English CG Grade 1-10 01.30.2014

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
K to 12 English Curriculum Guide December 2013 Page 2 of 171

I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed
by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself
(personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples intellectual, social and emotional development and has an essential role in all key learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world
in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring
order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and
more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L 1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development
of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect
on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout
students lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral
progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in
language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new
concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections,
anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term text refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners
achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other
people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students existing language competence, including the use of non-
standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional
and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on
and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

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

IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills
in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage
in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participants 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 speakers intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the
same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and
tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in
our society while professional literacy links with the notion of literacy for school of the workplace.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium
of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English
language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and
ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural
diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the Knowledge age where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which
allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through language
and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing
and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

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

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

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

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

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

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

literature
Study strategies
Viewing

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

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

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

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

GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
Grade Level Standards
other social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1OL-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1 EN1G-IIIb-1.4
1-5 c. events EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
and traits asking permission 1.3
4. Identify cause and/or effect of EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
story or poem EN1OL-IIIa-b 1.17
6. Predict possible ending of a Talk about oneself and ones
story read family
7. Relate story events to ones
experience EN10L-IIIb-c 1.3.3
6-10 8. Discuss, illustrate, dramatize Talk about ones personal
specific events experiences pertaining to the
9. Identify the problem and family, ones pets, and personal
solution experiences
10. Retell a story listened to

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

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

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

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

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

WEEK LC PA BPK AK V
OL G A SS
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2OL-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2G-If-j-7.4 EN2OL-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h- EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish 4 Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from non- English relating not present in animals, fruits, colors, shapes, retelling and
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and
query and directions with Supply words orientation pictures, realia English
clarification) picture cues that rhyme with and other ICT-
6-10 given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement EN2G-Ih-2.4 English words
knowledge based Supply rhyming skills (transfer Recognize nouns from other
on new words in skills) in simple languages
knowledge response to left to right sentences spoken at home
formed spoken words top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2 return Recognize the EN2V-Ii-j-1
Relate sweep use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino

2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
EN1OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN1V-IIa-3 EN2G-IIa-e- EN2OL-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and ones discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
EN1OL- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
IIa-b-1.3.3 characters, and Recognize the Identify the words in reporting,
Talk about events) common terms in name and sound retelling, EN1V-IIb-c- summarizing,
ones English relating of each conversation, 12.1 retelling and
activities/res EN2OL-IIa-j- to part of book consonant etc. Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title meaning of
at home and Listen to a page, etc.) book EN2AK-IIa-e-3 words using
in school variety of media orientation Give the clues (Total
and including books, beginning letter Physical
community audiotapes EN2BPK-IId-e- of the name of Response
EN1OL- videos and other 5 each picture through realia,
IIc-d-1.3.4 age-appropriate Recognize pictures, body
1-5
Talk about publications and proper eye movements,
topics of a. Note movement skills context clues
interest important (transfer skills) etc.)
(likes and details left to right EN1V-IId-e-6
dislikes) pertaining to top to Derive meaning
a. character bottom from repetitive
b. settings return language
c. events sweep structures
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause and/or

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

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

(3rd Quarter to 4th Quarter Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter Beginning Reading and Writing
LC RC WC PA BPK PWR V
WEEK OL AK Phonics F S G A SS
Listening Reading Writing/ Phono Book and Vocabulary
Oral Alphabet and Word Study
Language
Comprehen Comprehen Compo logical Print
Knowledge Recognitio
Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge ment
n
EN2LC- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understand read in speech illustrations beginning Give the engage in instructions
identifying ing of should be generating sounds on the sound of EN2G- meaning of a read- orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used along of
points and incidents depending through and letter predict consonant Distinguish in stories texts (e.g.
key themes and on the prewriting names) what the (m,s, f, t, sentences presented poetry,
settings to PWR activities story may h) from non- through repetitive
EN2OL- make lesson.) Show be about sentences real text)
IIIc-d-1.2 predictions understand EN2AK- objects,
Participate ing of a EN2BPK- IIIb-1.2 EN2G- illustrations
in choral EN2OL- story IIIa-b-4 Give the IIIb-1.3 ,
speaking IIIa-j-1.1 listened to Identify the beginning Use demonstrat
1-3 and echo Listen to a through common sound of different ion and
reading of variety of the terms in each kinds of context
short media following English consonant sentences: clues
poems, including writing relating to (c, r, n,b, declarative
rhymes books, activities: part of g, p) (telling) EN2V-
and stories audiotapes EN2WC- book (e.g. EN2AK- and IIIc-13.1
with videos and IIIb-1.9 cover, title IIIc-1.2 interrogativ Recognize
repeated other age- a. Writing page, etc.) Give the e(asking) that some
patterns appropriate a phrase beginning words
and publication or EN2BPK- sound of EN2G- mean the
refrains in s and sentenc IIIb-2 each IIIc-1.6 same
English e about Identify consonant Recognize (synonyms
an title, author (d, j, w, v, punctuatio )
illustrati and book z, y) n marks
on illustrator (period,

