single
EN5VC-IIg-
7.3
Propagandas Formatted: Font: Italic
8 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 Field Code Changed
LC OL V RC F SS WC
G VC A
Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe Formatted: Filipino, Not Highlight
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 Formatted: Not Highlight
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
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 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
rate and marks viewers Show single
EN5F-IIi-1.7 EN5WC-IIi- EN5VC-IIi- tactfulness
proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
signal words EN5VC-IIi- ting with others Formatted: Space After: 0 pt, Line spacing: single
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas Formatted: Space After: 0 pt, Line spacing: single
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
accuracy, among forms that are times single
EN5F-IIj-1.6 (kinds and explicitly used Formatted: Space After: 0 pt, Line spacing: single
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness Formatted: Space After: 0 pt, Line spacing: single
and proper accurately(scho 7.1 when
expression ol forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others Formatted: Font: Italic
withdrawal 7.2 Field Code Changed
LC OL V RC F SS WC
G VC A
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas Formatted: No Spacing,Flor, Adjust space between Latin
THIRD QUARTER and Asian text
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide evidence (compound, -To persuade 1.6 writing, appropriate Show
to support affixed) based appropriate reporting and grammatical tactfulness
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
1 20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
to support to stay on topic meaning of text-types when reading from primary and coherent times
2
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17 Formatted: Font: Italic
(compound, (structural and writing, appropriate Show Formatted: Font: Italic
affixed) based language) reporting and grammatical tactfulness
Field Code Changed
LC OL V RC F SS WC
G VC A
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
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 Formatted: Not Highlight
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary EN5G-IIIa- times Formatted: Not Highlight
understanding of others unfamiliar according to accuracy, sources in 1.8.3
words features EN5F-IIIc- preparation for Use a EN5A-IIIc-17
(compound, (structural and 1.6 writing, particular kind Show
affixed) based language) appropriate reporting and of sentence tactfulness
on -Problem and rate and similar for a specific when
EN5V-IIIc- solution EN5F-IIIc- academic tasks purpose and communica-
3 20.4 1.7 in collaboration audience ting with others
given context proper with others -asking
clues expression permission
(Synonyms -making
Antonyms requests
word parts)
and
EN5V-IIIc-
20.5
other strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
4 speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
composition Formatted: Font: Italic
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness Formatted: Font: Italic
on -Problem and similar purpose and outline/other when Field Code Changed
LC OL V RC F SS WC
G VC A
EN5V-IIId- solution academic tasks audience graphic communica-
20.4 in collaboration -asking organizers ting with others
given context with others permission
clues -responding to
(Synonyms questions
Antonyms
word parts)
and
EN5V-IIId-
20.5
other strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
5 20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
6
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - appropriate tactfulness
on -Cause and similar -giving punctuation when Formatted: Font: Italic
EN5V-IIIf- effect academic tasks information marks communica- Field Code Changed
LC OL V RC F SS WC
G VC A
20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
-comparison expressions in similar -making 7.1 when
7 and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G-IIIh- EN5WC-IIIh- EN5VC-IIIh-7 EN5A-IIIh-16

3.17 3.2. 7 1.3 Organize 1.8.10 1.8.2/1.8.1/1 Determine Observe
Identify point- Distinguish EN5F-IIIh- information Use a .8.3 images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind Revise writing that are times
according to Observe sources in of sentence for clarity explicitly used
features accuracy, preparation for for a specific - correct to influence EN5A-IIIh-17
(structural and appropriate writing, purpose and spelling viewers Show
8
language) rate and proper reporting and audience - appropriate EN5VC-IIIh- tactfulness
-comparison expressions in similar -expressing punctuation 7.1 when
and contrast choral, echo academic tasks opinions/ marks Stereotypes, communica-
and shadow in collaboration Emotions -transition/ EN5VC-IIIh- ting with others Formatted: Font: Italic
reading. with others signal words 7.2
Point of view Formatted: Font: Italic
Field Code Changed
LC OL V RC F SS WC
G VC A
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G-IIIi- EN5WC-IIIi- EN5A-IIIi-16 Formatted: Not Highlight
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 secondary particular kind paragraph times Formatted: Not Highlight
accuracy, sources in of sentence feature article
appropriate preparation for for a specific EN5A-IIIi-17
rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
9
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading. in collaboration Emotions ting with others
with others
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16 Formatted: Not Highlight

3.17 Organize 1.8.10 Observe
Identify point- EN5F-IIIj-1.7 information Use a politeness at all
of-view Observe from secondary particular kind times Formatted: Not Highlight
accuracy, sources in of sentence
appropriate preparation for for a specific EN5A-IIIj-17
10 rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading. in collaboration Emotions ting with others
with others

Field Code Changed
FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in Formatted: Space After: 0 pt, Line spacing: single
reading to meet various needs . Formatted Table
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/ Formatted: Space After: 0 pt, Line spacing: single
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16 Formatted: Not Highlight
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times Formatted: Not Highlight
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show Formatted: Space After: 0 pt, Line spacing: single
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation) Formatted: Space After: 0 pt, Line spacing: single
(Science) Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Filipino, Not Highlight
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all Formatted: Not Highlight
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17 Formatted: Not Highlight
2 meanings of (structural and of 95 – 100% effect Show Formatted: Space After: 0 pt, Line spacing: single
content specific language) tactfulness
words -Enumeration when Formatted: Space After: 0 pt, Line spacing: single
(denotation communica- Formatted: Space After: 0 pt, Line spacing: single
and ting with others
connotation)
(Science) Formatted: Font: Italic
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16 Formatted: Font: Italic
3
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Field Code Changed
LC OL V RC F WC
SS G VC A
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all Formatted: Not Highlight
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
and recounts, ting with others Formatted: Space After: 0 pt, Line spacing: single
connotation) process)
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16 Formatted: Not Highlight
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 appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times Formatted: Space After: 0 pt, Line spacing: single
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia Formatted: Filipino, Not Highlight
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show Formatted: Not Highlight
content specific language) relationship of selected topic the meaning of tactfulness Formatted: Space After: 0 pt, Line spacing: single
words -Time-order ideas a text when
(denotation (sequence, communica-
and recounts, ting with others
connotation) process)
(Health) Formatted: Not Highlight
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16 Formatted: Space After: 0 pt, Line spacing: single
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences to for clarity visual and times Formatted: Not Highlight
heard in one’s broadcast Identify organizers in 128 words information show - correct multimedia Formatted: Space After: 0 pt, Line spacing: single
own words different texts read correct per cause and spelling elements EN5A-IVe-17
5 meanings of minute effect contribute to Show Formatted: Not Highlight
content specific the meaning of tactfulness Formatted: Space After: 0 pt, Line spacing: single
words a text when
(denotation communica-
and ting with others Formatted: Space After: 0 pt, Line spacing: single
connotation) Formatted: Filipino, Not Highlight
(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 Formatted: Not Highlight
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe Formatted: Space After: 0 pt, Line spacing: single
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences to three- that are times
from various broadcast Identify y to 128 words information show paragraph explicitly used Formatted: Font: Italic
text types different messages correct per cause and descriptive to influence EN5A-IVf-17 Field Code Changed
LC OL V RC F WC
SS G VC A
meanings of of different minute effect essay on self- viewers Show
content specific authentic selected topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(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 Formatted: Not Highlight
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 cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast Identify ons projects on a show appropriate explicitly used Formatted: Space After: 0 pt, Line spacing: single
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show Formatted: Filipino, Not Highlight
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness Formatted: Not Highlight
7
words ideas signal words 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16 Formatted: Not Highlight
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 cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to three- connections times Formatted: Filipino, Not Highlight
from various broadcast Identify 1.14 projects on a show paragraph between Formatted: Space After: 0 pt, Line spacing: single
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show Formatted: Space After: 0 pt, Line spacing: single
unfamiliar appropriate relationship of selected topic personal tactfulness Formatted: Filipino, Not Highlight
8 words rate, proper ideas experiences when
(denotation expressions communica-
and and correct ting with others Formatted: Not Highlight
connotation) pronunciation Formatted: Space After: 0 pt, Line spacing: single
(Mathematics in dramatic
readings and
presentations
Field Code Changed
LC OL V RC F WC
SS G VC A
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi - EN5A-IVi-16 Formatted: Not Highlight
3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVi- research connections times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast 1.14 projects on a between Formatted: Not Highlight
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
appropriate personal tactfulness
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16 Formatted: Not Highlight
3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast 1.14 projects on a between Formatted: Space After: 0 pt, Line spacing: single
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show Formatted: Not Highlight
appropriate personal tactfulness
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

Field Code Changed
Formatted ...
Formatted ...
Formatted ...
Formatted ...
GRADE 6 Formatted ...

FIRST QUARTER Formatted ...
Formatted ...
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads Formatted ...
various text types materials to serve learning needs in meeting a wide range of life’s purposes. Formatted ...
Formatted ...
LC OL V RC F SS WC Formatted
G VC A ...
Comprehension Language Development Comprehension Fluency Research Composition Formatted ...
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16 Formatted ...
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 Formatted ...
2.3.3 experience of idiomatic 2.3.3 and coherent line 4- different forms times Formatted ...
EN6LC-Ia- appropriate to expressions EN6RC-Ia- sentences stanza and
MISOSA English 6
Formatted ...
2.3.2 the occasion using 2.3.2 using poem conventions of
Using Courteous Formatted
EN6LC-Ia- -context clues EN6RC-Ia- appropriate film and Expressions
...
2.3.6 2.3.9 grammatical moving pictures Formatted ...
EN6LC-Ia- BEAM English 6 DLP Analyze structures: (lights)
Module 12 EN6A-Ia-17 Formatted
2.3.8 sound -Pluralization of ...
Common Idioms Show
1 EN6LC-Ia- devices regular nouns tactfulness Formatted ...
2.3.7 (onomatop when Formatted
BEAM English 6 DLP ...
Analyze sound oeia, communicating
Module 12 Formatted
devices alliteration, Using the Plural with others ...
(onomatopoeia, assonance, Form of Nouns Formatted ...
alliteration, consonance EN6A-Ia-18 Formatted ...
assonance, ) Show openness
personification, to criticism Formatted ...
irony and Formatted ...
hyperbole) in a
text heard Formatted ...
EN6LC-Ib- EN6OL-Ib- EN6V-Ib- EN6RC-Ib-6.1 EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16 Formatted ...
2.3.6 1.17 12.4.2.1 EN6RC-Ib-6.2 Read aloud 2.3.2 2.2.2 5.1.2 Observe
Formatted ...
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 grade level Compose clear Write a 3- Describe politeness at all
2 devices experience of idiomatic EN6RC-Ib-6.4 appropriate and coherent line 4- different forms times Formatted ...
(personification appropriate to expressions Analyze text with an sentences stanza and Formatted ...
) in a text the occasion using poem with accuracy rate using poem conventions of EN6A-Ib-17
heard -affixes 4 or more of 95 – 100% appropriate film and Show Formatted ...
LC OL V RC F SS WC Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ single
stanzas in grammatical moving pictures tactfulness Formatted: Space After: 0 pt, Line spacing: single
BEAM ENG6 DLP terms of its structures: (blocking) when
Module 2
Words with Affixes
elements -Pluralization of communicating
(rhymes, irregular nouns with others
sound
devices, MISOSA 5 EN6A-Ib-18
Module 5 Using The
imagery Plural Form Of
Show openness
and Nouns to criticism
figurative
language) Formatted: Not Highlight
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 Formatted: Space After: 0 pt, Line spacing: single
EN6LC-Ic- Relate an Infer meaning EN6RC-Ic-6.7 grade level and coherent Describe politeness at all Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Not Highlight
and hyperbole) -roots the author of 95 – 100% grammatical film and Show Formatted: Filipino, Not Highlight
in a text heard structures: moving pictures tactfulness
MISOSA English 6 -tenses of (direction) when Formatted: Not Highlight
Determining the
Purpose of the
verbs communicating Formatted: Not Highlight
3 Author with others
BEAM English 6 DLP EN6A-Ic-18 Formatted: Not Highlight
Module 12
Using the Plural Show openness Formatted: Not Highlight
Form of Nouns to criticism
BEAM English 6 DLP
Module 12 Formatted: Filipino, Not Highlight
Determining the Formatted: Filipino, Not Highlight
Purpose of the
Author Formatted: Not Highlight
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id-6.9 Read aloud Compose clear 5.1.4 Observe Formatted: Filipino, Not Highlight
EN6LC-Id- Relate an EN6V-Id- Analyze grade level and coherent Describe politeness at all Formatted: Filipino, Not Highlight
2.11.2 experience 12.4.1.2 figures of appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- speech text with an using and Formatted: Not Highlight
4 2.11.3 the occasion 12.4.2.2 (simile, accuracy rate appropriate conventions of EN6A-Id-17 Formatted: Not Highlight
Infer the Infer meaning metaphor) of 95 – 100% grammatical film and Show
speaker’s tone, of figurative MISOSA ENGLISH 6 structures: moving pictures tactfulness
Using Figures of Formatted: Font: Italic
mood and language using Speech
-aspects of (characterizatio when
purpose -context clues verbs n) communicating Formatted: Font: Italic
-affixes and BEAM ENG6 DLP with others
Field Code Changed
Formatted ...
Formatted ...
LC OL V RC F SS WC
G VC A Formatted
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ ...
BEAM English 6 DLP roots Module 2
Module 51
-other Using
EN6A-Id-18 Formatted ...
Determining the Figurative
Purpose of the strategies Language Show openness Formatted ...
Author to criticism
Formatted ...
BEAM English 6 DLP
Module 13 Formatted ...
Using
FigurativeLanguage Formatted ...
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
Formatted ...
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 Formatted ...
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times Formatted ...
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
Formatted ...
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 Formatted ...
5 speaker’s tone, of figurative (hyperbole, content area structures: moving pictures tactfulness Formatted ...
mood and language using irony) words -modals (acting) when
purpose -context clues communicating Formatted ...
-affixes and with others Formatted ...
roots
Formatted ...
-other EN6A-Ie-18
strategies Show openness Formatted ...
to criticism Formatted ...
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Observe Formatted ...
EN6LC-If- Analyze automaticity EN6G-If- Describe politeness at all Formatted ...
2.11.2 figures of grade level 4.4.3 different forms times
Formatted ...
EN6LC-If- speech frequently EN6G-If- and
2.11.3 (culture- occurring 4.4.2 conventions of EN6A-If-17 Formatted ...
Infer the based content area Compose clear film and Show Formatted ...
speaker’s tone, euphemism words and coherent moving pictures tactfulness
Formatted ...
mood and ) sentences (dialog) when
6 purpose using communicating Formatted ...
appropriate with others Formatted ...
grammatical
structures: Formatted ...
-Pronoun- EN6A-If-18 Formatted ...
reference Show openness
Formatted ...
agreement to criticism
(number, case, Formatted ...
gender) Formatted ...
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16 Formatted ...

7
2.24.1 1.8.1 4.4.1 5.1.7 Observe Field Code Changed ...
G VC A
EN6RC-Ig- Read with EN6G-Ig- Describe politeness at all Formatted: Space After: 0 pt, Line spacing: single
2.24.2 automaticity 4.4.3 different forms times Formatted: Not Highlight
Evaluate grade level EN6G-Ig- and
narratives frequently 4.4.2 conventions of EN6A-Ig-17
based on occurring Compose clear film and Show Formatted: Filipino, Not Highlight
how the content area and coherent moving pictures tactfulness Formatted: Not Highlight
author words sentences (setting ) when
developed using communicating
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 DLP gender)
Module 37
Evaluating and
Making
Judgments on
Oral Texts
EN6RC-Ih- EN6F-Ih-1.13 EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16 Formatted: Space After: 0 pt, Line spacing: single
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
how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show Formatted: Space After: 0 pt, Line spacing: single
developed structures: moving pictures tactfulness Formatted: Not Highlight
the -Subject-verb (set-up) when
elements: agreement communicating Formatted: Space After: 0 pt, Line spacing: single
8
-Plot with others Formatted: Not Highlight
(chronological-
sequential, en EN6A-Ih-18
medias res, Show openness Formatted: Filipino, Not Highlight
flashback) to criticism Formatted: Space After: 0 pt, Line spacing: single
MISOSA ENG6 Formatted: Not Highlight

