English Curriculum Guide Grades 1-10 PDF

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 168

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 (L1) strengthens and supports the learning of other languages (L 2).
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 over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

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

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

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

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

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

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

literature
Study strategies
Viewing

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

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

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

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

GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards
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 and  EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
traits asking permission 1.3
4. Identify cause and/or effect of  EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN10L-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
6-10
specific events experiences pertaining to the
9. Identify the problem and family, one’s pets, and personal
solution experiences
10. Retell a story listened to

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

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

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

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2OL-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2OL-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a
family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih-j- b. settings Discriminate  EN2G-Id-e-
1-5 1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the  left to right (declarative, spoken at home
etc.) character  top to interrogative and in school
feelings and bottom )
traits  return sweep EN2VD-Id-e-1
d. Identify cause Identify the
and/or effect English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or poem or in Filipino
WEEK LC PA BPK AK V
OL G A SS
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN1LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa

WEEK LC PA BPK AK V
OL G A SS
EN2OL-Ia-e- EN2OL-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2G-If-j-7.4 EN2OL-If-j-1.2
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-4 EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish 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 sweep Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino

2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
EN1OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN1V-IIa-3 EN2G-IIa-e- EN2OL-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
 EN1OL-IIa- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
b-1.3.3 characters, and Recognize the Identify the words in reporting,
Talk about events) common terms in name and sound retelling, EN1V-IIb-c- summarizing,
one’s English relating of each conversation, etc. 12.1 retelling and
activities/res EN2OL-IIa-j- to part of book consonant 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 clues
in school variety of media orientation Give the (Total Physical
and including books, beginning letter Response
community audiotapes EN2BPK-IId-e- of the name of through realia,
 EN1OL-IIc- videos and other 5 each picture pictures, body
d-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues
1-5 topics of a. Note skills (transfer etc.)
interest important skills) EN1V-IId-e-6
(likes and details  left to right Derive meaning
dislikes) pertaining to  top to from repetitive
a. character bottom language
b. settings  return sweep structures
c. events
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify cause
and/or effect
of events
e. Identify the
speaker in the
WEEK LC PA BPK AK V
OL G A SS
story or poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to
EN1LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to
EN1LC-IId-e-
2.5
Validate ideas
made after
listening to a
story

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

(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
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 understandi read should in speech illustrations beginning Give the engage in a instructions
identifying ng of be generating sounds on the sound of EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used of texts
points and incidents depending through and letter predict consonant Distinguish in stories (e.g.
key themes and on the PWR prewriting names) what the (m,s, f, t, sentences presented poetry,
settings to lesson.) activities story may h) from non- through repetitive
EN2OL- make Show be about sentences real text)
IIIc-d-1.2 predictions understandi EN2AK- objects,
Participate ng 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 demonstrati
and echo Listen to a through the common sound of different on and
reading of variety of following terms in each kinds of context
1-3 short media writing English consonant sentences: clues
poems, including activities: relating to (c, r, n,b, declarative
rhymes and books, EN2WC- part of g, p) (telling) EN2V-
stories with audiotapes IIIb-1.9 book (e.g. EN2AK- and IIIc-13.1
repeated videos and a. Writing cover, title IIIc-1.2 interrogativ Recognize
patterns other age- a phrase page, etc.) Give the e(asking) that some
and appropriate or beginning words
refrains in publications sentence EN2BPK- sound of EN2G- mean the
English and about an IIIb-2 each IIIc-1.6 same
a. Note illustrati Identify consonant Recognize (synonyms)
importan on title, author (d, j, w, v, punctuation
t details EN2WC- and book z, y) marks EN2V-
pertainin IIIc-1.10 illustrator (period, IIIc-d-
g to b. Completi and tell EN2AK- question 13.2
a. ng a what they IIIa-c-1.2 mark) Recognize
characte Lost and do Name the that some
r Found pictures words have
Oral Alphabet Study
Language
Knowledge
b. settings Poster that begin opposite
c. events EN2WC- its name meaning
b. Give the IIIc-1.11 with a (antonyms)
correct c. Filling in particular
sequenc blanks in consonant
e of a letter
three EN2WC- EN2AK-
events IIIc-1.12 IIIa-c-4
c. Infer the d. Drawing Give the
characte and beginning
r feelings writing consonant
and some sound of
traits words the name
d. Identify on a of each
cause birthday picture
and/or card
effect of EN2WC-
events IIIc-1.13
e. Identify e. Writing
the some
speaker words
in the about a
story or characte
poem r
EN2OL- f. Predict EN2RC- EN2PA- EN2PW- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 possible IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and ending 2.10 Produce Read words 2.11 Spell words Nouns Give the
respond to of a Note details the sounds with short Read aloud with short Give meaning of
texts to story in of English e sound in phrases, e sound in naming short e
clarify read sentences letters CVC sentences CVC words for words
meanings g. Relate and stories using the pattern and stories pattern persons,
heard while story (controlled letter (e.g. pen, consisting places,
drawing on events words, sounds of men, . . .) of short e EN2S- things
personal to one’s short e, a.. Mother words with IIId-j-4
4-6 experiences experien .) that they Tongue as EN2PW- appropriate Spell words EN2G-
ce read reference IIId-f-9 speed, with short e IIId-2.4
h. Discuss, Read some accuracy and a Use
illustrate EN2RC- the sight and proper sound in common
, IIId-e-2.4 words expression CVC nouns in
dramatiz Identify the pattern simple
e basic EN2PW- sentences
specific sequence IIId-f-7.1 EN2G-
events of events Match the IIIf-9.2
i. Identify and make picture with Use the use
the relevant its of a/an +