Language
n
a. Note EN2WC- and tell EN2AK- question EN2V-
importan IIIc-1.10 what they IIIa-c-1.2 mark) IIIc-d-
t details b. Completi do Name the 13.2
pertainin ng a pictures Recognize
g to Lost and that begin that some
a. Found its name words have
characte Poster with a opposite
r EN2WC- particular meaning
b. settings IIIc-1.11 consonant (antonyms)
c. events c. Filling in
b. Give the blanks EN2AK-
correct in a IIIa-c-4
sequenc letter Give the
e of EN2WC- beginning
three IIIc-1.12 consonant
events d. Drawing sound of
c. Infer the and the name
characte writing of each
r some picture
feelings words
and on a
traits birthday
d. Identify card
cause EN2WC-
and/or IIIc-1.13
effect of e. Writing
events some
e. Identify words
the about a
speaker characte
in the r
EN2OL- story or EN2RC- EN2PA- EN2PW- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 poem IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and f. Predict 2.10 Produce Read 2.11 Spell words Nouns Give the
respond to possible Note the sounds words with Read aloud with short Give meaning of
texts to ending details in of English short e phrases, e sound in naming short e
clarify of a sentences letters sound in sentences CVC words for words
4-6 meanings story and stories using the CVC and stories pattern persons,
heard while read (controlled letter pattern consisting places,
drawing on g. Relate words, sounds of (e.g. pen, of short e EN2S- things
personal story short e, a.. Mother men, . . .) words with IIId-j-4
experience events .) that they Tongue as appropriate Spell words EN2G-
s to ones read reference EN2PW- speed, with short IIId-2.4
IIId-f-9 accuracy e and a Use

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

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

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

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

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

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

Language
n
f. Predict EN2PW-
possibl IVj-
e 10.1.2-
ending Read
of a phrases,
story sentences
read and short
g. Relate stories
story consisting
events of two
to syllable
ones words and
experie the
nce questions
h. Discuss about them
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to

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

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

WEE PWR
Oral Language
Spelling
BEAM ENG3 DLP 41

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2 Idetifying
Meaning Of
Unfamiliar Words

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

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

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

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

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

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

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

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

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

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

LC OL V RC F SS WC
G VC A
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity relevant sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level information using explicitly used
reflection Identify purpose frequently from various appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring sources grammatical for clarity viewers Show
meanings of series of content area structures: EN5VC-IIe- tactfulness
5
content events/ words -Thesaurus -kinds of -punctuation 7.1 when
specific words information adjectives marks Stereotypes, communica-
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity relevant sentences paragraphs that are times
support 20.2.2 according to grade level information using showing explicitly used
opinion/fact Identify purpose frequently from various appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring sources grammatical and contrast viewers Show
meanings of content area -Online structures: EN5VC-IIf- tactfulness
6
content words references -order of 7.1 when
specific words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe
EN5V-IIg- Make when reading Gather and coherent Write images/ideas politeness at all
20.2.3 generalizati relevant sentences paragraphs that are times
Identify ons information using showing explicitly used
7 different from various appropriate -comparison to influence EN5A-IIg-17
meanings of sources grammatical and contrast viewers Show
content -Online structures: EN5VC-IIg- tactfulness
specific words references -degrees of 7.1 when
(denotation adjectives communica-
ting with others
LC OL V RC F SS WC
G VC A
and Stereotypes,
connotation) EN5VC-IIg-
(Health) 7.2
Point of view
EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe
Make an level text with Organize and coherent Revise writing images/ideas politeness at all
EN5V-IIh- outline from a accuracy, information sentences for clarity that are times
20.2.3 selection read appropriate from primary using - correct explicitly used
Identify rate and sources in appropriate spelling to influence EN5A-IIh-17
different proper preparation for grammatical viewers Show
meanings of expression writing, structures: EN5VC-IIh- tactfulness
8
content reporting and -subordinate 7.1 when
specific words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
MISOSA English 6 7.3
Organizing Ideas
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16
Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all
outline from a accuracy, for clarity that are times
selection read EN5F-IIi-1.6 - appropriate explicitly used
appropriate punctuation to influence EN5A-IIi-17
rate and marks viewers Show
EN5F-IIi-1.7 EN5WC-IIi- EN5VC-IIi- tactfulness
9
proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
signal words EN5VC-IIi- ting with others
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
10
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
LC OL V RC F SS WC
G VC A
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
and proper accurately 7.1 when
expression (school forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others
withdrawal 7.2
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas
THIRD QUARTER
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- topic unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide (compound, -To persuade 1.6 writing, appropriate Show
evidence to affixed) based appropriate reporting and grammatical tactfulness
support on rate and similar structures: when
1 understanding EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
20.4 1.7 in collaboration ting with
given context proper with others others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
LC OL V RC F SS WC
G VC A
other
strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb- EN5G-IIIa- EN5A-IIIb-
2.15 2.7 20.3 3.2.5 2.9 3 7.3.2 16
Provide Remind others Infer the Distinguish Self-correct Organize Compose clear Observe
evidence to to stay on meaning of text-types when reading information and coherent politeness at all
support topic unfamiliar according to from primary sentences times
understanding words features sources in using
(compound, (structural and preparation for appropriate EN5A-IIIb-
affixed) based language) writing, grammatical 17
on -Problem and reporting and structures: Show
EN5V-IIIb- solution similar -Prepositional tactfulness
20.4 academic tasks phrases when
2
given context in collaboration communica-
clues with others ting with
(Synonyms others
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other
strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize 1.8.1 Observe
Provide Link comments Infer the Distinguish Read grade information politeness at all
evidence to to the remarks meaning of text-types level text with from EN5G-IIIa- times
support of others unfamiliar according to accuracy, secondary 1.8.3
understanding words features EN5F-IIIc- sources in Use a EN5A-IIIc-17
(compound, (structural and 1.6 preparation for particular kind Show
affixed) based language) appropriate writing, of sentence tactfulness
3 on -Problem and rate and reporting and for a specific when
EN5V-IIIc- solution EN5F-IIIc- similar purpose and communica-
20.4 1.7 academic tasks audience ting with
given context proper in collaboration -asking others
clues expression with others permission
(Synonyms -making
Antonyms requests
word parts)
and

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

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

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

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

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

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

3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal EN5F-IVi-1.7 Conduct short Make politeness at all
information cues in a TV EN5F-IVi- research connections times
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
appropriate personal tactfulness
rate, proper experiences when
9
expressions communica-
and correct ting with
pronunciation others
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16