Identifying The Plot
Of A Story Formatted: Not Highlight
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 Field Code Changed
G VC A
Evaluate correct per using EN6VC-Ii- Formatted: Space After: 0 pt, Line spacing: single
narratives minute appropriate 3.3.3 EN6A-Ii-17 Formatted: Not Highlight
based on grammatical Analyze the Show
how the structures: characters used tactfulness
author -Subject-verb in print, non- when
developed agreement print, and communicating
the digital materials with others
elements: (Age and
-theme gender, Race EN6A-Ii-18
-point of view and nationality, Show openness
Attitude and to criticism
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 Formatted: Not Highlight
Read grade Compose clear 3.3.1 Observe
level text with and coherent EN6VC-Ij- politeness at all
135 words sentences 3.3.2 times Formatted: Filipino, Not Highlight
correct per using EN6VC-Ij- Formatted: Not Highlight
minute appropriate 3.3.3 EN6A-Ij-17
grammatical Analyze the Show Formatted: Filipino, Not Highlight
structures: characters used tactfulness Formatted: Not Highlight
-Subject-verb in print, non- when
agreement print, and communicating
10 digital materials with others Formatted: Space After: 0 pt, Line spacing: single
(Age and
gender, Race EN6A-Ij-18
and nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ij-
3.3.4
Analyze the
setting used in Formatted: Font: Italic
print, non-print Field Code Changed
G VC A
and digital Formatted: Space After: 0 pt, Line spacing: single
materials
(Urban or Formatted: Space After: 0 pt, Line spacing: single
Rural; Affluent
Formatted ...
or Poor)
Formatted ...
Formatted ...
SECOND QUARTER Formatted: Not Highlight
Formatted ...
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads Formatted: Not Highlight
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 Formatted: Space After: 0 pt, Line spacing: single
Comprehension Language Development Comprehension Fluency Research Composition Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all Formatted: Space After: 0 pt, Line spacing: single
various types of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
Formatted ...
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
actual text speaking, 12.4.2.3 of the different information using (biodata, EN6A-IIa-17 Formatted: Not Highlight
adjusting Infer meaning authentic texts from various appropriate application Show Formatted: Space After: 0 pt, Line spacing: single
language, of borrowed sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
1 BEAM English 5 DLP
and volume content specific -indices -Order and communicating Formatted ...
Module 12
according to terms using degrees of Filling out Forms
with others Formatted ...
audience and -context clues regular Correctly
purpose -affixes and adjectives EN6A-IIa-18 Formatted: Space After: 0 pt, Line spacing: single
roots Show openness Formatted ...
-other BEAM English 6 DLP to criticism
Module 11 Formatted ...
strategies Using Adjectives in
(Math) Series Formatted: Not Highlight
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 Formatted: Not Highlight
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all Formatted: Space After: 0 pt, Line spacing: single
various types of appropriate 12.4.1.3 appropriatel Read grade 1.4.1 5.2.1 composition audience times
2 Formatted: Not Highlight
informational/f style of EN6V-IIb- y to the level text with Gather relevant Compose clear using an
actual text speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17 Formatted: Space After: 0 pt, Line spacing: single
adjusting Infer meaning of the appropriate from various sentences graphic Show Formatted ...
language, of borrowed different rate and proper sources using organizers tactfulness
Field Code Changed
Formatted ...
LC OL V RC F SS WC
G VC A Formatted
gestures, rate, words and authentic expression -Dictionary appropriate when
and volume content specific texts -Thesaurus grammatical communicating Formatted ...
according to terms using structures: with others Formatted ...
audience and -context clues -Order and
Formatted ...
purpose -affixes and degrees of EN6A-IIb-18
roots irregular Show openness Formatted ...
-other adjectives to criticism Formatted ...
strategies
Formatted ...
(Science)
Formatted ...
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 Formatted ...
3.2 3.7 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all Formatted ...
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times Formatted ...
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
Formatted ...
actual text speaking, 12.4.2.3 texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting Infer meaning appropriate from various grammatical tasks Show Formatted ...
language, of borrowed rate and proper sources structures: tactfulness Formatted ...
3 gestures, rate, words and expression - -Adverbs of when
and volume content specific -Almanac intensity communicating Formatted ...
according to terms using -Encyclopedia with others Formatted ...
audience and -context clues
Formatted ...
purpose -affixes and EN6A-IIc-18
roots Show openness Formatted ...
-other to criticism Formatted ...
strategies
Formatted ...
(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 Formatted ...
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe Formatted ...
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 Formatted ...
information topics of EN6V-IId- informational level text with from various using composition media Formatted ...
from text heard interest 12.4.2.3 texts accuracy, sources appropriate showing EN6A-IId-17
Formatted ...
Infer meaning appropriate -Online grammatical Show
of borrowed rate and proper references structures: -comparison tactfulness Formatted ...
4
words and expression -Adverbs of and contrast when Formatted ...
content specific frequency communicating
terms using with others Formatted ...
-context clues BEAM English 5 DLP Formatted
Module 38 ...
-affixes and Using Adverbs of
EN6A-IId-18
Formatted ...
roots Manner and Show openness
-other Frequency to criticism Formatted ...
strategies Field Code Changed ...
LC OL V RC F SS WC
G VC A
(Literary terms) MISOSA 5 Formatted: Space After: 0 pt, Line spacing: single
Module 8
Using adverbs of
time, place ,
manner and
frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16 Formatted: Not Highlight
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 Formatted: Filipino, Not Highlight
information topics of EN6V-IIe- sources in using EN6WC-IIe- Formatted: Filipino, Not Highlight
from text heard interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
Infer meaning writing, grammatical Revise writing Show Formatted: Not Highlight
of borrowed reporting and structures: for clarity tactfulness Formatted: Not Highlight
words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
terms using in collaboration manner - appropriate with others Formatted: Filipino, Not Highlight
5 -context clues with others punctuation Formatted: Not Highlight
-affixes and BEAM English 5 DLP marks EN6A-IIe-18
Module 38 Formatted: Not Highlight
roots Using adverbs of
-transition/ Show openness
-other manner and signal words to criticism Formatted: Space After: 0 pt, Line spacing: single
strategies frequency
(ICT terms) Formatted: Not Highlight
MISOSA 5
Module 8 Formatted: Space After: 0 pt, Line spacing: single
Using adverbs of
time, place , Formatted: None, Space Before: 0 pt, After: 0 pt, Line
manner and spacing: single, Don't keep with next, Don't keep lines
frequency together
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 Formatted: Filipino, Not Highlight
impromptu EN6V-IIf- when reading information and coherent Write a 4- politeness at all Formatted: Not Highlight
remarks about 12.4.1.3 from secondary sentences paragraph times
topics of EN6V-IIf- sources in using composition Formatted: Filipino, Not Highlight
interest 12.4.2.3 preparation for appropriate showing EN6A-IIf-17 Formatted: Not Highlight
Infer meaning writing, grammatical -cause and Show
of borrowed reporting and structures: effect tactfulness
6
words and similar when Formatted: Space After: 0 pt, Line spacing: single
content specific academic tasks -Adverbs of communicating Formatted: None, Space Before: 0 pt, After: 0 pt, Line
terms using in collaboration place with others spacing: single, Don't keep with next, Don't keep lines
-context clues with others and time together
-affixes and EN6A-IIf-18
roots Show openness
-other to criticism Formatted: Font: Italic
strategies Field Code Changed
LC OL V RC F SS WC
G VC A
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16 Formatted: Not Highlight
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 Formatted: Not Highlight
remarks about Read grade 7.3.2 1.8.1 times Formatted: Space After: 0 pt, Line spacing: single
topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise writing Show Formatted: Not Highlight
rate and proper using for clarity tactfulness Formatted: Filipino, Not Highlight
expression appropriate - correct when
grammatical spelling communicating Formatted: Filipino, Not Highlight
structures: - appropriate with others Formatted: Filipino, Not Highlight
-Prepositions punctuation
and marks EN6A-IIg-18
prepositional -transition/ Show openness Formatted: Not Highlight
phrases signal words to criticism Formatted: Not Highlight
MISOSA 5 Formatted: Filipino, Not Highlight

Module 6
Using prepositions Formatted: Not Highlight
and prepositional Formatted: Space After: 0 pt, Line spacing: single
phrase
BEAM English 5 DLP
Module 40 Formatted: Not Highlight
Using prepositions
and prepositional Formatted: Filipino, Not Highlight
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 Formatted: Filipino, Not Highlight
content of the EN6F-IIh-1.7 Compose clear Write a 4- politeness at all Formatted: Space After: 0 pt, Line spacing: single
material Read grade and coherent paragraph times
presented level text with sentences composition
accuracy, using showing EN6A-IIh-17 Formatted: Not Highlight
appropriate appropriate -problem and Show Formatted: Filipino, Not Highlight
8 rate and proper grammatical solution tactfulness
expression structures: when Formatted: Not Highlight
-Subordinate communicating Formatted: Not Highlight
and coordinate with others
conjunctions
EN6A-IIh-18 Formatted: Font: Italic
Show openness Formatted: Font: Italic
to criticism
Field Code Changed
LC OL V RC F SS WC
G VC A
EN6OL-IIi-6 EN6F-IIi-1.6 EN6G-IIi-8.3 EN6WC-IIi- EN6A-IIi-16 Formatted: Not Highlight
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 Formatted: Not Highlight
presented level text with sentences EN6WC-IIi- Formatted: Filipino, Not Highlight
accuracy, using 1.8.3 EN6A-IIi-17
appropriate appropriate Revise writing Show Formatted: Not Highlight
rate and proper grammatical for clarity tactfulness Formatted: Space After: 0 pt, Line spacing: single
expression structures: - correct when
-Subordinate spelling communicating
and coordinate - appropriate with others Formatted: Filipino, Not Highlight
conjunctions punctuation Formatted: Not Highlight
marks EN6A-IIi-18
-transition/ Show openness Formatted: Filipino, Not Highlight
signal words to criticism Formatted: Not Highlight
EN6G-IIj-8.3 EN6A-IIj-16 Formatted: Not Highlight
EN6G-IIj-8.4 Observe
Compose clear politeness at all
and coherent times Formatted: Not Highlight
sentences Formatted: Filipino, Not Highlight
using EN6A-IIj-17
appropriate Show Formatted: Space After: 0 pt, Line spacing: single
grammatical tactfulness Formatted: Space After: 0 pt, Line spacing: single
10 structures: when
-Subordinate communicating
and coordinate with others Formatted: Space After: 0 pt, Line spacing: single
conjunctions
EN6A-IIj-18
Show openness
to criticism

Field Code Changed
THIRD QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads

LC OL V RC F SS WC
G VC A Formatted: Not Highlight
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 Formatted: Filipino, Not Highlight
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a particular Plan a EN6VC-IIIa- politeness at all Formatted: Filipino, Not Highlight
details evidence to 8.2 text-types when reading from secondary kind of composition 6.2 times
support Clarify meaning according to sources in sentence for a using an Identify real or
opinions of words using purpose and preparation for specific outline/other make-believe, EN6A-IIIa-17 Formatted: Not Highlight
dictionaries, language writing, purpose and graphic fact or non-fact Show Formatted: Space After: 0 pt, Line spacing: single
1 thesaurus features reporting and audience organizers images tactfulness
-Enumeration similar -asking when Formatted: Not Highlight
MISOSA Eng6 academic tasks permission communicating Formatted: Not Highlight
Using a dictionary
in collaboration with others
with others
EN6A-IIIa-18 Formatted: Space After: 0 pt, Line spacing: single
Show openness Formatted: Filipino, Not Highlight
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe Formatted: Not Highlight
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a 3- EN6VC-IIIb- politeness at all Formatted: Not Highlight
and propaganda based on of words using text-types 1.3 from secondary kind of paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a editorial Identify real or Formatted: Filipino, Not Highlight
2 speakers opinion resources purpose and 1.7 preparation for specific article make-believe, EN6A-IIIb-17 Formatted: Not Highlight
language Read grade writing, purpose and fact or non-fact Show
features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when Formatted: Font: Italic
(sequence, appropriate academic tasks questions communicating Formatted: Font: Italic
recounts, rate and proper in collaboration with others
Field Code Changed
Formatted ...
LC OL V RC F SS WC
G VC A Formatted
process) expression with others
EN6A-IIIb-18 Formatted ...
Show openness Formatted ...
to criticism
Formatted ...
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 Formatted ...
Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a particular EN6WC-IIIc- Identify the politeness at all Formatted ...
and propaganda based on 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
Formatted ...
devices used by informed Infer meaning according to EN6F-IIIc- sources in sentence for a EN6WC-IIIc- suggested in
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17 Formatted ...
words using language Read grade writing, purpose and Revise writing media Show Formatted ...
3 -context clues features level text with reporting and audience for clarity tactfulness
-affixes and -Comparison accuracy, similar -making - correct when Formatted ...
roots and contrast appropriate academic tasks requests spelling communicating Formatted ...
-other rate and proper in collaboration - appropriate with others
Formatted ...
strategies expression with others punctuation
marks EN6A-IIIc-18 Formatted ...
-transition/ Show openness Formatted ...
signal words to criticism
Formatted ...
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe Formatted ...
Make a stand Use Infer meaning Use EN6F-IIId- information Use a particular Plan a Identify the politeness at all Formatted ...
appropriate of borrowed appropriate 3.2 from secondary kind of composition values times
strategies to words using graphic EN6F-IIId- sources in sentence for a using an suggested in Formatted ...
keep a roots organizers in 3.6 preparation for specific outline/other the visual EN6A-IIId-17 Formatted ...
discussion texts read Observe writing, purpose and graphic media Show
Formatted ...
4 going accuracy, reporting and audience organizers tactfulness
appropriate similar -following and when Formatted ...
rate and proper academic tasks giving communicating Formatted ...
expressions in in collaboration directions with others
dialogs with others Formatted ...
EN6A-IIId-18 Formatted ...
Show openness
Formatted ...
to criticism
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16 Formatted ...
3.1.13 3.7 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe Formatted ...
Make a stand Use Infer meaning EN6F-IIIe- information Use a particular Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary kind of paragraph times Formatted ...
5 strategies to words using EN6F-IIIe- sources in sentence for a editorial Formatted ...
keep a prefix 3.6 preparation for specific article EN6A-IIIe-17
Formatted ...
discussion Observe writing, purpose and Show
going accuracy, reporting and audience tactfulness Formatted ...
appropriate similar -expressing when Field Code Changed ...
LC OL V RC F SS WC
G VC A
rate and proper academic tasks opinions/ communicating
expressions in in collaboration Emotions with others
dialogs with others Formatted: Space After: 0 pt, Line spacing: single
EN6A-IIIe-18
Show openness
to criticism Formatted: Filipino, Not Highlight
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16 Formatted: Not Highlight
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf-3.6 information Use a particular EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary kind of 1.8.1 times Formatted: Space After: 0 pt, Line spacing: single
words using accuracy, sources in sentence for a EN6WC-IIIf- Formatted ...
suffix appropriate preparation for specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise writing Show Formatted: Filipino, Not Highlight
6 expressions in reporting and audience for clarity tactfulness Formatted: Not Highlight
dialogs similar -asserting - correct when
Formatted ...
academic tasks spelling communicating
in collaboration - appropriate with others Formatted: Not Highlight
with others punctuation Formatted: Space After: 0 pt, Line spacing: single
marks EN6A-IIIf-18
-transition/ Show openness Formatted ...
signal words to criticism Formatted ...
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16 Formatted: Space After: 0 pt, Line spacing: single
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all Formatted ...
coherent, 12.4.1.3 3.2 from secondary times Formatted ...
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show Formatted: Not Highlight
viewpoints on of content accuracy, reporting and tactfulness Formatted: Space After: 0 pt, Line spacing: single
7 an issue specific terms appropriate similar when
using rate and proper academic tasks communicating Formatted ...
-context clues expressions in in collaboration with others Formatted ...
-affixes and dialogs with others
roots EN6A-IIIg-18
-other Show openness Formatted: Space After: 0 pt, Line spacing: single
strategies to criticism Formatted ...
Formatted ...
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh-4 EN6A-IIIh-16 Formatted: Not Highlight
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIh - EN6F-IIIh- information politeness at all
8 coherent, 12.4.1.3 3.2 from secondary times Formatted ...
comprehensive EN6V- IIIh - EN6F-IIIh- sources in Field Code Changed
LC OL V RC F SS WC
G VC A
report on 12.4.2.3 3.6 preparation for EN6A-IIIh-17
differing Infer meaning Observe writing, Show
viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others Formatted: Not Highlight
roots EN6A-IIIh-18
-other Show openness
strategies to criticism Formatted: Filipino, Not Highlight
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16 Formatted: Space After: 0 pt, Line spacing: single
1.19 12.3.3 EN6F-IIIi-3.2 Organize Observe
Present a EN6V- IIIi - EN6F-IIIi-3.6 information politeness at all Formatted: Filipino, Not Highlight
coherent, 12.4.1.3 Observe from secondary times Formatted: Not Highlight
comprehensive EN6V- IIIi - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIi-17
differing Infer meaning rate and proper writing, Show Formatted: Not Highlight
viewpoints on of content expressions in reporting and tactfulness Formatted: Not Highlight
9
an issue specific terms dialogs similar when
using academic tasks communicating Formatted: Filipino, Not Highlight
-context clues in collaboration with others Formatted: Not Highlight
-affixes and with others
roots EN6A-IIIi-18
-other Show openness Formatted: Not Highlight
strategies to criticism Formatted: Not Highlight
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16
1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe Formatted: Space After: 0 pt, Line spacing: single
Present a EN6V- IIIj - EN6F-IIIj-3.6 information politeness at all Formatted: Filipino, Not Highlight
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIj - accuracy, sources in Formatted: Not Highlight
report on 12.4.2.3 appropriate preparation for EN6A-IIIj-17 Formatted: Filipino, Not Highlight
differing Infer meaning rate and proper writing, Show
viewpoints on of content expressions in reporting and tactfulness
an issue specific terms dialogs similar when
using academic tasks communicating Formatted: Filipino, Not Highlight
-context clues in collaboration with others
-affixes and with others Formatted: Not Highlight
roots EN6A-IIIj-18 Formatted: Space After: 0 pt, Line spacing: single
-other Show openness
strategies to criticism
Field Code Changed