Oral Alphabet Study
Language
Knowledge
problem predictions and sight noun
and about word
solution stories
j. Retell a EN2PW-
story EN2RC- IIId-f-10
listened IIIf-h- Read short
to 2.17 phrases
Answer consisting
EN2LC- questions of short e
IIIb-c-2.5 to clarify words and
Use an understandi Some sight
understandi ng before, words
ng of during and
incidents, after EN2PW-
characters reading IIIg-h-11
and Read short
settings to phrases
validate and
predictions sentences
EN2LC- consisting
IIId-e-2.4 of short e
Use words and
personal the sight
experiences words.
to make
predictions EN2PW-
about text IIIi-j-12
viewed and Read a
listened to short story
consisting
EN2LC- of short e
IIIf-g- words and
3.15 sight words
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to

Oral Alphabet Study
Language
Knowledge
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 and retelling,
from a
poems conversatio
story
ns, etc.

4th Quarter (Beginning Reading and Writing)
Oral Alphabet Study
Language
Compre Compre Compo logical Print
Knowledge
hension hension sition Awareness Knowledge Recognition ment
EN2LC- EN2LC- (Note: The EN2WC- EN2OL- EN2BPK- EN2PW- EN2F-IVa- 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 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 understandi read should in e the common a words in phrases, with short e meaning of engage in a words
identifying ng of be generating concept of terms in CVC sentences and a  EN2G- short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words of texts ly by the 1st
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 (e.g. letter
key themes and on the PWR prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to lesson.) activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make  EN2WC- in English cover, title EN2PW- some sight pronouns Give the text)
2 predictions N2RC- IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- (e.g. I, meaning of
IVa-2.2 brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
State ming words entation pictures speed, Spell words she, it, words with
details of  EN2WC- with short accuracy with short we, they) short e and
text during IVb-1.2 a words and proper e, a and i in a sounds
and after webbing expression sound in dialogues
reading)  EN2WC- CVC
EN2OL- EN2LC- EN2RC- IVc-1.3 EN1PA- pattern EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 drawing IVc-d-6.2; (see PWR) IVc-d- IVc-d-3
Participate Use an Give the Produce 4.2.3 Interpret
in choral understandi sequence speech EN2S- Use simple
3 speaking ng of of three sounds IVa-e-3.1 demonstrati maps of
and echo incidents, events in (sounds Spell 2- ve unfamiliar
reading of characters stories read and letter syllable pronouns places,
short and names) words with (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PW- short e, a these/ symbols
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 and i sound those)
stories with predictions Infer/ Express Differentiat in CVC
repeated predict idea e and read pattern
4 patterns outcomes through correctly (see PWR)
and illustrations the short e
refrains in or and a
English storyboard words
EN2OL- EN2LC- EN2RC- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 man-men,
Listen and Use Use clues Produce tan-iten
respond to personal to make the sounds etc.)
texts to experiences and justify of English
5 clarify to make predictions letters EN2PW-
meanings predictions before, using the IVd-14
heard while about text during and letter Write the
drawing on viewed and after sounds of names of
personal listened to reading Mother pictures
Oral Alphabet Study
Language
Knowledge
experiences (titles, Tongue as with the
pictures,) reference short a, e
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
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
7 the i words in phrases, ns meaning of
difference CVC sentences EN2G- short i
between pattern and stories IVg-i-7.3 words

Oral Alphabet Study
Language
Knowledge
“made-up” (pin, big, fit consisting Use the
and “real” . . .) of 2- most
in) texts syllable frequently
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 and expository (pan- pen- words with
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 Adjectives
reenact pictures
events with the EN2G-
from a short a, e IIIi-j-5.1
story and i Describe
words. people,
EN2OL- objects,
IIa-j-1.1 EN2PW- things and
9 Listen to a IVi- places
variety of 10.1.1- using
media Read simple
including phrases, adjectives
books, short (color,
audiotapes sentences shape, size,
videos and and short height,
other age- stories weight,
appropriate consisting length,
publications of short e, distance,
and a and i etc.)
a. Note words and
importa the Who,
Oral Alphabet Study
Language
Knowledge
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
charact 2-syllable
er words with
feelings the correct
and pictures
10 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 EN2PW-
poem IVj-
f. Predict 10.1.2-
possible Read
ending phrases,
of a sentences
story and short
read stories
g. Relate consisting
story of two