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

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

LC OL V RC F SS WC
G VC A
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id- EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 6.8 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- EN6RC-Id- grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 6.9 appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- Analyze text with an using and
2.11.3 the occasion 12.4.2.2 figures of accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning speech of 95 100% grammatical film and Show
speakers tone, of figurative (simile, structures: moving tactfulness
mood and language using metaphor) -aspects of pictures when
4 MISOSA ENGLISH 6
purpose -context clues verbs (characterizatio communicating
Using Figures of
-affixes and Speech
n) with others
BEAM English 6 roots
DLP
Module 51
-other BEAM ENG6 DLP EN6A-Id-18
strategies Module 2 Show openness
Determining the
Using
Purpose of the Figurative to criticism
Author BEAM English 6 Language
DLP Module 13
Using Figurative
Language
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Compose clear 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
2.11.3 12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
Infer the Infer meaning speech occurring grammatical film and Show
5 speakers tone, of figurative (hyperbole, content area structures: moving tactfulness
mood and language using irony) words -modals pictures when
purpose -context clues (acting) communicating
-affixes and with others
roots
-other EN6A-Ie-18
strategies Show openness
to criticism
EN6LC-If- EN6RC-If- EN6F-If- EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 1.8.1 4.4.1 5.1.6 Observe
EN6LC-If- Analyze Read with EN6G-If- Describe politeness at all
2.11.2 figures of automaticity 4.4.3 different forms times
EN6LC-If- speech grade level EN6G-If- and
6
2.11.3 (culture- frequently 4.4.2 conventions of EN6A-If-17
Infer the based occurring Compose clear film and Show
speakers tone, euphemism content area and coherent moving tactfulness
mood and ) words sentences pictures when
purpose using (dialog)
LC OL V RC F SS WC
G VC A
appropriate communicating
grammatical with others
structures:
-Pronoun-
reference EN6A-If-18
agreement Show openness
(number, case, to criticism
gender)
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16

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

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

LC OL V RC F SS WC
G VC A
grammatical Analyze the Show
structures: characters tactfulness
-Subject-verb used in print, when
agreement non-print, and communicating
digital with others
materials (Age
and gender, EN6A-Ij-18
Race and Show openness
nationality, to criticism
Attitude and
behavior)
EN6VC-Ij-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
SECOND QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types appropriate 12.4.1.3 appropriately 1.4 and coherent accurately and audience times
of style of EN6V-IIa- to the Gather relevant sentences efficiently
1 informational/f speaking, 12.4.2.3 messages of information using (biodata, EN6A-IIa-17
actual text adjusting Infer meaning the different from various appropriate application Show
language, of borrowed authentic texts sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
and volume -indices BEAM English 5
DLP Module 12
LC OL V RC F SS WC
G VC A
according to content specific -Order and Filling out Forms communicating
Correctly
audience and terms using degrees of with others
purpose -context clues regular
-affixes and adjectives EN6A-IIa-18
roots Show openness
-other BEAM English 6 DLP to criticism
Module 11
strategies Using Adjectives in
(Math) Series
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all
various types appropriate 12.4.1.3 appropriate Read grade 1.4.1 5.2.1 composition audience times
of style of EN6V-IIb- ly to the level text with Gather relevant Compose clear using an
informational/f speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17
actual text adjusting Infer meaning of the appropriate from various sentences graphic Show
language, of borrowed different rate and sources using organizers tactfulness
gestures, rate, words and authentic proper -Dictionary appropriate when
2
and volume content specific texts expression -Thesaurus grammatical communicating
according to terms using structures: with others
audience and -context clues -Order and
purpose -affixes and degrees of EN6A-IIb-18
roots irregular Show openness
-other adjectives to criticism
strategies
(Science)
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use Infer the target politeness at all
various types appropriate 12.4.1.3 details of Read grade 1.4.3 sentences appropriate audience times
of style of EN6V-IIc- informational level text with Gather relevant using graphic
informational/f speaking, 12.4.2.3 texts accuracy, information appropriate organizers for EN6A-IIc-17
actual text adjusting Infer meaning appropriate from various grammatical pre-writing Show
language, of borrowed rate and sources structures: tasks tactfulness
3
gestures, rate, words and proper - -Adverbs of when
and volume content specific expression -Almanac intensity communicating
according to terms using -Encyclopedia with others
audience and -context clues
purpose -affixes and EN6A-IIc-18
roots Show openness
-other to criticism
strategies
LC OL V RC F SS WC
G VC A
(Health)
EN6LC-IId- EN6OL-IId-5 EN6V-IId- EN6RC-IId- EN6F-IId-1.6 EN6SS-IId- EN6G-IId-6.7 EN6WC-IId- EN6VC-IId- EN6A-IId-16
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note significant EN6F-IId-1.7 Gather relevant and coherent Write a 4- Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text interest 12.4.2.3 texts accuracy, sources appropriate showing EN6A-IId-17
heard Infer meaning appropriate -Online grammatical Show
of borrowed rate and references structures: -comparison tactfulness
words and proper -Adverbs of and contrast when
content specific expression frequency communicating
4 terms using with others
-context clues BEAM English 5 DLP
Module 38
-affixes and Using Adverbs of
EN6A-IId-18
roots Manner and Show openness
-other Frequency to criticism
strategies
MISOSA 5
(Literary Module 8
terms) Using adverbs of
time, place ,
manner and
frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
information topics of EN6V-IIe- sources in using EN6WC-IIe-
from text interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
heard Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
5 terms using in collaboration manner - appropriate with others
-context clues with others punctuation
-affixes and BEAM English 5 DLP marks EN6A-IIe-18
Module 38
roots Using adverbs of
-transition/ Show openness
-other manner and signal words to criticism
strategies frequency
(ICT terms)
MISOSA 5
Module 8
Using adverbs of
time, place ,
manner and
frequency