single
FOURTH QUARTER Formatted: Filipino, Not Highlight
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads Formatted: Not Highlight
LC OL V RC F SS WC
G VC A Formatted: Filipino, Not Highlight
Comprehension Language Development Comprehension Fluency Research Composition Formatted: Not Highlight
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 Formatted: Space After: 0 pt, Line spacing: single
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and kinds composition 7.2 times Formatted: Space After: 0 pt, Line spacing: single
to clarify conveyed EN6V- IVa - according to text with an of sentences using an EN6VC-IVa-
meaning through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17 Formatted: Not Highlight
discussion Infer meaning language of 95 – 100% communication graphic Determine Show Formatted: Space After: 0 pt, Line spacing: single
of borrowed features of information/ organizers images/ideas tactfulness
words using -Cause and ideas that are when
1 -context clues effect (compound explicitly used communicating Formatted: Space After: 0 pt, Line spacing: single
-affixes and sentences) to influence with others Formatted: Filipino, Not Highlight
roots viewers
-other MISOSA Eng6 Using (Stereotypes, EN6A-IVa-18 Formatted: Filipino, Not Highlight
Compound
strategies Sentences
Point of view, Show openness Formatted: Not Highlight
Propagandas) to criticism
BEAM Eng5 Dlp
Module 23 Using Formatted: Space After: 0 pt, Line spacing: single
Variety Of
Sentences Formatted: Filipino, Not Highlight
According To
Structure Formatted: Filipino, Not Highlight
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16 Formatted: Not Highlight
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all Formatted: Not Highlight
2
of a text heard information 12.4.1.3 text-types appropriate credibility of types and kinds three- 7.2 times Formatted: Font: Italic
to clarify conveyed EN6V- IVb - according to text with an sources of of sentences paragraph EN6VC-IVb-
meaning through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
Field Code Changed
LC OL V RC F SS WC
G VC A
discussion Infer meaning language of 95 – 100% communication essay on self- Determine Show
of borrowed features of information/ selected topic images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16 Formatted: Space After: 0 pt, Line spacing: single
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 kinds 1.8.1 7.2 times Formatted: Not Highlight
to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc- Formatted: Space After: 0 pt, Line spacing: single
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show Formatted: Filipino, Not Highlight
features for of information/ for clarity images/ideas tactfulness Formatted: Filipino, Not Highlight
3 -Problem and correctness/vali ideas - correct that are when
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others Formatted: Not Highlight
sentences) punctuation viewers Formatted: Filipino, Not Highlight
marks (Stereotypes, EN6A-IVc-18
-transition/ Point of view, Show openness
signal words Propagandas) to criticism Formatted: Not Highlight
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16 Formatted: Space After: 0 pt, Line spacing: single
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe Formatted: Space After: 0 pt, Line spacing: single
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information from information of borrowed text-types level text with research types and kinds composition connections times
a text heard conveyed words using according to 145 words projects on a of sentences using an between
through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
features of information/ organizers personal tactfulness
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism Formatted: Font: Italic
Field Code Changed
LC OL V RC F SS WC
G VC A
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16 Formatted: Space After: 0 pt, Line spacing: single
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 Formatted: Space After: 0 pt, Line spacing: single
information from information of borrowed appropriate level text with research types and kinds three- connections times
a text heard conveyed words using graphic 145 words projects on a of sentences paragraph between Formatted ...
through Suffix organizers in correct per relevant issue for effective persuasive information EN6A-IVe-17 Formatted: Not Highlight
discussion texts read minute communication essay on self- viewed and Show
of information/ selected topic personal tactfulness
5
ideas experiences when Formatted: Space After: 0 pt, Line spacing: single
(compound, communicating Formatted: Filipino, Not Highlight
complex with others
sentences) Formatted: Space After: 0 pt, Line spacing: single
EN6A-IVe-18 Formatted ...
Show openness
to criticism
Formatted ...
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16 Formatted ...
2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Formatted ...
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
information from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times Formatted: Not Highlight
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between Formatted: Not Highlight
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show Formatted: Not Highlight
of content- Observe of information/ for clarity personal tactfulness Formatted: Space After: 0 pt, Line spacing: single
specific terms accuracy, ideas - correct experiences when
6 Formatted ...
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others Formatted: Not Highlight
-affixes and expressions sentences) punctuation Formatted: Space After: 0 pt, Line spacing: single
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness Formatted: Filipino, Not Highlight
strategies in oral signal words to criticism Formatted: Space After: 0 pt, Line spacing: single
communication
Formatted ...
group task
Formatted ...
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVg - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct short Use various Compose a Make politeness at all Formatted: Space After: 0 pt, Line spacing: single
information 12.4.1.3 appropriate EN6F-IVg - research types and kinds three- connections times Formatted: Not Highlight
7
conveyed EN6V- IVg - graphic 3.6 projects on a of sentences paragraph between
through 12.4.2.3 organizers in EN6F- IVg - relevant issue for effective persuasive information EN6A-IVg-17
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show Formatted ...
of content- Observe of information/ selected topic personal tactfulness Field Code Changed
Formatted ...
Formatted ...
LC OL V RC F SS WC Formatted
G VC A ...
Grammar Viewing Attitude Formatted
Comprehension Language Development Comprehension Fluency Research Composition ...
specific terms accuracy, ideas experiences when Formatted ...
using appropriate (compound, communicating
Formatted ...
-context clues rate, proper complex with others
-affixes and expressions sentences) Formatted ...
roots and correct EN6A-IVg-18 Formatted ...
-other pronunciation Show openness
strategies in oral to criticism Formatted ...
communication Formatted ...
group task
Formatted ...
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVh - 2.3 1.10 1.8.2 1.4 Observe Formatted ...
Summarize EN6V- IVh - Use 3.2 Conduct short Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - research types and kinds 1.8.1 connections times Formatted ...
conveyed EN6V- IVh - graphic 3.6 projects on a of sentences EN6WC-IVh- between Formatted ...
through 12.4.2.3 organizers in EN6F- IVh - relevant issue for effective 1.8.3 information EN6A-IVh-17
Formatted ...
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness Formatted ...
specific terms accuracy, ideas - correct experiences when Formatted
8 ...
Formatted ...
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation Formatted ...
roots and correct marks EN6A-IVh-18 Formatted ...
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism Formatted ...
communication Formatted ...
group task
Formatted ...
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe Formatted ...
Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVi - research types and kinds three- connections times Formatted ...
conveyed EN6V- IVi - graphic 3.6 projects on a of sentences paragraph between Formatted ...
through 12.4.2.3 organizers in EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
Formatted ...
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show
9 of content- Observe of information/ selected topic personal tactfulness Formatted ...
specific terms accuracy, ideas experiences when Formatted ...
using appropriate (compound, communicating
Formatted ...
-context clues rate, proper complex with others
-affixes and expressions sentences) Formatted ...
roots and correct EN6A-IVi-18 Formatted ...
-other pronunciation Show openness
strategies in oral to criticism Formatted ...
LC OL V RC F SS WC
G VC A
communication
group task
EN6OL-IVj- EN6V-IVj- EN6RC-IVj- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj- EN6A-IVj-16 Formatted: Not Highlight
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 kinds 1.8.1 connections times Formatted: Filipino, Not Highlight
conveyed EN6V- IVj - graphic 3.6 projects on a of sentences EN6WC-IVj- between Formatted: Not Highlight
through 12.4.2.3 organizers in EN6F- IVj - relevant issue for effective 1.8.3 information EN6A-IVj-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show Formatted: Space After: 0 pt, Line spacing: single
of content- Observe of information/ for clarity personal tactfulness Formatted: Filipino, Not Highlight
specific terms accuracy, ideas - correct experiences when
-context clues rate, proper complex - appropriate with others Formatted: Filipino, Not Highlight
-affixes and expressions sentences) punctuation Formatted: Not Highlight
roots and correct marks EN6A-IVj-18
-other pronunciation -transition/ Show openness Formatted: Filipino, Not Highlight
strategies in oral signal words to criticism Formatted: Not Highlight
communication Formatted: Filipino, Not Highlight
group task
single

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

Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary b1.14:Use Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from appropriate subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing. prosodic features of agreement.
pitch, stress, unfamiliar words or contractions, etc.) significant past. speech like pitch,
intonation, juncture, expressions from and slang. EN7LT-I-b-2.2: stress, juncture,
and rate of speech the material viewed. Explain how the intonation, volume
EN7LC-I-b-5.2: elements specific to and projection and
Note the changes in a genre contribute rate/speed of
volume, projection, to the theme of a speech in differing
2
pitch, stress, particular literary oral communication
intonation, juncture, selection. situations.
and rate of speech EN7OL-I-b-
that affect meaning. 1.14.2:Observe the
correct pitch levels
(high, medium, low)
when reading lines
of poetry, sample
sentences and
paragraphs
EN7RC-I-c- EN7LC-I-c-5.1: EN7VC-I-c- EN7V-I-c- EN7LT-I-c- EN7WC-I-c- EN7OL-I-c- EN7G-I-c-
7.1:Read Listen for important 3.1.3:Give the 10.2:Use 1:Discover literature 4.2:Differentiate 1.14.2:Observe the 11:Observe correct Formatted: Font: Bold
intensively to find points signalled by meaning of given appropriate as a means of literary writing from correct pitch levels subject-verb
answers to specific volume, projection, signs and symbols idiomatic connecting to a academic writing. (high, medium, low) agreement.
questions pitch, stress, (road signs, expressions in a significant past. when reading lines
intonation, juncture, prohibited signs, variety of basic EN7LT-I-c-2.2.1: of poetry, sample
3
and rate of speech etc.). interpersonal Express sentences and
EN7LC-I-c-5.2: communicative appreciation for paragraphs
Note the changes in situations. sensory images
volume, projection, used
pitch, stress, Formatted: Font: Italic
intonation, juncture, Field Code Changed
RC LC VC V WC F G
LT
Literature
and rate of speech
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d- EN7LT-I-d-1: EN7WC-I-d- EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre 10.2:Use Discover literature 4.3:Identify basic 1.14.3: Use the Observe correct Formatted: Font: Bold
to find answers to points signalled by of a material viewed appropriate as a means of features and kinds correct stress subject-verb
specific questions volume, projection, (such as movie clip, idiomatic connecting to a of paragraph. (primary, agreement.
pitch, stress, trailer, news flash, expressions in a significant past. secondary, tertiary
intonation, juncture, internet-based variety of basic EN7LT-I-d-2.2.2: and weak) when Formatted: Font: Bold, Font color: Red
and rate of speech program, interpersonal Explain the literary reading passages.
documentary, video, communicative devices used
4
EN7LC-I-d- etc.). situations.
5.2: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- EN7LT-I-e-1: EN7WC-I-e- EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre 22.2:Select an Discover literature 4.3:Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material viewed appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph. (primary, agreement.
in content texts. pitch, stress, trailer, news flash, idiomatic word or significant past. EN7WC-I-e-2.8.1: secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: Recognize the parts and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary of a simple reading passages.
5 and in writing the ry, video, etc.). another word or devices used paragraph.
information EN7LC-I-e-5.2: expression.
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
and rate of speech
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 Yes- agreement.
presented in pitch, stress, idiomatic word or significant past. No and tag
6
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the tone, rising-falling
another word or mood, technique, intonation with
EN7LC-I-f-5.2: expression. and purpose of the information- Formatted: Font: Italic
Note the changes in author. seeking Field Code Changed
RC LC VC V WC F G
LT
Literature
volume, projection, questions, option
pitch, stress, questions and
intonation, juncture, with statements.
and rate of speech
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:

Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4:Use the Observe correct
given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed. colloquial and connecting to a paragraph. pattern with Yes-No agreement.
signs, prohibited pitch, stress, idiomatic significant past. and tag questions;
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication. Draw similarities intonation with
and differences of information- seeking
7 EN7LC-I-g-5.2: the featured questions, option
Note the changes in selections in relation questions and with
volume, projection, to the theme. statements.
pitch, stress,
and rate of speech
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 of Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5:Observe Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement.
signs, prohibited pitch, stress, material viewed idiomatic significant past. paragraphs. and rate of speech
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-h-2.3: when reading
and rate of speech communication. Draw similarities sample passages
8 and differences of (prose or poetry).
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme.
pitch, stress,
and rateof speech
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
9 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. Formatted: Font: Italic
pitch, stress, material viewed idiomatic significant past. paragraphs. and rate of speech Field Code Changed
RC LC VC V WC F G
LT
Literature
intonation, juncture, expressions in oral when reading
and rate of speech communication. EN7LT-I-i-3: sample passages
Explain how a (prose or poetry)..
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors.
and rate of speech
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.The Formatted: Font: (Default) Tahoma, 10 pt
CONTENT STANDARD learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; 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. Formatted: Font color: Auto, Filipino
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading 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.The learner transfers learning by: Formatted: Font: (Default) Tahoma, 10 pt
PERFORMANCE STANDARD
resolving conflicts presented in literary selections; using tools and mechanisms in locating library 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. Formatted: Font color: Auto, Filipino
RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a- EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use Formatted: Space After: 0 pt, Line spacing: single
Use appropriate listening strategies 1/2:Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
1 mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences Formatted: Font: Italic
the library for familiarity with the relationships of figurative language. in literary selections summary, precis, conversations, appropriately and Formatted: Font: Italic
locating resources. topic and levels of ideas and events. EN7V-II-a- and the need to and paraphrase. dialogs, and meaningfully.
Field Code Changed
RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1.5.3: difficulty of short 10.1.1: resolve those interviews
Use the card texts listened to. Classify sample conflicts in non- . EN7OL-II-a-4.1:
catalog, the online EN7LC-II-a-6.1: texts into literal or violent ways. Use appropriate
public access Extract information figurative. EN7LT-II-a-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to. distinguishing developing,
engine to locate features of maintaining and
specific resources. literature during the ending
Period of conversations and
Apprenticeship. dialogs.
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b- EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use Formatted: Font: (Default) Tahoma, 9 pt
1.5.3: Use the card Recognize main/key 1/2:Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and non- and sentences
public access relationships of in literary selections summary, precis, verbal cues when appropriately and
literal or
catalog, or ideas and events. and the need to and paraphrase. developing, meaningfully.
electronic search figurativeEN7VC- resolve those maintaining and
engine to locate II-b-1/2:Note conflicts in non- ending
2 details, sequence,
specific resources violent ways conversations and
and relationships of . EN7LT-II-0-4.2: dialogs.
ideas and events. Identify the Formatted: Filipino
distinguishing
features of poems
and short stories.
EN7SS-II-c-1.5.3: EN7LC-II-c- EN7VC-II-c- EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use

Use the card 2.1/3.1: Note 11:Narrate events Identify figures of Discover the Extract information Employ correct phrases, clauses,
catalog, the specific chronologically/ speech that show conflicts presented from a text using a turn-taking, turn- and sentences
onlinepublic access details/elements of Arrange ideas comparison (simile in literary selections summary, precis, giving and topic appropriately and
catalog, or the text listened to logically based on a metaphor, and the need to and paraphrase. control strategies in meaningfully.
electronic search material viewed. personification). resolve those conversations and
engine to locate 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. Formatted: Font: Italic
Field Code Changed
RC LC VC V WC F G
LT
Literature
EN7SS-II-d- EN7LC-II-d- EN7VC-II-d- . 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 11: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:
Explain how the
4
a genre contribute
to the theme of a
particular literary
selection.
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
used.
EN7SS-II-e- EN7LC-II-e-4: EN7VC-II-e- 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/ 11: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- 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 1.3:Predict the gist Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the tone and mood of the material speech that show conflicts presented details. techniques and and sentences
the different parts of the speaker or viewed based on contrast (irony, in literary selections strategies when appropriately and
6
of a book and from characters in the the title, pictures, oxymoron, and the need to asking questions meaningfully.
general references narrative listened to and excerpts of the paradox). resolve those and eliciting
in the library. material viewed. conflicts in non- answers. Formatted: Font: Italic
violent ways. Field Code Changed
RC LC VC V WC F G
LT
Literature
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- .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 1.3:Predict the gist 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text of the material figures of speech conflicts presented details. use the appropriate and sentences
newspapers and listened to. viewed based on that show contrast in literary selections gestures (hand- appropriately and
other print and non- the title, pictures, (irony, oxymoron, and the need to body) that meaningfully.
print media. and excerpts of the paradox). resolve those accompany oral
material viewed. conflicts in non- language
7
violent ways.
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h- 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 12: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 non- to. (irony, oxymoron, and the need to projection and meaningfully.
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- 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 12: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
9 newspapers and in the text listened viewed. that show contrast in literary selections stress, volume and appropriately and
other print and non- to. (irony, oxymoron, and the need to projection and meaningfully.
print media. paradox). resolve those rate/speed of Formatted: Font: Italic
conflicts in non- speech in Field Code Changed
RC LC VC V WC F G
LT
Literature
violent ways. conversations and
EN7LT-II-0-3: dialogs.
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task
THIRD QUARTER
PROGRAM STANDARD
learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD
listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors. Formatted: Filipino
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; Formatted: Font: (Default) Tahoma, 10 pt
PERFORMANCE STANDARD Formatted: Font: Italic
features of speech effectively in various situations; and observing correct subject-verb agreement.The learner transfers learning by:
showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and Formatted: Font: Italic
Field Code Changed
viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication
using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately. Formatted: Filipino
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- EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1:
Use one’s schema Use different 13:Determine the 13.11: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies key message words or as a tool to assert narrative texts. opinions, feelings using logical
understand a text. based on purpose, conveyed in the expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels of material viewed according to shades identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand features of group/panel and logical
as basis for informative and .EN7V-III-a- other people. narrativewriting. discussions, sequence and
conjectures made short narrative 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation.
about a text. texts. collocations used in Identify the debates, etc.
1 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- EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:

8.1: Use one’s 3.3/3.3.1: 13:Determine the 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
schema as basis Recognize main key message collocations used in as a tool to assert and factual appropriate oral using logical
points and conveyed in the a selection. one’s unique recounts. language and connectors that
for conjectures
supporting ideas material viewed identity and to stance in an signal chronological
made about a in the text listened better understand interview, a panel and logical
text. to. other people. discussion, in a sequence and
forum and in a summation.
2 EN7LT-III-b-5.2: debate.
Identify the
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels. Formatted: Font: Italic
3 EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c- EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2: Use
Field Code Changed
Use the universe of Infer thoughts and 13:Determine the 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed key message collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened conveyed in the a selection. one’s unique entries. language and meaningfully in
to. material viewed identity and to stance in an varied contexts.
better understand interview, a
other people. paneldiscussion, in
EN7LT-III-c-2.2: a 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- 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 13:Determine the Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate the order of ideas key message expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues conveyed in the genus-species one’s unique on a significant language and meaningfully in
material 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. Formatted: Font: Not Bold, Font color: Auto, Filipino
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e- 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 14:Make a stand on Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
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 stance in an varied contexts.
relations in a better understand experience. interview, a panel
5
selection. other discussion, in a
people.EN7LT-III- forum and in a
e-2.2.2: Explain debate.
literary devices
used.
EN7RC-III-f-2.8: EN7LC-III-f- EN7VC-III-f- 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 14:Make a stand on Determine words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
6 about the text. series of events the material viewed. expressions with as a tool to assert travelogue. ideas and opinions speech Formatted: Font: Italic
mentioned in the genus-species one’s unique based on text appropriately in Formatted: Font: Italic
listened to. (hyponymous) identity and to listened to. varied contexts.
Field Code Changed
relations in a better understand
selection. other people
EN7LT-III-f-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author.
EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g- EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III-g- EN7G-III-g-3:
Identify the author’s Identify the persons 14:Make a stand on 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
intentions for speaking and the material viewed. words or as a tool to assert travelogue. ideas and opinions reported speech
writing. addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to. varied contexts.
2.13: Distinguish speaker based on (partitive) relations. better understand
7 fact from opinion, explicit statements other people
fantasy from reality made. EN7LT-III-g-2.3:
in the text. Draw similarities
and differences of
the featured
to the theme.
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h- EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons 14: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
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. EN7LT-III-h-3: discussions, etc.
8 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- EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use

2.1.7: React to Formulate 14:Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
9 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 Formatted: Font: Italic
text. text. part-whole identity and to other people. provoking questions contexts. Field Code Changed
(partitive) relations. better understand in public
other people forums/panel
EN7LT-III-i-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors.
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries. Formatted: Font: Italic
Field Code Changed
learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village;
CONTENT STANDARD
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. Formatted: Filipino
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; Formatted: Space After: 0 pt, Line spacing: single
features of speech effectively in various situations; and observing correct subject-verb agreement.The learner transfers learning by: Formatted: Font: (Default) Tahoma, 10 pt
explaining the need to be cooperative and responsible in today’s global village; using appropriate 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. Formatted: Filipino
RC LC VC V WC F G
LT
Literature
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a- EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a EN7G-IV-a-4: Use
Classify text types Process information 6.1:Differentiate Use lexical and Discover through Compose simple 3:Observe and use imperatives and
(narrative, mentioned in the reality from fantasy contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to. based on a material 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, persuasive) Determine the and expressions. responsibly in features of personal giving information,
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 personal
1
non-verbal cues. distinguishing recounts.
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period. explanations and
instructions in
varied oral
communication
situations.
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b- EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information 6.1:Differentiate 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and Formatted: Font: Italic
2 reading strategies mentioned in the reality from fantasy and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to. based on a material in understanding the need to work a capsule information, giving instructions. Formatted: Font: Italic
types. EN7LC-IV-b-8.1: viewed. unfamiliar words cooperatively and biography, explanations and Field Code Changed
RC LC VC V WC F G
LT
Literature
EN7RC-IV-b- Determine the and expressions. responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article. varied oral
follow instructions speakers by village. communication
and directions. focusing on their EN7LT-IV-b-2.2: situations.
unique verbal and Explain how the
non-verbal cues. elements specific to
a genre contribute
to the theme of a
particular literary
selection.
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c- EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use

Make Predict the 15:Compare Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a content of materials relationships Philippine literature information about a events in factual information and
different text types. verbal exchange viewed to other presented in the need to work chosen subject and personal making
listened to and their sources of analogies. cooperatively and using a graphic recounts using explanations.
possible effects on information (print EN7V-IV-c-23.1: responsibly in organizer. appropriate verbal
3 the speakers. and radio). Supply other words today’s global and non-verbal cues
or expressions that village.
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- 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 15:Compare Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
between general of events content of materials relationships Philippine literature information about a events in factual information and
and specific mentioned in the viewed to other presented in the need to work chosen subject and personal making
statements. text listened to. sources of analogies. cooperatively and using a one step recounts using explanations.
information (print EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
4
and radio). Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy. 2.2.2: Explain the
literary devices used
.
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e- EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series 15:Compare the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events content of materials meanings of Philippine literature capsule biography appropriate multi- information and
5 information. mentioned in the viewed to other identified the need to work of a person media resources making
text listened to. sources of homonymous or cooperatively and interviewed. when orally giving explanations.
information (print polysemous words responsibly in information, Formatted: Font: Italic
and radio). or expressions. today’s global instructions, making Field Code Changed
RC LC VC V WC F G
LT
Literature
village. explanations and
EN7LT-IV-e- narrating events in
2.2.3: Determine personal or factual
tone, mood, recounts.
technique, and
purpose of the
author.
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f- 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 16:Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process. inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate 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- EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:

10.4: Cite evidence Determine the 16:Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
to support a general worth of ideas beliefs/convictions expressions used in Philippine literature biographical sketch appropriate multi- what, when, where,
statement. mentioned in the based on a material a selection that the need to work based on a personal media resources why, and how
text listened to. viewed. show varying cooperatively and interview and when orally giving questions
shades of meaning responsibly in background information,
EN7RC-IV-g- (gradients) today’s global research. instructions, making
7
3.1.13: Make a village. explanations and
stand. EN7LT-IV-g-2.3: narrating events in
Draw similarities personal or factual
and differences of recounts.
the featured
to the theme.
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h- 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 16:Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read appreciation for beliefs/convictions word clines. Philippine literature biographical sketch appropriate replies.
into an outline. entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed. cooperatively and interview and speech when giving
8
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research. instructions, making
punch lines. village. explanations and
EN7LT-IV-h-3: narrating events in Formatted: Font: Italic
Explain how a personal and factual Field Code Changed
RC LC VC V WC F G
LT
Literature
selection may be recounts.
influenced by
culture, history,
environment,
orother factors.
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i- EN7V-IV-i- EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: EN7G-IV-i-
Narrate events. Express 16:Express one’s 23.2:Create or Discover through 2.8.6.2: Compose a Use correct and 6.1:Formulate short
appreciation for beliefs/convictions expand word clines. Philippine literature biographical sketch appropriate replies.
entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed. cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research. instructions, making
punch lines. village. explanations and
narrating events in
personal and factual
9 EN7LT-IV-0-7: recounts.
Explain the
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village.
10 Culminating Task

Field Code Changed
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 Formatted: Font: (Default) Tahoma
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.The learner transfers learning by
PERFORMANCE STANDARD Formatted: Normal, Space After: 0 pt, Line spacing: single
composing and delivering a persuasive 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. Formatted: Font: 9 pt, Bold
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8:Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships. sounds of English. EN8G-Ia-8: Use
type. volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers. ideas using a an informative
and rate of speech. expressions. clues and EN8LT-Ia-8.1: variety of graphic speech.
1
collocations. Identify the organizers.
distinguishing
features of
notable African
chants, poems,
folktales, and
short stories.
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8:Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships. sounds of English. EN8G-Ib-8: Use
type. volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
2 pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers. one-step word, an informative
and rate of speech. expressions. clues and EN8LT-Ib-8.1: phrase, and speech. Formatted: Font: Italic
collocations. Identify the sentence outline Formatted: Font: Italic
distinguishing forms.
Field Code Changed
features of
notable African
chants, poems,
folktales, and
short stories.
EN8SS-Ic-1.5.1:Skim EN8LC-Ic-5.1: EN8VC-Ic-8:Use EN8V-Ic- EN8LT-Ic- EN8WC-Ic- EN8OL-Ic-3.11: EN8G-Ic-7:Use
to determine key Listen for important context clues from 10.2:Determine 8:Describe the 1.1:Generate ideas Use the correct parallel structures.
ideas. points signaled by the material viewed the meaning of notable literary and their sounds of English. EN8G-Ic-8:Use
volume, projection, to determine the idiomatic genres relationships. appropriate cohesive
pitch, stress, meaning of expressions by contributed by EN8WC-Ic- devices in composing
intonation, juncture, unfamiliar words or noting context African writers. 1.1.6:Organize an informative
and rate of speech. expressions. clues and EN8LT-Ic- ideas in one-step speech.
collocations. 2.2:Explain how word, phrase, and
the elements sentence outline
specific to a forms.
genre contribute
to the theme of a
3
particular literary
selection.
EN8LT-Ic-
2.2.1:Express
appreciation for
sensory images
used
EN8LT-Ic- Formatted: Font: 9 pt
2.2.2: Explain
the literary
devices used.
.
EN8SS-Id- 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
1.5.1:Skim to Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
determine key 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
and rate of speech. clues and EN8LT-Id-2.2: phrase, and speech.
4
collocations. Explain how the sentence outline
elements specific forms.
to a genre
contribute to the
theme of a
particular literary Formatted: Font: Italic
selection. Field Code Changed
EN8LT-Id-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author.
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed. unlocking the genres expository text. speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines. devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers. Arrange notes an informative
purpose. 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
5 contribute to the
theme of a
particular literary
selection.
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
.
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed. and expressions means of expository text. speech when appropriate cohesive
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 Formatted: Font: Italic
and rate of speech different viewing local culture by African writers. Arrange notes in Use the correct an informative Field Code Changed
that affect meaning. genres. noting context EN8LT-Ig-2.3: one-step word, stance and speech.
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 influenced by expository text. informative talk appropriate cohesive
intonation, juncture, same topic in expressionsthat culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing reflect the local environment, or Arrange notes in presentation aids. an informative
that affect meaning. genres. culture by noting other factors. one-step word, speech.
context 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 influenced by expository text. appropriate cohesive
reading, intensive intonation, juncture, same topic in expressionsthat culture, history, EN8WC-Ii-6.2: devices in composing
9
reading etc.) for one’s and rate of speech different viewing reflect the local environment, or Arrange notes in an informative
purpose. that affect meaning. genres. culture by noting other factors. one-step word, speech.
context clues. phrase, and
sentence
outlineforms.
10 Culminating Task

Field Code Changed
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SECOND QUARTER
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PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries. Formatted ...
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a Formatted ...
deeper appreciation of Philippine Culture and those of other countries. Formatted ...
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and Formatted ...
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; Formatted ...
CONTENT STANDARD and appropriate grammatical signals or expressions suitable to patterns of idea development.The learner demonstrates understanding of: East Asian
literature as a mirror to a shares heritage; coping strategies in processing textual information; strategies in examining features of a listening and viwewing Formatted ...
material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-making’ persuasion, and emphasis. Formatted ...
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
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appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.The learner transfers
PERFORMANCE STANDARD learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, Formatted ...
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior. Formatted ...
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Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Formatted ...
Formatted ...
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa- EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate 1.3:Predict the gist Distinguish Describe the Compose effective the appropriate appropriate Formatted ...
significance of a literary listening skills and of the material between and notable literary paragraphs. prosodic features of grammatical signals Formatted ...
text. strategies suited to viewed based on among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and the title, pictures, situational, and contributed by 2.8.7: Limit a delivering an suitable to each Formatted ...
Relate content or narrative texts. and excerpts. dramatic types of East Asian topic. entertainment pattern of idea Formatted ...
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers. speech. development:
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experiences and Employ projective Discern positive examples of each. EN8LT-IIa-9.2: general to
1 Formatted
background knowledge. listening strategies and negative Identify the particular ...
with longer stories. messages conveyed distinguishing claim and Formatted ...
in a material features of counterclaim
Formatted ...
viewed. notable East problem-
Asian poems, solution Formatted ...
folktales, and cause-effect Formatted ...
short stories. and others
Formatted ...
2 EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb- EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use Formatted ...
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RC LC VC V LT WC F G Formatted ...
Comprehension Comprehension Comprehension Development Composition Fluency Awareness Formatted ...
Evaluate the personal Employ appropriate 1.3:Predict the gist Distinguish Describe the Compose effective the appropriate appropriate Formatted ...
significance of a literary listening skills and of the material between and notable literary paragraphs. prosodic features of grammatical signals
Formatted ...
text. strategies suited to viewed based on among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and the title, pictures, situational, and contributed by 2.8.8: Use a delivering an suitable to each Formatted ...
Relate content or narrative texts. and excerpts. dramatic types of East Asian variety of entertainment pattern of idea Formatted ...
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers. techniques to speech. development:
experiences and Infer dominant Discern positive examples of each. EN8LT-IIb-9.2: introduce a topic. general to Formatted ...
background knowledge. thoughts and feelings and Identify the particular Formatted ...
expressed in the text negativemessages distinguishing claim and
Formatted ...
listened to. conveyed in a features of counterclaim
material viewed. notable East problem- Formatted ...
Asian poems, solution Formatted ...
folktales, and cause-effect
short stories. and others Formatted ...
Formatted ...
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc- EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use
Formatted ...
Evaluate the personal Employ appropriate 1.3:Predict the gist Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and of the material between and elements specific paragraphs. of English correctly grammatical signals Formatted ...
text. strategies suited to viewed based on among verbal, to a genre EN8WC-IIc- and effectively or expressions Formatted ...
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.2.1:Develop when delivering an suitable to each
Formatted ...
React to assertions narrative texts. and excerpts. dramatic types of theme of a related support entertainment pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences. speech. development: Formatted ...
the text. Determine the tone Discern positive examples of each. selection. general to Formatted
3 ...
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages conveyed 2.2.1: Express claim and Formatted ...
in the narrative in a material appreciation for counterclaim Formatted ...
listened to. viewed. sensory images problem-
Formatted ...
used. solution
cause-effect Formatted ...
and others Formatted ...
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId- EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use Formatted ...
Evaluate the personal Employ appropriate 1.3:Predict the gist Distinguish Explain how the Compose effective Produce the sounds appropriate Formatted ...
significance of a literary listening skills and of the material between and elements specific paragraphs. of English correctly grammatical signals
Formatted ...
text. strategies suited to viewed based on among verbal, to a genre EN8WC-IId- and effectively or expressions
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.8.9: Use a when delivering an suitable to each Formatted ...
React to assertions narrative texts. and excerpts. dramatic types of theme of a variety of entertainment pattern of idea Formatted
4 ...
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to speech. development:
made by the author Determine the tone Discern positive examples of each. selection. formulate a general to Formatted ...
in the text. and mood of the and negative EN8LT-IId- conclusion. particular Formatted ...
speaker or characters messages conveyed 2.2.2: Explain claim and Formatted ...
in the narrative in a material the literary counterclaim
listened to. viewed. devices used. problem- Formatted ...
Formatted ...
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cause-effect
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and others
Formatted ...
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe- EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist Discriminate Appreciate Develop Use appropriate appropriate
relationships illustrated listening skills and of the material literature as an paragraphs that non-verbal cues grammatical signals Formatted ...
between literal
in tables, graphs, and strategies suited to viewed based on art form inspired illustrate each text when delivering or expressions Formatted ...
and figurative
information maps long descriptive and the title, pictures, and influenced type (narrative in lines in an suitable to each
language. Formatted ...
found in expository narrative texts. and excerpts. by nature. literature, entertainment pattern of idea
texts. EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech. development: Formatted ...
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, factual general to Formatted
5 ...
Transcode information the text listened to. and negative and personal particular
from linear to non- messages conveyed recount, claim and Formatted ...
linear texts and vice- in a material persuasive). counterclaim Formatted ...
versa. viewed. problem-
Formatted ...
solution
Formatted ...
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf- EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Explain how the Develop Use appropriate appropriate Formatted ...
relationships illustrated listening skills and of the material figures of speech elements specific paragraphs that non-verbal cues grammatical signals Formatted ...
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 Formatted ...
found in expository narrative texts and excerpts. (hyperbole and theme of a literature, entertainment pattern of idea Formatted ...
texts. EN8LC-IIf-2.5: EN8VC-IIf-17: litotes). particular literary expository, speech. development:
Formatted ...
EN8RC-IIf-11: Formulate predictions Discern positive selection. explanatory, factual general to
6 Formatted
Transcode information about the contents of and negative EN8LT-IIf- and personal particular ...
from linear to non- messages conveyed 2.2.3: Determine recount, claim and Formatted
the listening text. ...
linear texts and vice- in a material tone, mood, persuasive). counterclaim
versa. viewed. technique, and problem- Formatted ...
.
purpose of the solution Formatted ...
author. cause-effect
Formatted ...
and others
Formatted ...
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg- EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg- EN8G-IIg-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Explain how the Develop 3:Deliver a self- appropriate
Formatted ...
relationships illustrated listening skills and of the material figures of speech elements specific paragraphs that composed grammatical signals
7 in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text entertainment or expressions Formatted ...
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in speech using all the suitable to each Formatted ...
found in expository narrative texts. and excerpts. (hyperbole and theme of a literature, needed speech pattern of idea
texts. EN8LC-IIg-3.12: EN8VC-IIg-17: litotes). particular literary expository, conventions. development: Formatted ...
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EN8RC-IIg-11: Listen to paraphrase Discern positive selection. explanatory, factual EN8OL-IIh-3.13: general to Formatted ...
Transcode information information/ideas. and negative EN8LT-IIg- and personal Maintain the particular
Formatted ...
from linear to non- messages conveyed 2.2.3: Determine recount, interest of the claim and
linear texts and vice- in a material tone, mood, persuasive). audience by counterclaim Formatted ...
versa. viewed. technique, and delivering punch problem- Formatted ...
purpose of the lines effectively. solution
author. cause-effect Formatted ...
Formatted ...
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh- EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh- EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Draw similarities Develop 3:Deliver a self- appropriate Formatted ...
relationships illustrated listening skills and of the material figures of speech and differences paragraphs that composed grammatical signals Formatted ...
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 the suitable to each Formatted ...
found in expository narrative texts. and excerpts. (hyperbole and relation to the literature, needed speech pattern of idea Formatted ...
texts. EN8LC-IIh-7.2: EN8VC-IIh-17: litotes). theme. expository, conventions. development:
Formatted ...
EN8RC-IIh-2.15: Employ projective Discern positive explanatory, factual general to
8 Formatted
Organize information in listening strategies and negative and personal particular ...
tables, graphs, and with longer stories. messages conveyed recount, claim and Formatted ...
maps. in a material persuasive). counterclaim
Formatted ...
viewed. problem-
and others
Formatted ...
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi- EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi- EN8G-IIi-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist Discriminate Explain how a Develop 3:Deliver a self- appropriate
Formatted ...
relationships illustrated listening skills and of 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 Formatted ...
and figurative
information maps long descriptive and the title, pictures, culture, history, type (narrative in speech using all the suitable to each Formatted
language. ...
found in expository narrative texts. and excerpts. environment, or literature, needed speech pattern of idea
texts. EN8LC-IIi-7.2: EN8VC-IIi-17: other factors. expository, conventions. development: Formatted ...
EN8RC-IIi-2.15: Employ projective Discern positive explanatory, factual general to Formatted ...
9
Organize information in listening strategies and negative and personal particular
Formatted ...
tables, graphs, and with longer stories. messages conveyed recount, claim and
maps. in a material persuasive). counterclaim Formatted ...
viewed. problem- Formatted ...
solution
Formatted ...
cause-effect
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10 Culminating Task Formatted ...
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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 Formatted: Justified, Space After: 0 pt, Line spacing:
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 Formatted: Justified, Space After: 0 pt, Line spacing:
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
EN8RC-IIIa- EN8LC-IIIa- EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa- EN8SS-IIIa- EN8OL-IIIa- EN8RC-IIIa-
12.1:Recognize 7.3:Determine the 3.4/4.4/5.4:Deter Explain the 11:Identify the 1.10:Organize 3.11:Use the 10:Share ideas using
propaganda target audience of a mine the target meaning of a notable literary information about a correct sounds of opinion-marking
techniques used in a listening text and the audience of a word through genres chosen subject English during signals.
given text. objective/s of the material viewed. structural analysis contributed by using a graphic speech delivery. EN8G-IIIa-3.6:Use
speaker. (prefixes, roots, Southeast Asian organizer. modals appropriately.
suffixes) writers.
EN8LT-IIIa-
11.1: Identify
1
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian Formatted: Font: Italic
writers. Field Code Changed
EN8RC-IIIb- EN8LC-IIIb- EN8VC-IIIb- EN8V-IIIb- EN8LT-IIIb- EN8WC-IIIb- EN8OL-IIIb- EN8RC-IIIb-