Oral Alphabet Study
Language
Knowledge
events syllable
to one’s words and
experie the
nce questions
h. Discuss about them
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to

GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
structure in oral and written communication, and reads with comprehension
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
EN3FL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PW-Ia-b- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will forms of simple 7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
controlled
1 with peers in a based on the
depending on the
as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
variety of stories to be PWR lesson.) to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read poems listened a and i words syllable words sentences from to repetitive text) order
Read simple to in CVC pattern with short non-sentences
EN3FL-Ib-3.6 Listen to a sentences and vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories EN3WC-Ia-j- EN3PW-Ib-d- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and and 4 19 95-100% Show self-correct
conversational expository texts EN3RC-I0-2.2 a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- a. note details write with short o Construct of meaning of comprehension
2.1 regarding sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note character, about one’s pattern and 1.10.1 sentences through and skimming
1.19 important setting and drawing phrases and Read aloud drawing,
Express one’s details plot EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
ideas by EN3LC-Ia-j- EN3RC-I0- 5 containing prose and 1.4.1 using them in 1.1
presenting a 2.7 2.10 b. a note of these words poetry Use a sentences Follow
2 b. sequence advice Consisting of
skit b. sequence 3 declarative instructions
at least 3 events EN3WC-Ia-j- EN3PW-Ib-d- Long vowel sentence given orally
BEAM ENG3 DLP 55 events (Note: different 6 19.1 words with
Writing Utterances
using signal comprehension c. Thank you Recognize fluency, EN3G-Ib-
In A Given Situation
Comic Strip words skills may recur letter more common appropriate 1.4.1.1
Presented EN3LC-Ia-j- in different EN3WC-Ia-j- sight words in rhythm, pacing Differentiate a
2.6 quarters) 7 order to read and intonation declarative
c. retell some d. descriptive simple phrases from an
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
LC RC WC PWR V
Oral Language
and Spelling
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits g. a short Construct
of paragraph, declarative and
characters etc. interrogative
EN3LC-Ia-j- sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
EN3OL-Ic-1.3 g. draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant conclusions 2.1 Identify an Show
information Describe imperative understanding
Listen to poems literary sentence of meaning of
and elements of short u words
EN3LC-Ic- texts including EN3G-Ic-1.3 through
2.18 characters Use different drawing,
a. identify the setting and plot kinds of actions, and
rhyming sentences (e.g. using them in
words declarative, sentences
3 EN3LC-Ic- interrogative,
3.11 exclamatory,
give a simple imperative)
paraphrase
BEAM ENG3 DLP 39
Recodnizing ,
Telling and Asking
Sentences
BEAM ENG3 DLP 41

Recognizing
Imperative and
Exclamatory

LC RC WC PWR V
Oral Language
and Spelling
Sentences
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
specific/signific Read aloud
ant events short EN3G-Id-1.6
stories/poems Use appropriate
4 consisting of punctuation
short a,e,i and marks (e.g.
o words with period, comma,
speed, question mark,
accuracy and exclamation
proper point)
EN3OL-Ie- EN3PW-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize and with short u EN3F-Ie-j-4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns (e.g. categories (e.g.
shared by speed and people, animals, foods,
others proper phrasing animals, toys)
5 sentences and places,, things
stories with events) in EN2V-Ie-j-4.1
short u words simple Show
and other sentences understanding
words of meaning of
previously BEAM ENG3 DLP 17 2-syllable
Looking for Name
studied Words
words
EN3RC-If-j- EN3PW-If-g- EN3G-If-2.2 consisting of
EN3F-Ie-j- short e to u
2.8 17.1 Use common
6 4.2.1 words through
Make and Differentiate and proper
Read with drawing,
confirm words with nouns
accuracy, actions, and
predictions different medial EN2G-Ig-h-2
appropriate using them in
about texts vowels (eg: .3
7 speed and correctly in
cap- cop-cup; Use plural form
BEAM ENG3 DLP 50 correct sentences
fan-fin, fun) of regular
Giving Appropriate intonation 2-
Ending For A Given nouns by
syllable words
Situation EN3PW-Ig-h- adding /s/ or
consisting of
20.1 /es/ (e.g., dog,
8 short e to u
Read phrases, dogs; wish,
words
sentences and wishes)
short stories
LC RC WC PWR V
Oral Language
and Spelling
consisting of BEAM ENG3 DLP 19
Using Plural of
short vowel Nouns
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.)
EN3PW-Ij-21
Read phrases,
sentences and
short stories
consisting of 2-
syllable words
10 and the
questions about
them
BEAM ENG3 DLP 3
Decoding New
Words with Pattern