LC OL V RC F SS WC
G VC A
EN6OL-IIf-5 EN6V-IIf- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC-IIf- EN6A-IIf-16

Share brief 12.3.3 Self-correct Organize Compose clear 2.2.5 Observe
impromptu EN6V-IIf- when reading information and coherent Write a 4- politeness at all
remarks about 12.4.1.3 from secondary sentences paragraph times
topics of EN6V-IIf- sources in using composition
interest 12.4.2.3 preparation for appropriate showing EN6A-IIf-17
Infer meaning writing, grammatical -cause and Show
of borrowed reporting and structures: effect tactfulness
words and similar when
6 content specific academic tasks -Adverbs of communicating
terms using in collaboration place with others
-context clues with others and time
-affixes and EN6A-IIf-18
roots Show openness
-other to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16

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

Module 40

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

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

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

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

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

Module 23 Using
Variety Of
Sentences
According To
Structure

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

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

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

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

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

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

Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, expressions from and slang EN7LT-I-b-2.2: intonation, volume
juncture, and rate the material viewed Explain how the and projection and
of speech elements specific to rate/speed of
EN7LC-I-b-5.2: a genre contribute speech in differing
Note the changes in to the theme of a oral communication
2
volume, projection, particular literary situations
pitch, stress, selection EN7OL-I-b-
intonation, 1.14.2: Observe
juncture, and rate the correct pitch
of speech that levels (high,
affect meaning medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read intensively Listen for important Give the meaning Use appropriate Discover literature Differentiate literary 1.14.2: Observe Observe correct
to find answers to points signalled by of given signs and idiomatic as a means of writing from the correct pitch subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing levels (high, agreement
pitch, stress, signs, prohibited variety of basic significant past medium, low) when
intonation, signs, etc.) interpersonal EN7LT-I-c-2.2.1: reading lines of
juncture, and rate communicative Express poetry, sample
of speech situations appreciation for sentences and
3
EN7LC-I-c-5.2: sensory images paragraphs
Note the changes in used
volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
4
to find answers to points signalled by of a material idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, viewed (such as expressions in a of paragraph (primary, agreement
RC LC VC V WC F G
LT
Literature
pitch, stress, movie clip, trailer, variety of basic connecting to a secondary, tertiary
intonation, news flash, interpersonal significant past. and weak) when
juncture, and rate internet-based communicative EN7LT-I-d-2.2.2: reading passages
of speech program, situations Explain the literary
documentary, devices used
EN7LC-I-d-5.2: video, etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, viewed (such as colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, movie clip, trailer, idiomatic word or significant past EN7WC-I-e- secondary, tertiary
EN7SS-I-e-1.2: intonation, news flash, expression as a EN7LT-I-e-2.2.2: 2.8.1: Recognize and weak) when
Transcode orally juncture, and rate internet-based substitute for Explain the literary the parts of a reading passages
and in writing the of speech program,document another word or devices used simple paragraph
5 information ary, video, etc.) expression
presented in EN7LC-I-e-5.2:
diagrams, charts, Note the changes in
table, graphs, etc. volume, projection,
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past Yes-No and tag
diagrams, charts, intonation, expression as a EN7LT-I-f-2.2.3: questions; the
6 table, graphs, etc. juncture, and rate substitute for Determine the tone, rising-falling
of speech another word or mood, technique, intonation with
expression and purpose of the information-
EN7LC-I-f-5.2: author seeking
Note the changes in questions,
volume, projection, option questions
pitch, stress,
RC LC VC V WC F G
LT
Literature
intonation, and with
juncture, and rate statements
of speech that
affect meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:

Give the meaning Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
of given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
signs, etc.) intonation, expressions in oral EN7LT-I-g-2.3: the rising-falling
juncture, and rate communication Draw similarities intonation with
of speech and differences of information-
the featured seeking questions,
7 EN7LC-I-g-5.2: selections in option questions
Note the changes in relation to the and with
volume, projection, theme statements
pitch, stress,
intonation,
juncture, and rate
of speech that
affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:

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

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

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a prcis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1: EN7LC-II-a-6: EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate Use listening Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools strategies based on sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
in the library for purpose, familiarity relationships of figurative language in literary selections summary, precis, conversations, appropriately and
locating resources with the topic and ideas and events EN7V-II-a- and the need to and paraphrase dialogs, and meaningfully
EN7SS-II-a- levels of difficulty of 10.1.1: resolve those interviews
1.5.3: Use the card short texts listened Classify sample conflicts in non- EN7OL-II-a-4.1:
catalog, the online to EN7LC-II-a- texts into literal or violent ways Use appropriate
public access 6.1: Extract figurative EN7LT-II-a-4.1: verbal and non-
1
catalog, or information from Identify the verbal cues when
electronic search the text listened to distinguishing developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use

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

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

1.5.3: Use the card 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Extract information Employ correct phrases, clauses,
catalog, the online specific chronologically/ figures of speech conflicts presented from a text using a turn-taking, turn- and sentences
public access details/elements of Arrange ideas that show in literary selections summary, precis, giving and topic appropriately and
catalog, or the text listened to logically based on a comparison (simile and the need to and paraphrase control strategies in meaningfully
electronic search material viewed metaphor, resolve those conversations and
engine to locate personification) conflicts in non- dialogs
specific resources violent ways
3 EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-II-d- EN7LC-II-d- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use