12.1:Recognize 8.2:Judge the 3.4/4.4/5.4:Deter 15.3:Explain the 11:Identify the 1.1.6:Transcode 5:Observe the use 10:Share ideas using
propaganda relevance and worth mine the target meaning of a notable literary information from a of correct stress, opinion-marking
techniques used in a of ideas presented in audience of a word through genres graphic organizer pitch, and juncture signals.
given text. the text listened to. material viewed. structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6:Use
(prefixes, roots, Southeast Asian sentence outline. persuasive speech. modals appropriately.
suffixes) writers.
EN8LT-IIIb-
11.1: Identify
2
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers.
EN8RC-IIIc- EN8LC-IIIc- EN8VC-IIIc- EN8V-IIIc- EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc- EN8RC-IIIc-10:
2.13:Differentiate 7:Employ different 18:Determine the 15.3:Explain the 2.2: Explain how 1.1.6:Expand the 5:Observe the use Share ideas using
facts from opinions. listening strategies issue and stand meaning of a the elements content of an of correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals.
purpose, and level of material viewed. structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11:Use
difficulty of the (prefixes, roots, to the theme of a secondary sources. persuasive speech. appropriate
3 listening text. suffixes) particular literary documentation.
selection. EN8G-IIIc-3.6:Use
EN8LT-IIIc- modals appropriately.
2.2.1:Express
appreciation for
sensory images
used.
EN8RC-IIId- EN8LC-IIId- EN8VC-IIId- EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId- EN8G-IIId-11:Use
12:Utilize coping 8.2:Judge the 18:Determine the Use appropriate 2.2:Explain how 2.2.16:Compose 5:Observe the use appropriate
reading strategies to relevance and worth issue and stand strategies for the elements an informative of correct stress, documentation.
process information in of ideas presented in presented in the unlocking specific to a essay. pitch, and juncture EN8G-IIId-3.6: Use
a text. the text listened to. material viewed. unfamiliar words. genre contribute when delivering a modals appropriately.
4 to the theme of a persuasive speech.
particular literary
selection.
EN8LT-IIId-
2.2.4:Explain Formatted: Font: Italic
figurative Field Code Changed
language used.
EN8RC-IIIe-2.1.7: EN8LC-IIIe- EN8VC-IIIe- EN8V-IIIe-12.3: EN8LT-IIIe- EN8SS-IIIe- EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is 7.1:Determine the 18:Determine the Arrive at meanings 10:Appreciate 1.6:Show respect 1.14: Use modals appropriately.
asserted or expressed stand of the speaker issue and stand through context literature as a for intellectual appropriate EN8G-IIIe-12: Use
in a text. on a given issue presented in the clues. mirror to a property rights by persuasive devices. emphasis markers for
presented in the text material viewed. shared heritage acknowledging persuasive purposes.
listened to. 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- EN8LC-IIIf- EN8VC-IIIf- EN8V-IIIf- EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf- EN8G-IIIf-3.6:Use Formatted: Font: 9 pt
2.1.7.1:Evaluate the 2.10:Distinguish 19:Judge the 12.3:Arrive at 2.2:Explain how Show respect for 3:Deliver a self- modals appropriately.
details that support facts from opinion relevance and meanings through the elements intellectual property composed EN8G-IIIf-12:Use
assertions in a text. cited in the text worth of ideas context clues. specific to a rights by persuasive speech. emphasis markers for
listened to. presented in the genre contribute acknowledging persuasive purposes.
material viewed. to the theme of a citations made in
particular literary an informative
selection. essay.
EN8LT-IIIf- EN8SS-IIIf-
2.2.5:Determine 1.6.3:
key ideas, tone, Acknowledge
and purposes of sources by creating
the author. a
6
bibliography.EN8L
T-IIIf-2.2:Explain
how the elements
specific to a genre
contribute to the
theme of a
particular literary
selection.
EN8LT-IIIf- Formatted: Space After: 0 pt, Line spacing: single
2.2.5: Determine
key ideas, tone,
and purposes of
the author.
EN8RC-IIIg- EN8LC-IIIg- EN8VC-IIIg- EN8V-IIIg- EN8LT-IIIg- EN8SS-IIIg- EN8OL-IIIg- EN8RC-IIIg-
3.1.12:Examine 7:Employ different 19:Judge the 26:Analyze 2.2:Explain how 1.6:Show respect 1.14:Use 10:Share ideas using
biases (for or against) listening strategies relevance and intention of words the elements for intellectual appropriate opinion-marking
made by the author. suited to the topic, worth of ideas or expressions specific to a property rights by persuasive devices. signals. Field Code Changed
purpose, and level of presented in the used in genre contribute acknowledging EN8G-IIIg-3.6:Use
difficulty of the material viewed. propaganda to the theme of a citations made in modals appropriately.
listening text. techniques. particular literary an informative EN8G-IIIg-12:Use Formatted: Font: Font color: Red
selection. essay. emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes.
2.2.5:Determine 1.6.4:Use
key ideas, tone, conventions in
and purposes of citing sources.
the author.
EN8RC-IIIh- EN8LC-IIIh- EN8VC-IIIh- EN8V-IIIh- EN8LT-IIIh- EN8SS-IIIh- EN8OL-IIIh-3: EN8RC-IIIh-
3.1.12:Examine 7.4:Determine 19:Judge the 26:Analyze 2.3:Identify 1.6:Show respect Deliver a self- 10:Share ideas using
biases (for or against) various social, moral, relevance and intention of words similarities and for intellectual composed opinion-marking
made by the author. and economic issues worth of ideas or expressions differences of the property rights by persuasive speech. signals.
discussed in the text presented in the used in featured acknowledging EN8G-IIIh-3.6:Use
listened to. material viewed. propaganda selections. citations made in modals appropriately.
techniques. an informative EN8G-IIIh-12:Use
8
essay. emphasis markers for
EN8SS-IIIh- persuasive purposes.
1.6.5:Use in-text
citation.
EN8RC-IIIi- EN8LC-IIIi- EN8VC-IIIi- EN8V-IIIi- EN8LT-IIIi- EN8WC-IIIi- EN8OL-IIIi- EN8RC-IIIi-

12:Utilize coping 7.4:Determine 19:Judge the 25:Use 3:Explain how a 2.2.16:Compose 4.1:Use 10:Share ideas using
reading strategies to various social, moral, relevance and appropriate selection is an informative appropriate verbal opinion-marking
process information in and economic issues worth of ideas strategies for influenced by essay. and non-verbal signals.
a text. discussed in the text presented in the unlocking culture, history, cues when EN8G-IIIi-11:Use
listened to. material viewed. unfamiliar words. environment. delivering a appropriate
9
persuasive speech. documentation.
EN8G-IIIi-3.6:Use
modals appropriately.
EN8G-IIIi-12:Use
emphasis markers for
persuasive purposes.
10 Culminating Task

Field Code Changed
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 Formatted: Font: (Default) Tahoma
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
Formatted: Justified, Space After: 0 pt, Line spacing:
CONTENT STANDARD constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.The learner demonstrates understanding of: Southeast
Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of a listening and Formatted: Font: 9 pt
viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion,a nd emphasis. Formatted: Font: 9 pt, Filipino
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.The learner transfers learning by composing and delivering a persuasive speech based on an Formatted: Justified, Space After: 0 pt
informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and Formatted: Font: 9 pt
appropriate prosodic features, stance,and behavior. Formatted: Font: 9 pt, Filipino
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Formatted: Font: Italic
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 Formatted: Font: Italic
1
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers. Field Code Changed
topic sentence. follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing. sounds of English appropriate logical
listened to. fantasy based on a meaning of words South and West when delivering a connectors for
material viewed. Asian writers. manuscript or emphasis.
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the distinguishing declamation or in a
features found in dramatic
religious texts, monologue.
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers.
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence. a text listened to. aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
viewed. meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers. opinion article, manuscript or past and past perfect
EN8LT-IVb- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news in an oration, in a writing.
2 the distinguishing article). declamation or in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers.
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc- EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about 15:Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to. contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing.
used by the writer. with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
3 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 in an oration, in a
the distinguishing article). declamation or in a
features found in dramatic Formatted: Font: Italic
religious texts, monologue. Field Code Changed
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers.
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use

Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that make strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text up reality and decoding the contributed by journalistic writing sounds of English writing.
rules and regulations. listened to. fantasy based on a meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
material viewed. Asian writers. opinion article, manuscript or past and past perfect
EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news in an oration, in a writing.
4 the distinguishing article). declamation or in a
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 Formatted: Font: 9 pt
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the appropriate direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts. prosodic features of speech in journalistic
literature, text listened to. aspect of a material decoding the expression of speech like pitch, writing.
instructions, EN8RC-IVe-13: Use viewed. meaning of words philosophical and stress, juncture, EN8G-IVe-3: Use
explanation, factual text type knowledge religious ideals. volume, and past and past perfect
and personal recount, (narrative in projection, tenses in journalistic
5
persuasive, literature, intonation and writing.
expository) to process instructions, speech rate. EN8G-IVe-15: Use
information in a text. explanation, factual appropriate modifiers.
and personal recount,
persuasive,
expository) to process
information in a text.
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf- EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: Use EN8G-IVf-13: Use
Distinguish between Process speech 15:Compare and Use various Explain how the Use primary and the appropriate active and passive
6 general and specific delivered by making contrast one’s strategies in elements specific secondary sources prosodic features of constructions in
statements. inferences from what beliefs/convictions decoding the to a genre to develop a topic speech like pitch, journalistic contexts. Formatted: Font: Italic
has been listened to. with those meaning of words contribute to the for journalistic stress, juncture, EN8G-IVf-16: Use Field Code Changed
presented in a theme of a writing. volume, and appropriate logical
material viewed. particular literary projection, connectors for
selection. intonation and emphasis.
EN8LT-IVf- speech rate.
2.2.1: Express
appreciation for
sensory images
used.
EN8LT-IVf-
2.2.4: Explain
figurative
language used.
EN8RC-IVg- EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
15.1:Evaluate the Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported single
accuracy of a given and worth of ideas elements that make strategies in Explain how the intellectual property manuscript/memori speech in journalistic
information. presented in the text up reality and decoding the elements specific rights by zed oral speech writing.
listened to. fantasy based on a meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
material viewed. contribute to the sources of fluency before an appropriate modifiers.
theme of a information in audience EN8G-IVg-16: Use
7 particular literary journalistic writing. appropriate logical
selection. connectors for
EN8LT-IVg- emphasis.
2.2.5:
Determine key
ideas, tone, and
purposes of the
author.
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective 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 material decoding the differences of the indicate communication journalistic contexts.
has been listened to. viewed. meaning of words featured acknowledgement strategies: gestures EN8G-IVh-14: Use
selections. of sources. and body direct and reported
8
EN8LT-IVh-3: 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- EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
9 Synthesize essential Summarize 15:Compare and Use various Appreciate Compose Deliver a active and passive Formatted: Font: Italic
information found in information from the contrast one’s strategies in literature as an journalistic texts. manuscript/memori constructions in Field Code Changed
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
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
Formatted: Centered
GRADE 9
FIRST QUARTER
PROGRAM STANDARD
Formatted: Font: (Default) Tahoma, 10 pt
The learner demonstrates communicative competence through his/her understandingof British-AmericanLiterature, including Philippine
GRADE LEVEL STANDARD Formatted: Normal, Space After: 0 pt, Line spacing: single
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 Formatted: Font: (Default) Tahoma, 10 pt
how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, Formatted Table
CONTENT STANDARD punctuation marks and interjections to enable him/her to participate actively in a speech choir.The learner demonstrates understanding of Formatted: Font: Italic
how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing
information in texts listened to and viewed; word derivation and formation strategies; distinctions between and among informative,
Field Code Changed
journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and interjections. Formatted: Font: Not Bold
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Formatted: Font: (Default) Tahoma, 10 pt
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. The learner transfers learning by composing Formatted: Normal, Justified, Space After: 0 pt, Line
PERFORMANCE STANDARD spacing: single
and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with appropriate and creative use of word order, punctuation
marks, and interjections and effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
EN9RC-Ia-16:Share EN9LC-Ia-8:Process EN9VC-Ia- EN9V-Ia- EN8LT-Ia- ENWC-Ia-8: EN9OL-Ia- EN9G-Ia-17:Use
prior knowledge information 3.8:Infer thoughts, 1:Provide words 14:Analyze Distinguish 1.15:Use the normal and inverted
about a text topic. mentioned in the text feelings, and or expressions literature as a between and appropriate word order in creative
listened to. intentions in the appropriate for a means of among informative, segmentals (sounds writing.
EN9LC-Ia- material viewed. given situation. discovering the journalistic, and of English) and the EN9G-Ia-
3.6:Perform a task by self. literary writing. suprasegmentals or 1.6/1.7:Use
following instructions. EN8LT-Ia-14.1: ENWC-Ia- prosodic features of appropriate
Identify the 8:Determine the speech when punctuation marks
distinguishing features of delivering lines of and capitalization to
1
features of informative writing. poetry and prose in convey meaning.
notable Anglo- a speech choir, jazz EN9G-Ia-18:Use
American lyric chants and interjections to
poetry, songs, raps.EN9OL-Ia- convey meaning.
poems, sermons, 1.15:Use
and allegories. appropriate stress
in delivering lines
of poetry and
prose.
EN9RC-Ib-16:Share EN9LC-Ib-6.2:Infer EN9VC-Ib- EN9V-Ib- EN8LT-Ib- ENWC-Ib- EN9OL-Ib- EN9G-Ib-17:Use
prior knowledge thoughts, feelings 3.8:Infer thoughts, 1:Provide words 14:Analyze 8:Distinguish 1.15:Use the normal and inverted
about a text topic. and intentions of the feelings, and or expressions literature as a between and appropriate word order in creative
speaker. intentions in the appropriate for a means of among informative, segmentals (sounds writing.
material viewed. given situation. discovering the journalistic, and of English) and the EN9G-Ib-1.6/1.7:
self. literary writing. suprasegmentals or Use appropriate
EN8LT-Ib- prosodic features of punctuation marks
2
14.2:Explain speech when and capitalization to
how the delivering lines of convey meaning.
elements specific poetry and prose in EN9G-Ib-18:Use Formatted: Font color: Red
to a selection a speech choir, jazz interjections to
build its theme. chants and raps. convey meaning. Formatted: Font: Italic
EN9F-Ib-
3.1:Produce the
Field Code Changed
RC LC VC V WC F G
LT
Literature
correct beat and
rhythm in
delivering jazz
chants and raps.
EN9RC-Ic- EN9LC-Ic- EN9VC-Ic- EN9V-Ic- EN8LT-Ic- ENWC-Ic- EN9OL-Ic-1.15: EN9G-Ic-17:Use
13.2:Take note of 3.12:Paraphrase the 3.8:Infer thoughts, 15:Explain how 14:Analyze 8:Distinguish Use the appropriate normal and inverted
sequence signals or text listened to. feelings, and words are derived literature as a between and segmentals (sounds word order in creative
connectors to intentions in the from names of means of among informative, of English) and the writing.
determine patterns of material viewed. persons and enhancing the journalistic, and suprasegmentals or EN9G-Ic-
idea development. places. self. literary writing. prosodic features of 1.6/1.7:Use
given in a text. EN8LT-Ic- speech when appropriate
2.2:Explain how delivering lines of punctuation marks
3 the elements poetry and prose in and capitalization to
specific to a a speech choir, jazz convey meaning.
genre contribute chants and raps. EN9G-Ic-18: Use
to the theme of a EN9F-Ic- interjections to
particular literary 3.1:Produce the convey
selection. correct beat and meaning.EN9G-Ic-
rhythm in 18:Use hyphens and
delivering jazz dashes correctly.
chants and raps.
EN9RC-Id- EN9LC-Id-8.4:Agree EN9VC-Id- EN9V-Id- EN8LT-Id-14: ENWC-Id-8.1: EN9OL-Id- EN9G-Id-17:Use
13.2:Scan sequence or disagree with the 21:Summarize the 15:Explain how Analyze literature Examine sample 1.14:Use the normal and inverted
signals or connectors ideas of the speaker. contents of the words are derived as a means of texts representative correct pitch, word order in creative
to determine patterns EN9LC-Id- material viewed. from names of discovering the of each juncture, stress, writing.
of idea development. 8.5:Accept or reject persons and self. type.ENWC-Id- intonation, rate of EN9G-Id-
ideas mentioned. places. EN8LT-Id- 8.1:Compare and speech, volume 1.6/1.7:Use
2.2.1:Express contrast text types. and projection appropriate
appreciation for when delivering punctuation marks
4
sensory images lines of poetry and and capitalization to
used. prose in dramatic convey meaning.
and conventional EN9G-Id-18: Use Formatted: Not Highlight
speech choirs. interjections to
convey
meaning.EN9G-Id- Formatted: Highlight
18: Use hyphens and
dashes correctly.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6:Make EN9VC-Ie- EN9V-Ie- EN8LT-Ie- ENWC-Ie- EN9OL-Ie-1.14: EN9G-Ie-17:Use
Skim to determine decisions based on 21:Summarize the 11:Arrive at 14:Analyze 9:Compose forms Use the correct normal and inverted
key ideas and what is listened to. contents of the meaning of words literature as a of literary writing. pitch, juncture, word order in creative
author’s purpose. material viewed. through word means of stress, intonation, writing.
formation discovering the rate of speech, EN9G-Ie- Formatted: Font: Italic
(clipping, self. volume and 1.6/1.7:Use Field Code Changed
RC LC VC V WC F G
LT
Literature
blending, EN8LT-Ie- projection when appropriate
acronymy, 2.2.2:Explain the delivering lines of punctuation marks
compounding, folk literary devices poetry and prose in and capitalization to
etymology, etc.) used. dramatic and convey meaning.
conventional EN9G-Ie-18:Use
speech choirs. interjections to
convery meaning.
EN9SS-If-1.5.1: EN9LC-If-8.2:Judge EN9VC-If- EN9V-If-11: EN8LT-If- ENWC-If-9.1: EN9OL-If- EN9G-If-17:Use Formatted: Not Highlight
Skim to determine the relevance and 19:Assess the Arrive at meaning 14:Analyze Identify types and 2.6.2:Use the normal and inverted
key ideas and worth of ideas relevance and of words through literature as a features of appropriate word order in creative
author’s presented. worth of ideas word formation means of gestures (hand, writing. Formatted: Space After: 0 pt, Line spacing: single
poetry.ENWC-If-
purpose.EN9SS-If- presented in the (clipping, discovering the face, and body). EN9G-If- Formatted: Filipino, Not Highlight
1.5.1:Skim for key material viewed. blending, self. 9.1:Determine the 1.6/1.7:Use
ideas. acronymy, EN8LT-If- features of poetry. appropriate Formatted: Filipino
compounding, folk 2.2.3: Determine punctuation marks Formatted: Highlight
6 etymology, etc.) tone, mood, and capitalization to
EN9V-If-11: technique, and convey meaning.
purpose of the Compare an EN9G-If-18: Use Formatted: Space After: 0 pt, Line spacing: single
Arrive at meaning author. original short poem interjections to Formatted: Filipino, Highlight
of words. EN8LT-If- in the importance convery meaning
2.2.3:Determine of reasoning to Formatted: Highlight
the mood of the arrive at wise Formatted: Filipino, Highlight
selection. decision.
Formatted: Highlight
EN9RC-Ig-17:Make EN9LC-Ig-8.7:Draw EN9VC-Ig- EN9V-Ig-12.3: EN8LT-Ig- ENWC-Ig-9.1: EN9OL-Ig- EN9G-Ig-17:Use Formatted: Filipino, Highlight
a connection between generalizations and 19:Assess the Note types of 14:Analyze Identify types and 2.6.2:Use the normal and inverted Formatted: Not Highlight
the present text and conclusions from the relevance and context clue literature as a features of poetry. appropriate word order in creative
previously read texts. material listened to. worth of ideas (restatement, means of ENWC-Ig- gestures (hand, writing.
presented in the definition, discovering the 9.1:Make use of face, and body). EN9G-Ig-1.6/1.7: Formatted: Not Highlight
material viewed. synonyms, self. lyric poem’s feature Use appropriate Formatted: Font: Not Highlight
antonyms) used EN8LT-Ig- in an ad campaign. punctuation marks
for a given word 2.2.3:Determine and capitalization to
7 or expression. tone, mood, convey meaning.
EN9V-Ig- technique, and EN9G-Ig- Formatted: Highlight
12.3:Use purpose of the 1.6/1.7:Use
synonyms of author. contractions
words to clarify proficiently.
meanings. EN9G-I-0-18:Use
interjections to
convey meaning. Formatted: Font: Italic
Field Code Changed
RC LC VC V WC F G
LT
Literature
EN9RC-Ih-17:Make EN9LC-Ih- EN9VC-Ih- EN9V-Ih- EN8LT-Ih- ENWC-Ih-3.6:Use EN9F-Ih-3.14: EN9G-Ih-17:Use Formatted: Not Highlight
a connection between 8.8:Compare and 1.5/2.5:Draw 12.3:Note types 14:Analyze literary devices and Use the appropriate normal and inverted
the present text and contrast information generalizations and of context clue literature as a techniques to craft and effective word order in creative
previously read texts listened to. conclusions from (restatement, means of poetic forms. speech conventions writing.
the material definition, discovering the ENWC-Ih-3.6: expected of speech EN9G-Ih-1.6/1.7: Formatted: Highlight
viewed. synonyms, self. Write a script for a choir Use appropriate
antonyms) used EN8LT-Ih- poetry reading. presentations.EN9 punctuation marks Formatted: Filipino, Highlight
for a given word 2.3:Draw F-Ih-3.14:Use the and capitalization to
8 or expression. similarities and appropriate and convey meaning.
differences of the effective speech EN9G-Ih- Formatted: Highlight
featured conventions in 1.6/1.7:Use
selections in poetry reading. quotation marks
relation to the effectively.
theme EN9G-Ih-18:Use
interjections to
. convey meaning.
EN9RC-Ii- EN9LC-Ii- EN9VC-Ii- EN9V-Ii- EN8LT-Ii- ENWC-Ii-3.6: Use EN9F-Ii-3.14:Use EN9G-Ii-17: Use
18:Identify advance 3.14:Summarize 1.5/2.5:Draw 12.3:Note types 14:Analyze literary devices and the appropriate and normal and inverted
organizers, titles, sub- information from the generalizations and of context clue literature as a techniques to craft effective speech word order in creative
titles, illustrations, text listened to. conclusions from (restatement, means of poetic forms. conventions writing.
etc. given in a text. the material definition, discovering the expected of speech EN9G-Ii-
viewed. synonyms, self. choir presentations. 1.6/1.7:Use
antonyms) used EN8LT-Ii- appropriate
9
for a given word 3:Explain how a punctuation marks
or expression. selection may be and capitalization to
influenced by convey meaning.
culture, history, EN9G-Ii-18:Use
environment, or interjections to
other factors. convey meaning.
10 Culminating Task

Field Code Changed
Formatted ...
Formatted Table ...
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SECOND QUARTER
Formatted ...
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation Formatted ...
of Philippine Culture and those of other countries. Formatted Table ...
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Formatted ...
Formatted ...
CONTENT STANDARD: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; 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 Formatted ...
demonstrates understanding of how Anglo-American literature serves as a means of valuing other people through using various types of print media and linear/non-linear Formatted ...
texts; strategies in processing information connections in listening and viewing materials; communicative styles; and adverbs and conditionals in narration and Formatted ...
argumentation.
Formatted ...
PERFORMANCE STANDARD: 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. The learner transfers learning by composing Formatted ...
short prose forms with appropriate and creative use of adverbs and conditionals and delivering the same through a Readers Theater or Chamber Theater format with Formatted ...
effective use of verbal and non-verbal strategies. Formatted ...
Formatted ...
RC LC VC V WC F G Formatted
LT ...
Literature Formatted
Comprehension Comprehension Comprehension Development Composition Fluency Awareness ...
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa- EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa- EN9G-IIa- Formatted ...
Compare and contrast from one listening 1.4:Establish Give the Analyze literature as Distinguish the 3.7:Employ varied 19:Use adverbs
Formatted ...
similar information strategy to another connections of events appropriate a means of valuing features present verbal and non- in narration.
presented in different based on topic, and how these lead communicative other people and in poetry and in verbal strategies Formatted ...
texts. purpose, and level of to the ending of a styles for various their various prose. to create impact Formatted ...
difficulty of the material. situations circumstances in on the audience
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar Formatted: Space After: 0 pt, Line spacing: single
Literature
argumentative or (intimate, casual, life. while delivering Formatted Table
persuasive text. conversational, EN9LT-IIa- lines in a Readers Formatted: Space After: 0 pt, Line spacing: single
consultative, 15.1: Identify Theatre or in a
frozen). the Chamber Theatre.
distinguishing Formatted: Space After: 0 pt, Line spacing: single
features of Formatted: Space After: 0 pt, Line spacing: single
notable Anglo-
American Formatted: Space After: 0 pt, Line spacing: single
sonnets, Formatted: Space After: 0 pt, Line spacing: single
dramatic poetry,
vignettes, and
short stories. Formatted: Space After: 0 pt, Line spacing: single
2 EN9RC-IIb-19:Get EN9LC-IIb-11.1: EN9VC-IIb- EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb- EN9G-IIb- Formatted: Space After: 0 pt, Line spacing: single
information from Listen to get 21:Summarize the Give the Analyze literature as Distinguish the 3.7:Employ varied 19:Use adverbs
various print media important information information contained appropriate a means of valuing features present verbal and non- in narration.
like brochures, from argumentative/ in the material communicative other people and in poetry and in verbal strategies Formatted: Space After: 0 pt, Line spacing: single
pamphlets, persuasive texts. viewed. styles for various their various prose.EN9WC- to create impact
periodicals, and EN9LC-IIb-2.8: situations circumstances in IIb-10: on the audience
audio-video Make inferences from (intimate, casual, life. Distinguish the while delivering
recordings. what was said. conversational, EN9LT-II-0- features present lines in a Readers
consultative, 14.2: Explain in a selected text. Theatre or in a
frozen). how the Chamber Theatre. Formatted: Font:
elements
Formatted: Space After: 0 pt, Line spacing: single,
specific to a Hyphenate, Font Alignment: Auto
selection build
its theme. Formatted: Space After: 0 pt, Line spacing: single
Formatted: Right: 0.19", Space After: 0 pt, Line spacing:
single
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc- EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
Get information from 3.12/3.14: Listen to 21:Summarize the Give the Analyze literature as Distinguish the 3.11.1:Use the 19:Use adverbs Formatted: Space After: 0 pt, Line spacing: single
various print media paraphrase and information contained appropriate a means of valuing features present correct production in narration Formatted: Font:
like brochures, summarize in the material communicative other people and in poetry and in of English sounds: EN9G-IIc-
pamphlets, information from viewed. styles for various their various prose. vowels sounds, 19:Use adverbs Formatted: Space After: 0 pt, Line spacing: single,
periodicals, and persuasive texts. situations(intimate, circumstances in consonant sounds, of frequency Hyphenate, Font Alignment: Auto
audio-video casual, life. diphthongs, etc. Formatted: Space After: 0 pt, Line spacing: single
recordings. conversational, EN9LT-IIc-
consultative, 2.2: Explain
frozen).. how the Formatted: Font: Italic
elements Field Code Changed
RC LC VC V WC F G
LT
Literature
specific to a Formatted Table
genre contribute Formatted: Space After: 0 pt, Line spacing: single
to the theme of
a particular
literary Formatted: Space After: 0 pt, Line spacing: single
selection. Formatted: Space After: 0 pt, Line spacing: single
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId- EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information from Anticipate the points 22:Agree or disagree Give the Analyze literature as Distinguish the 3.11.1:Use the 19:Use adverbs Formatted: Space After: 0 pt, Line spacing: single
various print media that will be made with the ideas appropriate a means of valuing features present correct production in narration. Formatted: Space After: 0 pt, Line spacing: single
like brochures, based on the presented in the communicative other people and in poetry and in of English sounds:
pamphlets, speaker’s purpose. material viewed. styles a their various prose.EN9WC- vowels sounds, Formatted: Space After: 0 pt, Line spacing: single
periodicals, and situation(intimate, circumstances in IId-10: consonant sounds, Formatted: Space After: 0 pt, Line spacing: single
audio-video casual, life. Distinguish the diphthongs, etc.
recordings. conversational, EN9LT-IId- features present
consultative, 2.2.1: in a selected text. Formatted: Space After: 0 pt, Line spacing: single
frozen).. Express Formatted: Space After: 0 pt, Line spacing: single
appreciation
for sensory Formatted: Font:
images used. Formatted: Space After: 0 pt, Line spacing: single,
5 EN9RC-IIe-19:Get EN9LC-IIe-12: EN9VC-IIe- EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe- EN9G-IIe- Hyphenate, Font Alignment: Auto
information from Make a stand based 22:Agree or disagree Give the Analyze literature as Distinguish the 5:Use the 20:Use Formatted: Space After: 0 pt, Line spacing: single
various print media on the text listened with the ideas appropriate a means of valuing features present appropriate conditionals in
like brochures, to. presented in the communicative other people and in poetry and in prosodic features expressing Formatted: Space After: 0 pt, Line spacing: single
pamphlets, material viewed. styles for various their various prose. of speech when argumentsEN9G- Formatted: Not Highlight
periodicals, and situations circumstances in delivering lines in IIe-20:Use
Formatted: Font:
audio-video (intimate, casual, life. a Readers Theatre syllogisms in
recordings. conversational, EN9LT-IIe- or in a Chamber expressing Formatted: Space After: 0 pt, Line spacing: single,
consultative, 2.2.2: Theatre. arguments. Hyphenate, Font Alignment: Auto
frozen). Explain the Formatted: Space After: 0 pt, Line spacing: single
literary
devices
used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: EN9VC-IIf- EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5:Use EN9G-IIf- Formatted: Space After: 0 pt, Line spacing: single
Sense the difference Draw conclusions 23:Share personal Determine the Analyze literature as Compose forms of the appropriate 20:Use
between linear and based on the text opinion about the vocabulary or a means of valuing literary writing. prosodic features conditionals in
non-linear texts. listened to. ideas presented in jargons expected other people and EN9WC-IIf- of speech when expressing
the material viewed. of a communicative their various 9.2: Identify delivering lines in arguments.
style. circumstances in types and a Readers Theatre
life. features of or in a Chamber Formatted: Font: Italic
EN9LT-IIf- short prose. Theatre. Field Code Changed
RC LC VC V WC F G
LT Formatted Table
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar ...
Literature
2.2.3:
Determine Formatted ...
tone, mood, Formatted ...
technique,
Formatted ...
and purpose
of the Formatted ...
author. Formatted ...
Formatted ...
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg- EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg- EN9G-IIg-
Interpret information React and share 23:Share personal Determine the Analyze literature as Compose forms of 2.6:Employ 20:Use Formatted ...
found in non-linear personal opinion opinion about the vocabulary or a means of valuing literary writing. effective and conditionals in Formatted ...
texts such as about the ideas ideas presented in jargons expected other people and EN9WC-IIg- appropriate non- expressing
diagrams, maps, listened to. the material viewed. of a communicative their various 9.2: Identify verbal arguments. Formatted ...
charts, etcEN9RC- style. circumstances in types and communication to Formatted ...
IIg-5: Interpret life. features of convey meaning in
Formatted ...
information found in EN9LT-IIg- short prose. a Readers or
non-linear texts such 2.2.3: Chamber Theatre. Formatted ...
as diagrams, maps, Determine Formatted ...
charts, about social tone, mood,
conditions/issues. technique, Formatted ...
and purpose Formatted ...
of the
Formatted ...
author.
Formatted ...
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh- EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh- EN9G-IIh- Formatted ...
Matchdiagrams with Analyze the content 19:Judge the Determine the Analyze literature as Compose forms of 5:Use the 20:Use past
Formatted ...
their corresponding and feeling levels of relevance and worth vocabulary or a means of valuing literary writing. appropriate conditionals in
write-ups. utterances in of ideas presented in jargons expected other people and EN9WC-IIh- prosodic features expressing Formatted ...
persuasive texts. the material viewed. of a communicative their various 9.3:Use literary of speech when arguments. Formatted ...
style.EN9V-IIh- circumstances in devices and delivering lines in
28: Use context life. techniques to a Readers Theatre Formatted ...
clues to find the EN9LT-IIh- craft short or in a Chamber Formatted ...
meaning of a 2.3: Draw prose forms. Theatre.
Formatted ...
words. similarities and EN9OL-IIh-
differences of 5:Incorporate Formatted ...
the featured speech symbols in Formatted ...
selections in a chamber
relation to the theatre/reader’s Formatted ...
theme. theatre. Formatted ...
Formatted ...
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 Formatted ...
in various and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in Field Code Changed ...
RC LC VC V WC F G
LT
Literature
ways(outlining, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when expressing Formatted Table
graphic, material viewed. of a communicative their various 9.3:Use literary delivering lines in arguments. Formatted: Space After: 0 pt, Line spacing: single
representations, etc.) style.EN9V-IIi- circumstances in devices and a Readers Theatre
Analyze an editorial 28: Determine the life. techniques to or in a Chamber
cartoon. meaning of words EN9LT-IIi-3: craft short Theatre. Formatted: Space After: 0 pt, Line spacing: single
from a literary text. Explain how a prose forms. Formatted: Space After: 0 pt, Line spacing: single
selection may be
influenced by Formatted: Space After: 0 pt, Line spacing: single
culture, history, Formatted: Space After: 0 pt, Line spacing: single
environment, or
other
factors.EN9LT-IIi- Formatted: Space After: 0 pt, Line spacing: single
3: Understand how Formatted: Space After: 0 pt, Line spacing: single
literary texts are
influenced by one’s
culture, status and Formatted: Not Highlight
environment. Formatted: Space After: 0 pt, Line spacing: single
10 Culminating Task Formatted: Font:

Formatted: Space After: 0 pt, Line spacing: single,
Hyphenate, Font Alignment: Auto
Formatted: Space After: 0 pt
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understandingof British-AmericanLiterature, including Philippine Formatted: Font: Italic
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. Formatted: Font: Italic
Field Code Changed
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; Formatted: Font: (Default) Tahoma, 10 pt
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 Formatted: Normal, Justified, Space After: 0 pt, Line
demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies in spacing: single
CONTENT STANDARD
summarizing, assessing, and processing information in texts listened to and viewed; word derivation and formation strategies; distinctions Formatted: Font: (Default) Tahoma, 10 pt
between and among informative, journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and
interjections. Formatted: Font: Not Bold
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the Formatted: Font: (Default) Tahoma, 10 pt
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.The learner transfers learning by composing a play synopsis and Formatted: Normal, Space After: 0 pt, Line spacing: single
PERFORMANCE STANDARD performing a one-act play with appropriate and creative use of dramatic conventions, multi-media resources, and verbal and non-verbal
strategies.The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with
appropriate and creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
EN9RC-IIIa-20: EN9LC-IIIa- EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa- EN9G-IIIa-21: Use Formatted: Not Highlight
Analyze a one-act 6:Employ appropriate 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of 3.7:Employ varied verbals. Formatted: English (Philippines), Not Highlight
play. listening strategies the message the technical as a means of literary writing. verbal and non-
EN9LT-IIIa-20.1: suited to type of text. conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies EN9G-IIIa-21: Formatted: Normal, Indent: Left: 0", Hanging: 0.01",
Explain how the EN9LC-IIIa- material viewed. drama and theatre world.EN9LT- Identify types and while performing in Space After: 0 pt, Line spacing: single
Recognize gerunds
elements specific to a 6.1:Extract important (like stage IIIa-16: features of a play a one-act play. and its uses. Formatted: Not Highlight
one-act play information from directions). Analyze la radio synopsis.EN9WC- EN9F-IIIa-3.11:
contribute to the argumentative/persua play as a means IIIa-9.4: Identify Produce the English
1
development of its sive texts. of connecting to types and features sounds correctly Formatted: Highlight
theme. the world. of a one-act play. and effectively Formatted: Highlight
EN9LT-IIIa- when delivering
16.1: Identify lines in a one-act Formatted: Font: English (Philippines), Not Highlight
the distinguishing play.
features of EN9F-IIIa-3.11: Formatted: Highlight
Anglo-American Produce the vowel
one-act plays. sounds correctly.
EN9RC-IIIb-20: EN9LC-IIIb- EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use Formatted: Not Highlight
Analyze a one-act 6.3:Reflect on the 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals. Formatted: English (Philippines), Not Highlight
play. ideas of the speaker. the message the technical as a means of literary writing. sounds correctly
EN9LT-IIIb-20.1: conveyed in a vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively EN9G-IIIb-21: Use Formatted: English (Philippines), Not Highlight
Explain how the material viewed. drama and theatre world. Identify types and when delivering gerunds. Formatted: Highlight
elements specific to a (like stage EN9LT-IIIb- features of a play lines in a one-act
2
one-act play directions). 16.1: Identify synopsis. play.EN9F-IIIb- Formatted: Highlight
contribute to the the distinguishing EN9WC-IIIb-9.4: 3.11: Produce the
Formatted: Filipino, Highlight
development of its features of Identify types and long and short
theme. Anglo-American features of a one- vowel sounds Formatted: Font: Italic
one-act plays. act play. correctly.
Field Code Changed
RC LC VC V WC F G
LT
Literature
EN9RC-IIIc-20: EN9LC-IIIc- EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use Formatted: Not Highlight
Analyze a one-act 6.4:Interpret the 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
Formatted: Font: English (Philippines), Not Highlight
play.EN9RC-IIIc- information listened the message the technical as a means of literary writing. prosodic features of EN9G-IIIc-21: Use
20: Interpret ideas to. conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when gerunds and gerund Formatted: Not Highlight
presented in a poster drama and theatre world. Identify types and delivering lines in a phrases in expressing Formatted: Normal, Indent: Left: 0.03", Space After: 0 pt,
poster. (like stage EN9LT-IIIc- features of a play one-act play ways on how to Line spacing: single
EN9LT-IIIc-20.1: directions). 16.1: Identify synopsis. EN9OL-IIIc-5: shape the world.
Explain how the the distinguishing EN9WC-IIIc-9.4: Produce the critical
elements specific to a features of Finalize content of sounds correctly. Formatted: English (Philippines), Not Highlight
one-act play Anglo-American a play synopsis . Formatted: Highlight
contribute to the one-act plays.
development of its Formatted: Highlight
theme.
EN9RC-IIId-20: EN9LC-IIId- EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use Formatted: Not Highlight
Analyze a one-act 6.5:Recognize faulty 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. logic, unsupported the information the technical as a means of literary writing. prosodic features of EN9G-IIId-21: Use
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when infinitives correctly. Formatted: Filipino, Highlight
Express appreciation appeal. material viewed. drama and theatre world. Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId- features of a play one-act play
4 used. directions). 2.3: Draw synopsis.
EN9LT-IIId-20.2: similarities and
Explain the literary differences of the
devices used. featured
selections in
relation to the
theme.
EN9RC-IIIe-20: EN9LC-IIIe- EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use Formatted: Not Highlight
Analyze a one-act 3.13:Provide 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. appropriate and the information the technical as a means of literary writing. prosodic features of EN9G-IIIe-21: Use
EN9LT-IIIe-2.1.5: critical feedback/ contained in the vocabulary for connecting to the EN9WC-IIIe- speech when infinitives correctly. Formatted: Highlight
Express appreciation reaction to a specific material viewed. drama and theatre world. 9.5:Use literary delivering lines in a
for sensory images context or situation. (like stage EN9LT-IIIe- devices and one-act play
5
used. directions). 2.3: Draw techniques to craft
EN9LT-IIIe-20.2: similarities and a play synopsis.
selections in Formatted: Font: Italic
relation to the Field Code Changed
RC LC VC V WC F G
LT
Literature
theme.
EN9RC-IIIf-20: EN9LC-IIIf- EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use Formatted: Not Highlight
Analyze a one-act 3.13:Provide 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
play. appropriate and the information the technical as a means of literary writing. appropriate non- EN9G-IIIf-21: Use
EN9LT-IIIf-2.1.5: critical feedback/ contained in the vocabulary for connecting to the EN9WC-IIIf- verbal infinitives (adverbs Formatted: Highlight
Express appreciation reaction to a specific material viewed. drama and theatre world. 9.5:Use literary communication and adjectives).
for sensory images context or situation. (like stage EN9LT-IIIf- devices and strategies.
6 used. directions). 2.3: Draw techniques to craft
EN9LT-IIIf-20.2: similarities and a play synopsis.
selections in
relation to the
theme.
EN9LT-IIIg-2.11: EN9LC-IIIg- EN9VC-IIIg- EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use Formatted: Space After: 0 pt, Line spacing: single
Determine tone, 2.10:Share personal 24:Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing. appropriate non- EN9G-IIIg-21: Use
purpose of the ideas listened to. idea presented in vocabulary for connecting to the EN9WC-IIIg- verbal participles effectively.
author. the material drama and theatre world. 9.5:Use literary communication
viewed. (like stage EN9LT-IIIg-3: devices and strategies.
directions). Explain how a techniques to craft
7
selection may be a play synopsis.
influenced by
culture, history,
environment, or
other factors.
EN9LT-IIIh-2.11: EN9LC-IIIh- EN9VC-IIIh- EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use Formatted: Space After: 0 pt, Line spacing: single
Determine tone, 12.1:Analyze the 24:Provide critical Get familiar with Analyze literature Compose forms of 3.10: Use verbals.
mood, technique, and content and feeling feedback to the the technical as a means of literary writing. appropriate multi- EN9G-IIIh-21: Use
purpose of the levels of utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh- media resources to participles effectively.
author. persuasive texts. the material drama and theatre world. 9.5:Use literary accompany the oral
viewed. (like stage EN9LT-IIIh-3: devices and delivery of lines.
8 directions). Explain how a techniques to craft
selection may be a play synopsis.
influenced by
culture, history,
environment, or Formatted: Space After: 0 pt, Line spacing: single
other factors.
EN9LT-IIIi-2.11: EN9LC-IIIi- EN9VC-IIIi- EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use Formatted: Font: Italic
9
Determine tone, 8.2:Judge the 24:Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals. Field Code Changed
RC LC VC V WC F G
LT
Literature
mood, technique, and relevance and worth feedback to the the technical as a means of literary writing. multi-media EN9G-IIIi-21: Use
purpose of the of information/ ideas. idea presented in vocabulary for connecting to the EN9WC-IIIi- resources to participial phrases
author. EN9LC-IIIi- the material drama and theatre world. 9.5:Use literary accompany the oral correctly.
8.6:Form decisions viewed. (like stage EN9LT-IIIi-3: devices and delivery of lines.
based on the ideas directions). Explain how a techniques to craft
mentioned. selection may be a play synopsis.
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

Field Code Changed
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understandingof British-AmericanLiterature, including Philippine
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging Formatted: Font: (Default) Tahoma, 10 pt
values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions Formatted: Normal, Justified, Space After: 0 pt, Line
plus direct and indirect speech to enable him/her competently performs in a full-length play.The learner demonstrates understanding of spacing: single
CONTENT STANDARD
how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing
information in texts listened to and viewed; word derivation and formation strategies; distinctions between and among informative,
journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and interjections. Formatted: Font: Not Bold
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources Formatted: Font: (Default) Tahoma, 10 pt
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.The learner transfers learning by composing a play review Formatted: Normal, Space After: 0 pt, Line spacing: single
PERFORMANCE STANDARD and performing a full-length play with appropriate and creative use of dramatic conventions, multi-media resources, and verbal and non-
Formatted: Font: (Default) Tahoma, 10 pt
verbal strategies.The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap
Formatted: Font: (Default) Tahoma, 10 pt, Filipino
with appropriate and creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
EN9RC-IVa- EN9LC-IVa- EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa- EN9WC-IVa- EN9OL-IVa-3.7: EN9G-IVa-22:Use
2.18:Relate text 13:Listen to lay value Determine the Get familiar with 17:Analyze 11:Compose a play Use varied verbal active and passive
content to particular judgment on critical relevance and the the technical literature as a review. and non-verbal constructions.
social issues, issues that demand truthfulness of the vocabulary for means of communication
concerns, or sound analysis and ideas presented in drama and theater understanding strategies when
dispositions in real call for prompt the material (like stage unchanging performing in a full-
1 life. actions viewedEN9VC- directions). values in a length play
IVa-10: Determine changing world. EN9F-IVa-3.11:
the relevance and EN9LT-IVa- Produce the sounds
the truthfulness of 17.1: Explain of English
the ideas presented how the effectively when Formatted: Font: Italic
in the picture. elements specific delivering lines in a Formatted: Font: Italic
to full-length full-length play.
Field Code Changed
RC LC VC V WC F G
LT
Literature
plays build its
theme
EN9LT-IVa-
17.1:Analyze
dialogue as one
of the elements
in building the
theme of a play.
EN9RC-IVb-2.18: EN9LC-IVb- EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb- EN9WC-IVb-11: EN9F-IVb- EN9G-IVb-22: Use Formatted: Indent: Left: 0.01", Space After: 0 pt, Line
Relate text content to 13.1:Get the Determine the Get familiar with 17:Analyze Compose a play 3.11:Produce the active and passive spacing: single
particular social different sides of relevance and the the technical literature as a review. sounds of English constructions.
issues, concerns, or social, moral, and truthfulness of the vocabulary for means of EN9WC-IVb-11: effectively when
dispositions in real economic issues ideas presented in drama and theater understanding Note details on how delivering lines in a
life. affecting the nation. the material (like stage unchanging to prepare a play full-length play.
viewed. directions). values in a review.
changing world.
2
EN9LT-IVb-
17.1:Explain
how the
elements specific
to full-length
plays build its
theme.
EN9RC-IVc- EN9LC-IVc- EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc- EN9WC-IVc- EN9OL-IVc- EN9G-IVc-23: Formatted: Space After: 0 pt, Line spacing: single
2.18:Relate text 13.2:Employ Determine the Get familiar with 17:Analyze 11:Compose a play 2:Employ effective Express permission,
content to particular analytical listening to relevance and the the technical literature as a review. and appropriate obligation, and
social issues, make truthfulness of the vocabulary for means of non-verbal prohibition.
concerns, or prediction/projections ideas presented in drama and theater understanding communication EN9G-IVc-23:Use
dispositions in real . the material (like stage unchanging strategies. the correct modals
3 life. viewed. directions). values in a expressing
changing world. permission.
EN9LT-IVc-
2.2.1:Express
appreciation for
sensory images
used. Formatted: Indent: Left: 0.01", Space After: 0 pt, Line
EN9RC-IVd- EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd- EN9WC-IVd-11: EN9OL-IVd- EN9G-IVd-23: spacing: single
2.18:Relate text Analyze the stand of 1.3/2.3:Formulate Get familiar with 17:Analyze Compose a play 2:Employ effective Express permission,
4 content to particular the speaker based on predictions based the technical literature as a review. and appropriate obligation, and
social issues, the explicit statement on the material vocabulary for means of EN9WC-IVd-11: non-verbal prohibition.EN9G- Formatted: Font: Italic
concerns, or made. viewed. drama and theater understanding Compose an communication IVd-23:Express Field Code Changed
RC LC VC V WC F G
LT
Literature
dispositions in real (like stage unchanging introduction for a strategies. permission,
life. directions). values in a play review. obligation, and
changing world. prohibition in
EN9LT-IVd- statements in oral
2.2.2:Explain the and written forms.
literary devices
used.
EN9RC-IVe- EN9LC-IVe- EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe- EN9WC-IVe- EN9OL-IVe- EN9G-IVe-
2.18:Relate text 8.8:Compare and 1.3/2.3:Formulate Get familiar with 17:Analyze 11:Compose a play 2:Employ effective 23:Express
content to particular contrast ideas predictions based the technical literature as a review. and appropriate permission,
social issues, listened to. on the material vocabulary for means of non-verbal obligation, and
concerns, or viewed. drama and theater understanding communication prohibition.
dispositions in real (like stage unchanging strategies. writing an evaluation.
5 life. directions). values in a
changing world.
EN9LT-IVe-
2.2.2:Explain the
literary devices
used.
EN9RC-IVf-2.22: EN9LC-IVf- EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf- EN9OL-IVf- EN9G-IVf-1:Change Formatted: Space After: 0 pt, Line spacing: single
Judge the relevance 13.3:Differentiate 1.3/2.3:Formulate Get familiar with Analyze literature 11:Compose a play 1.14:Use the direct to indirect
Formatted: Font: Not Bold, Filipino
and worth of ideas, biases from predictions based thetechnical as a means of review. appropriate speech and vice versa
soundness of author’s prejudices. on the material vocabulary for understanding suprasegmentals:
reasoning, and the viewed. drama andtheater unchanging pitch, stress,
effectiveness of the (like stage values in a juncture,
presentation. directions). changing world. intonation, etc.
6 EN9VC-IVf-
1.3/2.3:Formulat EN9LT-IVf-
e predictions 2.2.3:Determine
based on the tone, mood,
material viewed. technique, and
purpose of the
author.
EN9RC-IVg- EN9LC-IVg- EN9VC-IVg- EN9V-IVg-29: EN9LT-IVg- EN9WC-IVg- EN9OL-IVg- EN9G-IVg-1:Change