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

PWR
WEEK LC RC WC V
Recognition
EN1LC-IIIg- feelings EN3RC- EN3PWR- EN3S-IIIg- g-5.3.1 EN3V-IIIg- through
h-3.2 and traits IIIg-j-2.5 IIIg-26.1 EN3F-IIIg- j-2.5 Use h-13.7 journals, logs
Ask and of Use different Read j-1.11 Use descriptive Homographs etc.
respond to characters sources of sentences, Observe the capitalization adjectives (e.g., read-
questions EN3LC-IIIa- information in stories and use of rules in word read)
7 BEAM ENG3 DLP
about j-2.16 reading poems punctuations and sentence
64 Identifying
informational f. identify consisting of including level (e.g. Adjectives
texts listened cause and Read simple long o words commas, proper and
to effect sentences And questions periods and common
(environment, EN3LC- and levelled about them question nouns,
health, how- IIIa-j-2.17 stories and EN3WC- EN3PWR- marks to beginning
to’s, etc.) g. draw EN3RC- IIIh-2.4 IIIh-26.2 guide reading words in
conclusions III0-2.2 Complete Read words for fluency sentences)
a. note patterned with long u
8 EN3LC-IIIe- details poems using sound (long a
f-2.4 regarding appropriate ending in e)
Propose character, rhyming
several setting words
EN3OL-IIIi- predictions and plot EN3PWR-
j-1.9 about EN3RC-III0 IIIi-26.3 EN3V-IIIi-j-
Compare and texts/stories -2.10 Read words 13.7
contrast listened to b. sequence with long a, i, Hyponyms-
information 3 events o, and u and type of (e.g.
9 EN3LC-IIIg- (Note: guava - type
heard phrases,
h-3.15 different sentences of fruit)
Determine comprehension
and stories
skills may recur
whether a containing
in different
story is quarters) these words.
realistic or EN3PWR-
fantasy IIIj-27
Read
BEAM ENG3 DLP
69 Distinguishing sentences,
Real and Fantasy stories and
poems
10 EN3LC-IIIi- consisting of
j-3.7 long u words
Identify and and questions
use the about them
elements of
an EN3PWR-
PWR
WEEK LC RC WC V
Recognition
informational/ IIIj-15
factual text Read 2-
heard 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
e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 –c-7 -1.3
1 Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 3level texts that were correct favorite 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- IVa-
show and tell, factual text the PWR digraphs and b -1.2.3
2 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 cause IVc-2 EN3F-IVc-d- figure out d-1.2.7
tions) (School and effect Match words, 1.4 what words Interpret a
events, phrases and Read aloud mean pictograph
EN3OL-IVa- sports, EN3RC- IVa sentences from familiar
j-5 projects) –b-2.14 containing prose and EN3V-IVa-j-
Engage in a Show these words poetry with 12.3
variety of EN3LC-IVc- understandin with pictures fluency, Determine
ways to share 3.7.2 g of a story appropriate what words
3 information Three-step rhythm, mean based
by present EN3PWR-
(e.g. role directions ing them in IVc-28 pacing and on how they
playing,) EN3LC- IVd through Read stories intonation are used in a
reporting, -3.7.3 dramatization containing sentence
summarizing, Conversations , role playing these words EN3F-IVa-j-
retelling and etc. and other 3.5.1
show and tell EN3LC-IVa- words Read grade 3
(depending j-1.1 Read simple previously level texts
on th e Activate prior sentences learned consisting of
selection knowledge and levelled EN3PWR- 2-syllable EN2S-IVd-f- EN3AT-IVd-
presented) based on new stories and IVd-e-22 words with 5 f- 2.9
4 knowledge EN3RC-I0- and 29 long vowel Spell some Take part in
formed 2.2 Read words sound with at irregularly - creative
EN3OL-IVa- EN3LC-IVa- a. note with vowel least 95- spelled words responses to