1.3/1.4: Get 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct phrases, clauses,
information from specific chronologically/ figures of speech conflicts presented turn-taking, turn- and sentences
the different parts details/elements of Arrange ideas that show in literary selections giving and topic appropriately and
of a book and from the text listened to logically based on a comparison (simile and the need to control strategies in meaningfully
general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in non- dialogs
violent ways
EN7LT-II-d-2.2:
4
Explain how the
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-
2.2.1: Express
appreciation for
RC LC VC V WC F G
LT
Literature
sensory images
used
EN7SS-II-e- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use

1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
information from cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas that show in literary selections strategies when appropriately and
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
5 in the library personification) conflicts in non- answers
violent ways
EN7LT-II-0-
2.2.2: Explain the
literary devices
used
EN7SS-II-f- EN7LC-II-f- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use

1.3/1.4: Get 2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
the different parts of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
of a book and from characters in the pictures, and oxymoron, and the need to asking questions meaningfully
general references narrative listened to excerpts of the paradox) resolve those and eliciting
in the library material viewed conflicts in non- answers
6
violent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use

Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures (hand- appropriately and
other print and pictures, and (irony, oxymoron, and the need to body) that meaningfully
non-print media excerpts of the paradox) resolve those accompany oral
7 material viewed conflicts in non- language
violent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in
RC LC VC V WC F G
LT
Literature
relation to the
theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use

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

Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and in the text listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
non-print media paradox) resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
9
EN7LT-II-0-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert ones identity; strategies
CONTENT STANDARD in listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and
use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting ones identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a- EN7OL-III-a-1.3: EN7G-III-a-1:
Use ones schema Use different Determine the key 13.11: Categorize Discover literature 2.2: Compose Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert simple narrative opinions, feelings using logical
understand a text based on purpose, in the material expressions ones unique texts and emotions connectors that
EN7RC-III-a-8.1: topic and levels of viewed according to shades identity and to EN7WC-III-a- during interviews, signal chronological
Use ones schema difficulty of simple of meaning better understand 2.2.12: Identify group/panel and logical
as basis for informative and EN7V-III-a- other people features of discussions, sequence and
conjectures made short narrative 13.11.1: Identify EN7LT-III-a-5.1: narrative writing forums/fora, summation
1 about a text texts collocations used in Identify the debates, etc.
EN7LC-III-a- a selection distinguishing EN7OL-III-a-5:
2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III-b- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b- EN7OL-III-b-3: EN7G-III-b-1:

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

Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the Use the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
ones schema in the text listened in the material a selection ones unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
other people discussion, in a
3 EN7LT-III-c-2.2: forum and in a
Explain how the debate
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III-d- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:

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

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

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

Identify the Identify the persons Make a stand on 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
authors intentions speaking and the material viewed words or as a tool to assert travelogue ideas and opinions reported speech
for writing addressed, and the expressions with ones unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
fact from opinion, explicit statements other people
7
fantasy from reality made EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
selections in
relation to the
theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and the material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with ones unique friend, relative, and challenging thought correctly in varied
8
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations better understand in public
explicit statements other people forums/panel
made discussions, etc.
EN7LT-III-h-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use

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

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

RC LC VC V WC F G
LT
Literature
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b- EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish 1.26: Give clear imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and precise and concise prepositions when
for various text text listened to on a material in understanding the need to work among a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in
10.1: Give and intentions of todays global and feature article varied oral
follow instructions speakers by village. communication
2
and directions focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IV-c- EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use

2.12: Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
from different text verbal exchange other sources of presented in the need to work chosen subject and personal making
types listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
3 the speakers Supply other words todays global and non-verbal
or expressions that village cues
complete an EN7LT-IV-c-
analogy 2.2.1: Express
appreciation for
sensory images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
4 Supply other words todays global and non-verbal
or expressions that village. cues
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices
used

RC LC VC V WC F G
LT
Literature
EN7RC-IV-e- EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e- EN7G-IV-e-5: Use
2.10: Sequence a series Compare content of Give the various Discover through 2.8.6.1: Compose 3.10: Use correct verbs when giving
Sequence/reorganiz of events materials viewed to meanings of Philippine literature a capsule biography and appropriate information and
e ideas or mentioned in the other sources of identified the need to work of a person multi-media making
information text listened to information (print homonymous or cooperatively and interviewed resources when explanations
and radio) polysemous words responsibly in orally giving
or expressions todays global information,
5
village instructions, making
EN7LT-IV-e- explanations and
2.2.3: Determine narrating events in
tone, mood, personal or factual
technique, and recounts
purpose of the
author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express ones the various Discover through 2.8.6.1: Compose Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature a capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in information, Formulate who,
6
to or expressions todays global instructions, making what, when, where,
village explanations and why, and how
narrating events in questions
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g- EN7G-IV-g-6.2:

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

RC LC VC V WC F G
LT
Literature
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express Express ones Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
into an outline entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, responsibly in and background information,
tales) by todays global research instructions, making
8 recognizing the village explanations and
punch lines EN7LT-IV-h-3: narrating events in
Explain how a personal and
selection may be factual recounts
influenced by
culture, history,
environment,
orother factors
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: EN7G-IV-i-6.1:
Narrate events Express Express ones Create or expand Discover through 2.8.6.2: Compose Use correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature a biographical appropriate replies
entertaining texts based on a material the need to work sketch based on a prosodic features of
(anecdotes, jokes, viewed cooperatively and personal interview speech when giving
fables, myths, responsibly in and background information,
tales) by todays global research instructions, making
recognizing the village explanations and
punch lines narrating events in
personal and
9 EN7LT-IV-0-7: factual recounts
Explain the
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task

GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis -vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, viewed to idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, determine the expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, meaning of noting context African writers ideas using a an informative
and rate of speech unfamiliar words or clues and EN8LT-Ia-8.1: variety of graphic speech
1
expressions collocations Identify the organizers
distinguishing
features of
notable African
chants, poems,
folktales, and
short stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, viewed to idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
2 pitch, stress, determine the expressions by contributed by Organize ideas in devices in composing
intonation, juncture, meaning of noting context African writers one-step word, an informative
and rate of speech unfamiliar words or clues and EN8LT-Ib-8.1: phrase, and speech
expressions collocations Identify the sentence outline
distinguishing forms
features of
notable African
chants, poems,
folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, viewed to idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, determine the expressions by contributed by Organize ideas in devices in composing
intonation, juncture, meaning of noting context African writers one-step word, an informative
and rate of speech unfamiliar words or clues and EN8LT-Ic-2.2: phrase, and speech
expressions collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
3
particular literary
selection
EN8LT-Ic-
2.2.1: Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2: Explain
the literary
devices used.
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use

Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships composed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative
4
and rate of speech clues and EN8LT-Id-2.2: phrase, and speech
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a

particular literary
selection
EN8LT-Id-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for ones and speech rate unfamiliar words African writers Arrange notes an informative
purpose serve as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of speech
meaning expressions Explain how the graphic organizers
elements specific
to a genre
contribute to the
5
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text of speech when appropriate cohesive
reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
6
reading etc.) for ones 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 authors volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers Arrange notes in Use the correct an informative
that affect meaning genres noting context EN8LT-Ig-2.3: one-step word, stance and speech
7
clues Draw similarities phrase, and behavior
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the authors volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative
that affect meaning genres noting context other factors one-step word, speech
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9 reading etc.) for ones and rate of speech different viewing local culture by environment, or Arrange notes in an informative
purpose that affect meaning genres noting context other factors one-step word, speech
clues phrase, and
sentence outline
forms
10 Culminating Task

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

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

experiences and Infer dominant and negative EN8LT-IIb-9.2: general to
background knowledge thoughts and feelings messages Identify the particular
expressed in the text conveyed in a distinguishing claim and
listened to material viewed features of counterclaim
notable East problem-
Asian poems, solution
folktales, and cause-effect
short stories and others
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use

Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the appropriate
significance of a listening skills and the material between and elements specific paragraphs sounds of English grammatical signals
literary text strategies suited to viewed based on among verbal, to a genre EN8WC-IIc- correctly and or expressions
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.2.1: Develop effectively when suitable to each
React to assertions narrative texts and excerpts dramatic types of theme of a related support delivering an pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences entertainment development:
the text Determine the tone Discern positive examples of each selection speech general to
3
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages 2.2.1: Express claim and
in the narrative conveyed in a appreciation for counterclaim
listened to material viewed sensory images problem-
used solution
cause-effect
and others
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EN8LT-IVb- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like about the text contrast ones strategies in literary genres among types of production of the speech in journalistic
cohesive devices) listened to beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers opinion article, manuscript or appropriate modifiers
material viewed EN8LT-IVc- feature article, and memorized speech
13.1: Identify sports news article) in an oration, in a
3
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text make up reality decoding the contributed by journalistic writing sounds of English writing
rules and regulations listened to and fantasy based meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
on a material Asian writers opinion article, manuscript or past and past perfect
4 viewed EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5: EN8G-IVe-14: Use
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts appropriate speech in journalistic
literature, text listened to. aspect of a decoding the expression of prosodic features writing
instructions, material viewed meaning of words philosophical and of speech like EN8G-IVe-3: Use
5 explanation, factual religious ideals pitch, stress, past and past perfect
and personal juncture, volume, tenses in journalistic
recount, persuasive, and projection, writing
expository) to intonation and EN8G-IVe-15: Use
process information speech rate appropriate modifiers
in a text
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: EN8G-IVf-13: Use
Distinguish between Process speech Compare and Use various Explain how the Use primary and Use the active and passive
general and specific delivered by making contrast ones strategies in elements specific secondary sources appropriate constructions in
statements inferences from what beliefs/convictions decoding the to a genre to develop a topic prosodic features journalistic contexts
has been listened to with those meaning of words contribute to the for journalistic of speech like EN8G-IVf-16: Use
presented in a theme of a writing pitch, stress, appropriate logical
material viewed particular literary juncture, volume, connectors for
selection and projection, emphasis
EN8LT-IVf- intonation and
6
2.2.1: Express speech rate
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use

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

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

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

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and appropriate word order in
text topic listened to intentions in the appropriate for a discovering the among informative, segmentals creative writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and (sounds of English) EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia- literary writing. and the Use appropriate
following instructions 14.1: Identify suprasegmentals or punctuation marks
1 the prosodic features and capitalization to
distinguishing of speech when convey meaning
features of delivering lines of EN9G-Ia-18: Use
notable Anglo- poetry and prose in interjections to
American lyric a speech choir, convey meaning
poetry, songs, jazz chants and
poems, sermons, raps.
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and appropriate word order in
2 text topic speaker intentions in the appropriate for a discovering the among informative, segmentals creative writing
material viewed given situation self journalistic, and (sounds of English) EN9G-Ib-1.6/1.7:
EN9LT-Ib- literary writing and the Use appropriate
14.2: Explain suprasegmentals or punctuation marks

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

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

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

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

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

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

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

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

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

Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speakers the material viewed. communicative other people and poetry and in of English sounds: narration.
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative, EN9LT-IId-
frozen). 2.2.1:
Express
appreciation
for sensory
images used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the 20: Use
various print media text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments
situations delivering lines in
RC LC VC V WC F G
LT
Literature
and audio-video (intimate, casual, circumstances in a Readers Theatre
recordings. conversational, life. or in a Chamber
consultative, EN9LT-IIe- Theatre.
frozen). 2.2.2:
Explain the
literary
devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf-
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the 20: Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features in expressing
of a communicative their various 9.2: Identify of speech when arguments.
style. circumstances in types and delivering lines in
life. features of a Readers Theatre
EN9LT-IIf- short prose. or in a Chamber
2.2.3: Theatre.
Determine
tone, mood,
technique,
and purpose
of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-

Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
texts such as the ideas listened to. presented in the jargons expected other people and EN9WC-IIg- non-verbal in expressing
diagrams, maps, material viewed. of a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of a Readers or
EN9LT-IIg- short prose. Chamber Theatre.
2.2.3:
Determine
tone, mood,
technique,
and purpose
of the
author.