2.22:Judge the 13.4:Judge the 14:Take a stand on Get familiar with 17:Analyze 11:Compose a play 1.14:Use the direct to indirect
relevance and worth relevance and critical issues the technical literature as a review. appropriate speech and vice versa
of ideas, soundness truthfulness of the brought up in the vocabulary for means of suprasegmentals:
7
of author’s reasoning, ideas listened to. material viewed. drama and theater understanding pitch, stress,
and the effectiveness (like stage unchanging juncture,
of the presentation. directions). values in a intonation, etc. Formatted: Font: Italic
changing world. Field Code Changed
RC LC VC V WC F G
LT
Literature
EN9LT-IVg-
2.2.3:Determine
tone, mood,
technique, and
purpose of the
author.
EN9RC-IVh- EN9LC-IVh- EN9VC-IVh- EN9V-IVh-29: EN9LT-IVh- EN9WC-IVh- EN9OL-IVh- EN9G-IVh-24: Use

2.22:Judge the 2.15:Judge the 14:Take a stand on Get familiar with 17:Analyze 11:Compose a play 3.10:Use words to express
relevance and worth validity of the critical issues the technical literature as a review. appropriate multi- evaluation.
of ideas, soundness evidence listened to. brought up in the vocabulary for means of media resources
of author’s reasoning, material viewed. drama and theater understanding appropriately,
and the effectiveness (like stage unchanging effectively and
of the presentation. directions). values in a efficiently.
changing world.
EN9LT-IVh-
8 2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme.
EN9RC-IVi-2.22: EN9LC-IVi- EN9VC-IVi- EN9V-IVi-29: EN9LT-IVi- EN9WC-IVi- EN9OL-IVi- EN9G-IVi-25:

Judge the relevance 8.7:Make 14:Take a stand on Get familiar with 17:Analyze 11:Compose a play 3.10:Use Observe tense
and worth of ideas, generalizations. critical issues the technical literature as a review. appropriate multi- consistency in writing
soundness of author’s brought up in the vocabulary for means of media resources an evaluation.
reasoning, and the material viewed. drama and theater understanding appropriately,
effectiveness of the (like stage unchanging effectively and
presentation. directions). values in a efficiently.
9 changing world.
EN9LT-IVi-
3:Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors. Formatted: Font: Italic
Field Code Changed
RC LC VC V WC F G
LT
Literature
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. Formatted: Normal, Justified, Space After: 0 pt, Line
The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts spacing: single
through using strategies in linking, textual information, repairing or enhancing communication, and crafting formal/informal word Formatted: Font: Not Bold
CONTENT STANDARD
definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts. Formatted: Font: Italic
Field Code Changed
The learner transfers learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that
emphasize a point, particularly modals and reflexive and intensive pronouns.
RC LC VC V WC F G
LT
Week Reading Listening ViewingComprehensio Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension n Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns.
advance organizers, everyday life from events contribute informal elements specific persuasive texts.
1
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed. words. build its theme.
the understanding of talks, panel
a text. discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns.
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts. of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed. words. theme of a
2 the understanding of to highlight significant particular literary
a text. points selection.
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used.
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or 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 significant particular literary
a textt. points selection.
EN10LT-Ic-
2.2.2: Explain
the literary
devices used.
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and Formatted: Font: Italic
4
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that Formatted: Font: Italic
advance organizers, by a speaker presented in the informal to a genre opinion or speaking in a emphasize a point.
Field Code Changed
RC LC VC V WC F G
LT
Literature
titles, non-linear material viewed. definitions of contribute to the assertion. sample public
illustrations, etc. on words. theme of a speaking situation
the understanding of particular literary
a text. selection.
EN10LT-Id-
2.2.2: Explain
the literary
devices used.
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or speaking in a emphasize a point.
titles, non-linear speaker to attract and material viewed. definitions of contribute to the assertion. sample public
illustrations, etc. on hold the attention of words. theme of a EN10WC-Ie- speaking situation
the understanding of the listener particular literary 12.3: Compose a
5 a text. selection. persuasive text of
EN10LT-Ie- three paragraphs
2.2.3: Determine expressing one’s
tone, mood, stand on an issue.
technique, and
purpose of the
author.
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use

Compare new insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed. definitions of contribute to the expressing one’s sample public
signaling the words. theme of a stand on an issue. speaking situation
functions of particular literary
6
statements made. selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author.
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations. 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public Formatted: Font: Italic
viewed.. words. environment, or stand on an issue. speaking situation Field Code Changed
RC LC VC V WC F G
LT
Literature
other factors.
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use

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

Compare new insights Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
learnings be repaired or conclusions based informal way of using a variety speaking in a
9 enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed. words. resolving one’s techniques and speaking situation
personal devices.
conflicts.
10 Culminating Activity
Formatted: Left
SECOND QUARTER
PROGRAM STANDARD
appreciation of World Literature, including Philippine Literature. Formatted: Normal, Justified, Space After: 0 pt, Line
The learner demonstrates understanding of how world literature serves as a vehicle of expressing and resolving conflicts between and spacing: single
among individuals or groups through using strategies in critical reading, listening, and viewing to evaluate text content, elements, features, Formatted: Font: Italic
CONTENT STANDARD
and properties; extemporaneous and impromptu public speaking; and using of affirmation/negation markers. Formatted: Font: Italic
Field Code Changed
The learner transfers learning by composing an argumentative essay in preparation for delivering impromptu and extemporaneous speeches
using affirmation/negation markers and appropriate prosodic features, stance, and behavior.
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 viewed definitions. to a selection essays. intonation, etc.
listening text. taking into account build its theme.
its purpose.
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value. stress, juncture, definitions.
versa. taking into account the material viewed definitions. to a selection intonation, etc.
the speaker’s taking into account build its theme.
purpose. its purpose.
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps. achieved or not. ideas presented in definitions. specific to a developing an sound of English definitions.
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim. impromptu and
its purpose. particular literary extemporaneous
3
selection. speech.
EN10LT-IIc-
2.2.1: Express
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
4
and relevance. to the theme of a bibliography. impromptu and
particular literary extemporaneous
selection. speech. Formatted: Font: Italic
EN10LT-IId- Formatted: Font: Italic
2.2.2: Explain
Field Code Changed
RC LC VC V WC F G
LT
Literature
the literary
devices used.
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving. material viewed. operational specific to a indicate stage behavior as affirm or negate.
definitions. genre contribute acknowledgement deemed necessary.
to the theme of a of resources. EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection. eye contact.
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author.
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-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 correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving. material viewed. definitions. specific to a hanging stage behavior as affirm or negate.
information genre contribute indentations for deemed necessary.
to the theme of a direct quotes. EN10OL-IIf-
particular literary 2.6.2: Establish
6 selection. eye contact.
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
.
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices. experiences as technical and similarities and citations. confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery. affirm or negate.
7 information message conveyed definitions. featured
by a material selections in
viewed. relation to the
theme.
8 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: Field Code Changed
RC LC VC V WC F G
LT
Literature
Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay. ease of delivery. affirm or negate.
a set of criteria. exaggerations. message conveyed definitions. culture, history,
by a material environment, or
viewed. other factors.
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

Evaluate text content, Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
elements, features, unsupported experiences as operational literature as a argumentative impromptu and expressions that
and properties using generalizations and scaffold to the definitions. vehicle of essay. extemporaneous affirm or negate.
a set of criteria. exaggerations. message conveyed expressing and speeches with ease
9 by a material resolving and confidence.
viewed. conflicts between
and among
individuals or
groups.
Formatted: Left
THIRD QUARTER
PROGRAM STANDARD
appreciation of World Literature, including Philippine Literature.
Field Code Changed
The learner demonstrates understanding of : world literature as source of wisdom in expressing and resolving conflicts between individuals Formatted: Normal, Justified, Space After: 0 pt, Line
or groups and nature; strategies in evaluative reading, writing, listening, and viewing; special speeches for occasions; and effective use of spacing: single
CONTENT STANDARD
structures of modification and pronouns.
The learner transfers learning by composing an independent critique of a chosen selection and by delivering special speeches that observe Formatted: Normal, Justified, Space After: 0 pt, Line
PERFORMANCE STANDARD the proper use and acknowledgment of sources and appropriate prosodic features, stance, and behavior. spacing: single
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 a coherence. giving a roast and a
1 update knowledge. particular literary toast and when
selection. paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy.
appreciation for
sensory images
used.
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively.
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to. materials viewed. words. genre contribute persuasive, and behavior when
to the theme of a argumentative giving a roast and a
particular literary writing techniques. toast and when
2
selection. paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy.
the literary
devices used
.
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:
Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively.
3
the text listened to. contained in the definitions of technique, and rights by prosodic features of Formatted: Font: Italic
material viewed in words. purpose of the acknowledging speech. Formatted: Font: Italic
terms of accuracy author. citations made in
Field Code Changed
RC LC VC V WC F G
LT
Literature
and effectiveness 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-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification.
historical context during listened to. covered in the definitions of influenced by rights by language when
which it was produced material viewed. words. culture, history, acknowledging giving a toast or a
5
(historical) environment, or citations made in tribute to someone
other factors. the critique. and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations. remarks.
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-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 and Use structures of
the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification.
reader (reader- argument. presented in the definitions of influenced by sources by language when
response) materials viewed. words. culture, history, preparing a giving a toast or a
6
environment, or bibliography. tribute to someone
other factors. and when
delivering welcome
and closing
remarks.
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30: Formatted: Font: Italic
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification.
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast Field Code Changed
RC LC VC V WC F G
LT
Literature
response) material viewed in words. in expressing and selection. speeches, tributes,
terms of accuracy resolving welcome and
and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature. speakers/resource
persons etc.
effectively in varied
speech situationss.
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:

Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification.
refute a claim. listening text. significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed. words. featured selection. effectively.
selections in
relation to the
theme.
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases. React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification.
listened to. significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed. words. in expressing and selection. speeches, tributes,
resolving welcome and
conflicts between closing remarks,
9
individuals or speeches to
groups and introduce guest
nature. speakers/resource
persons etc.
effectively in varied
speech situations.
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper Formatted: Font: Italic
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries. Formatted: Font: Italic
Field Code Changed
The learner demonstrates understanding of world literature as an instrument to express and resolve social conflicts; various information Formatted: Normal, Justified, Space After: 0 pt, Line
sources necessary in composing a research report and in delivering speeches of advocacy; and features of the language of research, spacing: single
CONTENT STANDARD
campaigns, and advocacies.
The learner transfers learning by composing a research report on a relevant social issue in preparation for delivering campaign and Formatted: Justified, Space After: 0 pt
advocacy speeches that observe the proper use and acknowledgment of sources, and appropriate prosodic features, stance, and behavior.
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: Formatted: Font: 9 pt
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research. specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies.
information. to expand, review, with outside to the theme of a coherence. campaign
or update knowledge sources of particular literary speeches.
1 information in selection.
terms of EN10LT-IVa- EN10WC-IVa-
accessibility and 2.2.1: Express 14.1.1: Expand
effectiveness. appreciation for ideas using
sensory images principles of
used. cohesion and
coherence.
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:

Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet. local or global issues. contents of the used in research. specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies.
Distinguish the with outside to the theme of a argumentative campaign
important points from sources of particular literary writing techniques speeches.
2
less important ones in information in selection.
any listening text. terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness. 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: Formatted: Font: Italic
3
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language Field Code Changed
RC LC VC V WC F G
LT
Literature
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue. local or global issues. setting and used in research. technique, and sources by stance and campaigns, and
EN10LC-IVc-16.1: characterization in purpose of the preparing a behavior when advocacies.
Distinguish the a material viewed author. bibliography. persuading others
important points from to achieve the in a campaign
less important ones in writer’s purpose. speech.
any listening text.
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-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 language
beliefs. points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to. setting and used in research. differences of the acknowledge correctly and campaigns, and
4
characterization in 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 and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information. creatively to the text viewing behavior. technical terms literature as an research report on prosodic features of of research,
listened to. used in research. instrument to a relevant social speech. campaigns, and
5 express and issue. advocacies.
resolve conflicts
within, between,
and among
societies.
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details. seek clarifications on elements that make technical terms how the ideas using prosodic features of of research,
issues discussed in up reality and used in research. elements specific principles of speech. campaigns, and
the text listened to. fantasy affect to a selection cohesion and advocacies.
viewing habitt. build its theme. coherence.
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language Formatted: Font: Italic
7 the set of details. soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research. influenced by sources by multimedia campaigns, and Formatted: Font: Italic
materials viewed culture, history, preparing a resources that advocacies. Field Code Changed
RC LC VC V WC F G
LT
Literature
with outside environment, or bibliography. accompany
sources of other factors. EN10SS-IVg- language.
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness. sources.
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements. songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research. differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue. Speeches on advocacies.
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose. relation to the Issues and
listening text theme. Concerns.
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

Distinguish between Summarize important Evaluate how the Get familiar with Evaluate Compose a Deliver self- Observe the language
general and specific points discussed in elements that make technical terms literature as an research report on composed of research,
statements. the text listened to. up reality and used in research. instrument to a relevant social Campaign campaigns, and
. fantasy affect express and issue. Speeches on advocacies.
9
viewing habit. resolve conflicts Advocacies, Social
EN10VC-IVi- within, between, Issues and
30:Assess one’s and among Concerns.
viewing behavior. societies.
Formatted: Left
Field Code Changed
GLOSSARY
A
account - reason given for a particular action or even
acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness..
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of
a musical performance is reflected in the sound. Everything in a musicproduction must reflect thisintention 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. Formatted: Font: Italic
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 Formatted: Font: Italic
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 Field Code Changed
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 calmsituations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - cConflict 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 Formatted: Font: Italic
dramatic irony -where the audience or reader is aware of something important, of which the characters in the story are not aware Formatted: Font: Italic
dramatic poetry - poetic forms that articulates emotions or feelings Field Code Changed
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 Formatted: Centered
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 Formatted: Font: Italic
6. activating prior / background knowledge about the subject Formatted: Font: Italic
7. connecting new information to old information Field Code Changed
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. fateF- fight for choice; fight
against destiny. Formatted: Font: Not Italic
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.);uUsually, the character is struggling to survive. Formatted: Font: Italic
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A. A character might fight against social traditions or rules.. Formatted: Font: Italic
man vs. supernatuiornal - conflict with ghosts, spirits, aliens etc. Field Code Changed
man vs. technology -
fight against computers,
machines, utensils etc., Formatted: Font: Not Bold
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 -n. 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 Formatted: Font: Italic
beginning, middle and end details and include five basic elements as well as a conflict Formatted: Font: Italic
pork barrel -the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district Field Code Changed
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 Formatted: Font: Italic
soliloquy - a long speech by a character who is alone on stage with no other characters listening Formatted: Font: Italic
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet Field Code Changed
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 theperformers, 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 contextsgeared 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 Formatted: Font: Italic
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb Formatted: Font: Italic
Field Code Changed
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I Phonological Awareness PA
Lowercase Letter/s Reading Comprehension RC

*Put a hyphen (-) in between
letters to indicate more than a
Week Week six f Spelling S
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency
appropriate grammatical
2.5 Formatted: Font: Italic
structures Writing and Composition WC Formatted: Font: Italic
Field Code Changed

Field Code Changed

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Republic of the Philippines

December 2013March 2014

Formatted: Font: Italic

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1 Formatted: Font: Italic

1. develops thinking and language through interactive learning;

Formatted: Font: Not Bold

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Communicative competence is classified into the following competencies.

2. Multiliteracies Formatted: Font: Italic

IV. CONCEPTUAL FRAMEWORK

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5. Contextualization Formatted: Font: Italic

COMPONENT 2: Effective Language Use

COMPONENT 3: Making Meaning through Language

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

11. Reading Comprehension

12. Listening Comprehension √ √

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

14. Study Strategies √ √ √ √ √

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

Oral language Formatted Table

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

COMPONENT 4: Holistic Assessment

Formatted: Font: Italic

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

5. Multiple referencing Formatted: Font: Italic

Content Standards Performance Standards at the end of Grade 3

KEY STAGE STANDARD

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Where is Week 6-10 of 3rd quarter?

(4TH Quarter Oracy)Quarterly and Weekly Articulation

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nd Formatted: None, Space Before: 0 pt, After: 0 pt, Line

Formatted: Font: Italic

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OL LCListenin RC WC PA BPK AK PWR VVocabular SS

OL LCListenin RC WC PA BPK AK PWR VVocabular SS

EN2LC- Formatted: Space After: 0 pt, Line spacing: single

OL LCListenin RC WC PA BPK AK PWR VVocabular SS

Weeks 7 Formatted: Font: 8 pt

OL LCListenin RC WC PA BPK AK PWR VVocabular SS Formatted: Font: Italic

OL LCListenin RC WC PA BPK AK PWR VVocabular SS

OL LCListenin RC WC PA BPK AK PWR VVocabular SS Formatted Table

OL LCListenin RC WC PA BPK AK PWR VVocabular SS

OL LCListenin RC WC PA BPK AK PWR VVocabular SS

2nd Quarter: Continuation of Beginning Literacy

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4 Quarter: Developing Reading and Writing