PWR
WEEK LC RC WC V
Recognition
j-3.2 j-2 details digraphs ea 100% (e.g. have, stories like EN3SS- IVe-
Ask and Activate prior regarding and ee and accuracy said, please, preparing f -1.2.2
respond to knowledge character, phrases, because) logs, journal Interpret
5 questions based on the setting sentences EN3F-IVa-j- and other oral
simple
about stories to be and plot and stories 1.10.1 presentations
informational read. EN3RC-I0 - containing Read aloud tables
texts listened Listen to a 2.10 these words. from familiar
to variety of b. sequence EN2WC-IVf- EN3PW-IVf- prose and EN1V-IVf-g-
(environment, literary and 3 events j-2.3 g-8 poetry 13.6
6 health, how- expository (Note: Make a card Read words Consisting of Use
to’s, etc) texts different for various with vowel Long vowel homonyms
EN3LC-IVa- comprehension occasions digraphs words with correctly
skills may recur
EN3OL-IV j-2.1 (birthday, oo(food), oa fluency, EN3S-IVg-i- EN3G-IVg-7 (meat- meet, EN3AT-IVg- EN3SS- IVg-
in different
a-j-1.9 a. note quarters) Christmas, (road) appropriate 2.5 Prepositions road, -rode) i-6 h -1.2.1
Compare and important New Year, rhythm, Use Take books Interpret a
contrast details EN3RC -IVc- etc) EN3PWR- pacing and capitalization EN3G-IVg- EN3V-IVg-i- from home to bar graphs
information EN3LC-IVa- d-1.2 IVg-2 intonation rules in word h-7.3 9 school or
heard j-2.7 Interpret Match words, and sentence Use the most Use known vice-versa for
b. sequence simple maps phrases and EN2F-IVa-j- level (e.g. frequently words to independent /
at least 3 of unfamiliar sentences 1.8 proper and occurring perform shared extra
events places, signs containing Read with common prepositions(e artistic reading
using and symbols these words automaticity nouns, .g. towards, theme-based
signal with pictures 100 2nd and beginning beside,, into, activities(e.g.
7 words 3rd grade words in etc.) interviews,
EN3LC-IVa- EN3RC - EN3PWR- high- sentences) telephone
j-2.6 IVe-g-1.2 IVg-28 frequency/ conversation,
c. retell Interpret Read stories sight words role-play,
some pictographs etc.) using
containing
parts of EN3FL-IVa- common sight
the story these words j-1.11 words
EN3LC-IVa- and other Use
j-3.15 words punctuations
d. differentiat previously including
e real learned commas,
from periods and
make- EN2PW- question EN3G-IVh- EN1V-Ih-i-
believe IVh-i-6 marks to 5.6 26
EN3LC-IVa- Read words guide reading Give the Show
8
j-2.8 EN3RC - with vowel for fluency synonyms understandin
e. infer IVh-j-1.2 diphthongs and antonyms g of the

PWR
WEEK LC RC WC V
Recognition
feelings Interpret Oy (boy), oi EN3F-IVi-j- of common meaning of
and traits simple graphs (boil), ou 5 adjectives words with
of and tables (out) Read poems vowel
characters Ow (bow) with fluency, diphthongs by
EN3LC-IVa- appropriate using them in
j-2.16 EN3PWR- rhythm,pacin EN3G-IVi-j- correct
f. identify IVi-2 g and 5.2 sentences in
cause and Match these intonation Use the correct
effect words with degrees of sentences
EN3LC-IVa- the adjectives in
j-2.17 appropriate making
g. draw pictures comparisons
conclusions (positive,
comparative,
EN3LC- IVe- EN3PWR- superlative)
f-3.7. IVi-21
9 Personal Read phrases, EN3G-IVi-6
Recounts sentences Adverbs
(anecdotes, and short
past EN3G-IVi-j-
stories
experiences) 6.1
consisting of
Recognize
EN3LC-IVg- these words adverbs of
h-3.7.5 and other manner
Explanation words
(life cycles, previously
water cycle)
studied
EN3LC-IVi-
EN3PWR- EN1V-IVj-
j-3.5
IVj-22 27
Restate facts
Recognize Read word
from
and read with affixes
informational
some
texts (climate
irregularly
10 change,
spelled words
children’s
(e.g. such as
rights, traffic
enough,
safety, etc.)
through,
beautiful)

GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy
Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia-2.2 EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 1 2.1.1 Read aloud Compose clear 2.2.1 Observe
Identify the Speak clearly Use context Analyze a grade level and coherent Write 2-3 politeness at all
elements of a using clues narrative in texts with sentences using connected times
fable appropriate (synonym) to terms of its accuracy rate appropriate sentences
rate and voice find the setting of 95-100 grammatical
projection meaning of percent structures:
unfamiliar - Kinds of
EN4OL-Ia- words nouns
1.14.2
1 Speak clearly BEAM ENG4 DLP
Module 2
using Using Synonyms
appropriate
pitch
EN4OL-Ia-
1.14.3
Speak clearly
with
appropriate
stress
EN4LC-Ib- EN4OL-Ib- EN4V-Ib-13. EN4RC-Ib- EN4F-Ib-4 EN4G-Ib-2.2 EN4WC-Ib- EN4A-Ib-16
2.2.2 1.14.1 1 2.1.2 Read with Compose clear 1.8.1 Observe
Identify the Speak clearly Use context Analyze a automaticity and coherent Revise writing politeness at all
elements of a using clues narrative in grade level sentences using for clarity: times
myth appropriate (synonym) to terms of its frequently appropriate -capitalization
2 rate and voice find the characters occurring grammatical -appropriate
projection meaning of content area structures: punctuation
unfamiliar words -kinds of nouns marks
EN4OL-Ib- words
1.14.2
Speak clearly

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
using
appropriate
pitch
EN4OL-Ib-
1.14.3
Speak clearly
with
appropriate
stress
EN4LC-Ic- EN4OL-Ic- EN4V-Ic-13.2 EN4RC-Ic- EN4F-Ic-4 EN4G-Ic- EN4WC-Ic- EN4A-Ic-16