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

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
CONTENT STANDARD
world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa- EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Interpret Get familiar with 16: Analyze Compose forms of Employ varied verbals.
play listening strategies the message the technical literature as a literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for means of EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and connecting to Identify types and while performing in
elements specific to a Extract important theatre (like stage the world. features of a play a one-act play
one-act play information from directions) EN9LT-IIIa- synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/persu 16.1: Identify Produce the
development of its asive texts the English sounds
theme distinguishing correctly and
features of effectively when
Anglo-American delivering lines in a
one-act plays one-act play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb- EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

Analyze a one-act Reflect on the ideas 1.2/2.2: Interpret Get familiar with 16: Analyze Compose forms of Produce the verbals.
play of the speaker the message the technical literature as a literary writing English sounds
EN9LT-IIIb-20.1: conveyed in a vocabulary for means of EN9WC-IIIb-9.4: correctly and
Explain how the material viewed drama and connecting to Identify types and effectively when
2
elements specific to a theatre (like stage the world features of a play delivering lines in a
one-act play directions) EN9LT-IIIb- synopsis. one-act play.
contribute to the 16.1: Identify
development of its the
theme distinguishing
RC LC VC V WC F G
LT
Literature
features of
Anglo-American
one-act plays
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc- EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with 16: Analyze Compose forms of Use the verbals.
play. information listened the message the technical literature as a literary writing appropriate
EN9LT-IIIc-20.1: to conveyed in a vocabulary for means of EN9WC-IIIc-9.4: prosodic features
Explain how the poster drama and connecting to Identify types and of speech when
elements specific to a theatre (like stage the world features of a play delivering lines in a
3 one-act play directions) EN9LT-IIIc- synopsis. one-act play
contribute to the 16.1: Identify
development of its the
theme distinguishing
features of
Anglo-American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId- EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with 16: Analyze Compose forms of Use the verbals.
play logic, unsupported the information the technical literature as a literary writing appropriate
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for means of EN9WC-IIId-9.4: prosodic features
Express appreciation appeal material viewed drama and connecting to Identify types and of speech when
for sensory images theatre (like stage the world features of a play delivering lines in a
used directions) EN9LT-IIId- synopsis one-act play
4
EN9LT-IIId-20.2: 2.3: Draw
Explain the literary similarities and
devices used differences of
the featured
selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe- EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with 16: Analyze Compose forms of Use the verbals.
play and critical feedback/ the information the technical literature as a literary writing appropriate
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for means of EN9WC-IIIe-9.5: prosodic features
Express appreciation context or situation material viewed drama and connecting to Use literary devices of speech when
for sensory images theatre (like stage the world and techniques to delivering lines in a
5
used directions) EN9LT-IIIe- craft a play one-act play
EN9LT-IIIe-20.2: 2.3: Draw synopsis
Explain the literary similarities and
devices used differences of
the featured
selections in

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

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

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content to Listen to lay value Determine the Get familiar with Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the the technical as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for understanding communication
dispositions in real sound analysis and ideas presented in drama and unchanging strategies when
life call for prompt the material theater (like stage values in a performing in a
actions viewed directions) changing world full-length play
EN9LT-IVa- EN9F-IVa-3.11:
1
17.1: Explain Produce the
how the sounds of English
elements specific effectively when
to full-length delivering lines in a
plays build its full-length play
theme
EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use

Relate text content to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. sounds of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
2
dispositions in real affecting the nation ideas presented in drama and unchanging delivering lines in a
life the material theater (like stage values in a full-length play
viewed directions) changing world

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

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

RC LC VC V WC F G
LT
Literature
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1:
Judge the relevance Differentiate biases 1.3/2.3: Get familiar with Analyze literature Compose a play Use the Change direct to
and worth of ideas, from prejudices Formulate the technical as a means of review appropriate indirect speech and
soundness of predictions based vocabulary for understanding suprasegmentals: vice versa
authors reasoning, on the material drama and theater unchanging pitch, stress,
and the effectiveness viewed (like stage values in a juncture,
of the presentation directions). changing world intonation, etc.
6
EN9LT-IVf-
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:

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

Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media evaluation
soundness of to brought up in the vocabulary for understanding resources
authors reasoning, material viewed drama and unchanging appropriately,
8 and the effectiveness theater (like stage values in a effectively and
of the presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of
RC LC VC V WC F G
LT
Literature
the featured
selections in
relation to the
theme
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

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

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

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

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

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

Compare new Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ modals
insights with previous communication may generalizations and formal from literature as a persuasive texts the techniques in
learnings be repaired or conclusions based informal way of using a variety public speaking in
9
enhanced on the materials definitions of expressing and ofpersuasive a sample public
viewed words resolving ones techniques and speaking situation
personal conflicts devices
10 Culminating Activity