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

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
4
from stories with (antonym) to narrative in grade level and coherent for clarity times
listened to appropriate find the terms of its frequently sentences using -signal words
intonation meaning of plot occurring appropriate
LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
unfamiliar (Conflict/ content area grammatical
EN4OL-Id- words Problem words structures:
1.14.5 Reaction
Speak clearly Resolution/ -pluralization of
with Ending) regular nouns
appropriate
juncture
EN4OL-Id-
1.14.6
Speak clearly
with
appropriate
tone
EN4OL-Id-
1.14.7
Speak clearly
with correct
pronunciation
EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-13.9 EN4RC-Ie- EN4F-Ie-4 EN4G-Ie-2.5 EN4WC-Ie- EN4VC-Ie- EN4A-Ie-16

Sequence a 1.13.1 Use context 2.1.5 Read with Compose clear 2.2.2 3.1.1 Observe
series of events Give oral clues Analyze a 3-4- automaticity and coherent Write a 3-4- Tell the uses of politeness at all
from stories directions (definition) to line poem in grade level sentences using line poem in colors, lines times
5 listened to find the terms of its frequently appropriate terms of its and shapes in
meaning of elements occurring grammatical elements
still images
unfamiliar (rhymes, sound content area structures:
words devices) words -noun phrases
EN4LC-If-2.8 EN4OL-If- EN4VD-If- EN4RC-If- EN4F-If-4 EN4G-If-2.5 EN4WC-If- EN4VC-If- EN4A-If-16

1.13.2 13.9 2.1.5 Read with Compose clear 1.8.2 3.1.1 Observe
Infer author’s Respond to Use context Analyze a 3-4- automaticity and coherent Revise writing Tell the uses of politeness at all
purpose questions clues line poem in grade level sentences using for clarity colors, lines times
involving (definition) to terms of its frequently appropriate -spelling and shapes in
EN4LC-If-2.8 directions find the elements occurring grammatical
moving images
6 Share meaning of (rhymes, sound content area structures:
inferences, unfamiliar devices) words
thoughts and words -noun phrases
feelings based
on texts
listened to

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
EN4LC-Ig-2.8 EN4V-Ig-13.9 EN4RC-Ig- EN4F-Ig-1.6 EN4G-Ig- EN4WC-Ig- EN4VC-Ig- EN4A-Ig-16
Infer author’s Use context 2.9.1 Read aloud 3.2.2 1.8.3 3.1.1 Observe
purpose clues Infer the grade four level Compose clear Revise writing Tell the uses of politeness at all
(definition) to theme of texts with and coherent for clarity colors, lines times
EN4LC-Ig-2.8 find the literary text accuracy rate sentences using -signal words and shapes in
Share meaning of of 95-100 appropriate
moving images
inferences, unfamiliar percent grammatical
thoughts and words structures:
7
feelings based
on texts -past tense of
listened to verbs
BEAM ENG4 DLP

Module 12
Using the Simple
Past Form of the
Verb
EN4LC-Ih-2.8 EN4V-Ih- EN4RC-Ih- EN4F-Ih-1.13 EN4G-Ih- EN4WC-Ih- EN4VC-Ih- EN4A-Ih-16
Share 13.10 2.9.1 Read grade 3.2.2 1.8.1 3.1.1 Observe
inferences, Use context Infer the theme level text with Compose clear Revise writing Tell the uses of politeness at all
thoughts and clues of literary text 98 words and coherent for clarity colors, lines times
feelings based (exemplification correct per sentences using and shapes in
8
on texts ) to find the minute appropriate
moving images
listened to meaning of grammatical
unfamiliar structures:
words -past tense of
verbs
EN4LC-Ii-2.8 EN4V-Ii- EN4RC-Ii- EN4F-Ii-1.13 EN4G-Ii-3.2.1 EN4WC-Ii- EN4VC-Ii- EN4A-Ii-16
13.10 2.9.1 Read grade Compose clear 1.8.1 3.1.1 Observe
Share Use context Infer the level text with and coherent Revise writing Tell the uses of politeness at all
inferences, clues theme of 98 words sentences using for clarity colors, lines times
thoughts and (exemplification literary text correct per appropriate and shapes in
feelings based ) to find the minute grammatical
moving images
on texts meaning of structures:
listened to unfamiliar -present tense
9 words of verbs
BEAM ENG4 DLP