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
LT
Literature
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material definitions to a selection essays intonation, etc.
listening text viewed taking into build its theme
account its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material definitions to a selection intonation, etc.
the speakers viewed taking into build its theme
purpose account its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc- EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the 13.9: Give 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speakers purpose is effectiveness of the technical and the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in operational specific to a developing an sound of English definitions
the material definitions genre contribute argumentative when delivering
3
viewed taking into to the theme of claim impromptu and
account its purpose a particular extemporaneous
literary selection speech
EN10LT-IIc-
2.2.1: Express

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

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the words and
the authors purpose listening in problem prejudice in the technical and the elements conventions to correct stance and expressions that
solving material viewed operational specific to a indicate proper stage affirm or negate
definitions genre contribute acknowledgement behavior as
to the theme of of resources deemed necessary
a particular EN10OL-IIe-
literary selection 2.6.2: Establish
5
EN10LT-IIe- eye contact
2.2.3:
Determine tone,
mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

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

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

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

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

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of coherence giving a roast and
1 update knowledge a particular a toast and when
literary selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
underlying or important points from based on the ideas expanded the elements variety of correct stage effectively
overarching issue less important ones presented in the definitions of specific to a informative, stance and
concerning human in a text listened to materials viewed words genre contribute persuasive, and behavior when
2
experience (moralist) to the theme of argumentative giving a roast and
a particular writing techniques a toast and when
literary selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy

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

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
LT
Literature
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the
gather information reorganize, contrast the technical terms the elements ideas using language when language of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of coherence campaign
1 or update knowledge sources of a particular speeches.
information in literary selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and language of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
2 Distinguish the with outside to the theme of argumentative campaign speeches
important points from sources of a particular writing techniques
less important ones information in literary selection
in any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness

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

RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate language of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the
among statements for songs, poems, of plot, setting and technical terms similarities and research report on composed language of research,
plays, etc. characterization in used in research differences of a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed the featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writers purpose relation to the Issues and
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi- EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

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

GLOSSARY
account - reason given for a particular action or even

acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate how often an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of
a musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed
to the listener.
antagonist - a person or a situation that opposes the protagonists 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 writers points of view; writers do so, not just by presenting information, but by showing
the pros and cons of an issue
articulation - the clear and precise pronunciation of words
aside - a comment by a character that the audience hears but other characters on stage do not
assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights
of others. Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and are
strong advocates for themselves while being very respectful of the rights of others.
B
bias a mental preference, leaning, or inclination, especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a
partial perspective and a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas
bullying - any deliberate action that inflicts physical
or psychological harm
C
capsule biography- a brief summary to condense or summarize an account of a persons life written, composed, and produced by another; a biography in which all the
important elements of the person's life are included
cast of characters - a list of people who play a part in the story
character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by the actor in a play
character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person
characterization - the process of creating a believable character by exploring the character's physical, social, and psychological aspects of the role
characters people involved in the story
climax- the point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution
comedy - a theatrical work that is intentionally humorous
conceptualize - to form (an idea, picture, etc.) of something in your mind
conclusion- the last main division of a discourse usually containing a summary of points and a statement of opinion or decisions
conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not have to be quarrels and argument; more often it
is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of
contextappropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and instruction
to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends
D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures of
the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speakers purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring ones comprehension
34. evaluating the effectiveness of ones listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series of
beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writers 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 storys plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word the form of a word after all affixes are removed
S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll get
the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it
quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides
soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage the platform on which the actors perform
stage directions instructions (in italics); they describe the setting and tell about the action
static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a series of crises
and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a
target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people
outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical
performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a characters fall from grace, power, position, or moral standing through
their own actions
U
universe of text the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos themselves,
includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students interest and are accompanied by students workbooks
featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to develop
viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its
own that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

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

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

English CG Grade 1-10 01.30.2014

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Republic of the Philippines

K to 12 English Curriculum Guide December 2013 Page 2 of 171

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 English Curriculum Guide December 2013 Page 5 of 171

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

K to 12 English Curriculum Guide December 2013 Page 7 of 171

COMPONENT 1: Language Learning Process

K to 12 English Curriculum Guide December 2013 Page 8 of 171

K to 12 English Curriculum Guide December 2013 Page 9 of 171

COMPONENT 3: Making Meaning through Language

K to 12 English Curriculum Guide December 2013 Page 10 of 171

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge

5. Phonics and Word Recognition

8. Writing and Composition

9. Grammar Awareness & Structure

10. Vocabulary Development

11. Reading Comprehension

12. Listening Comprehension

13. Attitudes towards language, literacy and literature

14. Study Strategies

K to 12 English Curriculum Guide December 2013 Page 11 of 171

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

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

K to 12 English Curriculum Guide December 2013 Page 12 of 171

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

K to 12 English Curriculum Guide December 2013 Page 13 of 171

3. An integrative view of learning

K to 12 English Curriculum Guide December 2013 Page 14 of 171

Content Standards Performance Standards at the end of Grade 3

K to 12 English Curriculum Guide December 2013 Page 15 of 171

KEY STAGE STANDARD

K to 12 English Curriculum Guide December 2013 Page 16 of 171

K to 12 English Curriculum Guide December 2013 Page 17 of 171

K to 12 English Curriculum Guide December 2013 Page 18 of 171

(4TH Quarter Oracy) Quarterly and Weekly Articulation

Listen to narrative and informational

K to 12 English Curriculum Guide December 2013 Page 20 of 171

(1st Quarter to 2nd Quarter Oracy) Quarterly and Weekly Articulation

1st Quarter (Continuation of Oracy)

K to 12 English Curriculum Guide December 2013 Page 21 of 171

K to 12 English Curriculum Guide December 2013 Page 22 of 171

K to 12 English Curriculum Guide December 2013 Page 23 of 171

2nd Quarter (Continuation of Oracy)

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3rd Quarter Beginning Reading and Writing

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