Module 11
Using the Simple
Present Form of the
Verb

LC OL V RC F SS WC
G VC A
Grammar
Writing/
Viewing Attitude
EN4LC-Ij-2.8 EN4V-Ij- EN4RC-Ij- EN4F-Ij-1.13 EN4G-Ij-3.2.1 EN4WC-Ij- EN4VC-Ij- EN4A-Ij-5
13.10 2.9.1 Read grade Compose clear 2.2.2 3.1.1 Observe
Share Use context Infer the level text with and coherent Write a 3-4- Tell the uses of politeness at all
inferences, clues theme of 98 words sentences using line poem in colors, lines times
thoughts and (exemplification literary text correct per appropriate terms of its and shapes in
10
feelings based ) to find the minute grammatical elements
moving images
on texts meaning of structures:
listened to unfamiliar
words -present tense
of verbs
SECOND QUARTER
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IIa- EN4V-IIa-8.1 EN4RC-IIa- EN4F-IIa-4 Locate Compose clear EN4WS-IIa- Describe EN4A-IIa-16
3.3.1 Clarify meaning 2.17 Read with information and coherent 2.8.1 different forms Observe
Identify the of words using Raise questions automaticity from reference sentences Recognize the and politeness at all
main idea and dictionaries based on text grade level materials using basic parts of a conventions times
supporting heard frequently EN4SS-IIa- appropriate paragraph used in print,
details from BEAM ENG4 DLP occurring 1.4 grammatical non-print and
Module 2
text heard Using Dictionary
content area - Use structures: digital materials
words dictionaries and EN4G-IIa- EN4VC-IIa-
glossaries 2.3.1 3.1.1
regular nouns (colors, lines,
1
and EN4VC-IIa-
EN4G-IIa-3.9 3.1.2
verb agreement layout,
EN4VC-IIa-
3.1.3
icons and
images,
EN4VC-IIa-
3.1.4
verbal use)
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4LC-IIb- EN4V-IIb-8.1 EN4RC-IIb- EN4F-IIb-4 Locate Compose clear EN4WS-IIb- Describe EN4A-IIb-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.1.6.1 different forms Observe
Identify the of words using Identify automaticity from reference sentences Use appropriate and politeness at all
main idea and dictionaries main idea, grade level materials using graphic conventions times
supporting key frequently EN4SS-IIb- appropriate organizers for used in print,
details from sentences occurring 1.4 grammatical pre-writing non-print and
text heard and content area - Use structures: tasks digital materials
supporting words dictionaries and EN4VC-IIb-
details of a glossaries EN4G-IIb- 3.1.1
given 2.3.1 (colors, lines,
2
paragraph regular nouns EN4VC-IIb-
and 3.1.2
EN4G-IIb-3.9 layout,
verb agreement EN4VC-IIb-
3.1.3
icons and
images,
EN4VC-IIb-
3.1.4
verbal use
EN4LC-IIc- EN4V-IIc-8.2 EN4RC-IIc- EN4F-IIc-4 Locate Compose clear EN4WS-IIc- Describe EN4A-IIc-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.3 different forms Observe
Identify the of words using Identify automaticity from reference sentences Organize and politeness at all
main idea and thesaurus main idea, grade level materials using ideas to form conventions times
supporting key frequently EN4SS-IIc- appropriate coherent used in print,
details from sentences occurring 1.4 grammatical paragraphs non-print and
text heard and content area - Use structures: digital materials
supporting words dictionaries and EN4G-IIc- EN4VC-IIc-
details of a glossaries 1.2.1.2 3.1.1
given - compound (colors, lines,
paragraph subject EN4VC-IIc-
3 EN4G-IIc-3.9 3.1.2
and verb layout,
agreement EN4VC-IIc-
3.1.3
icons and
images,
EN4VC-IIc-
3.1.4
verbal use

LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4LC-IId- EN4V-IId-8.2 EN4RC-IId- EN4F-IId-4 Locate Compose clear EN4WC-IId- EN4VC-IId- EN4A-IId-16
2.7.1 Clarify meaning 2.15.1 Read with information and coherent 2.8.2 3.7.1 Observe
Use appropriate of words using Make an automaticity from reference sentences Write a Tell the uses of politeness at all
graphic thesaurus outline from grade level materials using paragraph colors, lines times
organizers a selection frequently EN4SS-IId- appropriate showing and shapes
(to show read occurring 1.4 grammatical - time-order
sequence of content area - Use structures:
4
events) words dictionaries and EN4G-IId-
glossaries 1.2.1.2
- compound
subject
EN4G-IId-3.9
and verb
agreement
EN4LC-IIe- EN4V-IIe-8.3 EN4RC-IIe- EN4F-IIe-4 Locate Compose clear EN4WC-IIe- EN4VC-IIe- EN4A-IIe-16
3.15 Clarify meaning 3.1.9 Read with information and coherent 2.8.2 3.7.1 Observe
Use appropriate of words using Identify text- automaticity from reference sentences Write a Tell the uses of politeness at all
graphic online types according grade level materials using paragraph colors, lines times
organizers resources to purpose: frequently EN4SS-IIe- appropriate showing and shapes
(to describe) -To classify or occurring 1.4 grammatical - time-order
describe content area - Use structures:
-To recall a words dictionaries and
5
series of events glossaries -pronoun
-To explain EN4G-IIe-
4.4.1
(number/
EN4G-IIe-
4.4.2
gender)
EN4LC-IIf- EN4OL-IIf- EN4V-IIf-8.3 EN4RC-IIf- EN4F-IIf-1.7 Compose clear EN4WC-IIf- EN4VC-IIf- EN4A-IIf-16
3.15 1.15.1 Clarify meaning 2.3 Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using Identify four level texts sentences Write a Tell the uses of politeness at all
Identify rhymes poems/quotabl online figures of using using paragraph colors, lines times
and sound e lines with resources speech intonation appropriate showing and shapes
devices in ease and EN4RC-IIf- ,expression and grammatical enumeration
6 poems confidence 2.3.1 EN4F-IIf-1.1 structures:
Onomatopo punctuation -pronoun-
eia marks reference
EN4RC-IIf- agreement
2.3.2 EN4G-IIf-
Assonance 4.4.1
EN4RC-IIf- (number/
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
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 all
Identify rhymes poems/quotabl online EN4RC-IIg- using using paragraph colors, lines times
and sound e lines with resources 2.3.4 intonation appropriate showing and shapes
devices in ease and simile ,expression and grammatical enumeration
poems confidence EN4RC-IIg- EN4F-IIg-1.7 structures:
2.3.5 punctuation -pronoun-
7
Metaphor marks reference
agreement
EN4RC-IIg- EN4G-IIg-
2.3.6 4.4.3
personificati case,
on EN4G-IIg-
4.4.4
kind
EN4OL-IIh- EN4V-IIh-8.3 EN4RC-IIh- EN4F-IIh-1.7 Compose clear EN4WC-IIh- EN4VC-IIh- EN4A-IIh-16
1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences Write a brief Tell the uses of politeness at all
poems/quotabl online a news report using using news report colors, lines times
e lines with resources intonation appropriate and shapes
ease and ,expression and grammatical
confidence EN4F-IIh-1.7 structures:
punctuation -pronoun-
8 marks reference
agreement
EN4G-IIh-
4.4.3
case,
EN4G-IIh-
4.4.4
kind
EN4OL-IIi- EN4V-IIi-8.3 EN4RC-IIi- EN4FL-IIi-1.7 Compose clear EN4WC-IIi- EN4VC-IIi- EN4A-Iii--16

Deliver familiar of words using Analyze lead of four level texts sentences Write a brief politeness at all
9 poems/quotabl online a news report using using news report Tell the uses of times
e lines with resources intonation appropriate colors, lines
confidence EN4F-IIi-1.7 structures:
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
punctuation -pronoun- and shapes
marks reference
agreement
EN4G-IIi-
4.4.3
case
EN4G-IIi-
4.4.4
kind
EN4OL-IIj- EN4V-IIj-8.3 EN4RC-IIj- EN4F-IIj-1.7 Compose clear EN4WC-IIj- EN4VC-IIj- EN4A-IIj--16
Deliver familiar of words using Analyze lead of four level texts sentences Write a brief Tell the uses of politeness at all
poems/quotabl online a news report using using news report colors, lines times
e lines with resources intonation appropriate and shapes
confidence EN4F-IIj-1.7 structures:
punctuation -pronoun-
10 marks reference
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 cues Synonym Note significant Read grade- Compose clear Write a Describe Observe
reality from in oral public details four level texts and coherent paragraph various types of politeness at all
fantasy announcements EN4V-IIIa- using sentences showing viewing times
13.2 intonation using
Antonym ,expression and appropriate - time-order Materials
1
Use context punctuation grammatical
clues (synonym marks structures:
and antonym)
to find the -Coordinate
meaning of conjunctions
unfamiliar
words
EN4LC-IIIb- EN4OL-IIIb- EN4V-IIIa- EN4RC-IIIb- EN4F-IIIb- EN4SS-IIIb- EN4G-IIIb- EN4WC-IIIb- EN4VC-IIIb- EN4A-IIIb--
2.3 1.14 13.11 4.1 1.7 1.5.3 8.4 2.8.2 3.1 16
Distinguish Use verbal cues Identify shades Identify various Read grade- Use card Compose clear Write a Describe Observe
reality from in oral public of meaning in text-types four level texts catalog to and coherent paragraph various types of politeness at all
fantasy announcements words according to using locate sentences showing viewing times
2 structure intonation resources using
-Enumeration ,expression and appropriate - time-order Materials
punctuation grammatical
marks structures:
-Subordinate
Conjunctions
EN4LC-IIIc- EN4OL-IIIc- Identify EN4RC-IIIc- EN4F-IIIc- EN4SS-IIIc- EN4G-IIIc- EN4WC-IIIc- EN4VC-IIIc- EN4A-IIIc--
2.16 1.14 different 4.2 1.7 1.4 5.5 2.8.2 3.1 16
Use verbal cues meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe
Use indirect in oral public content specific text-types four level texts information and coherent paragraph various types of politeness at all
3 speech to announcements words according to using from sentences showing viewing times
clarify the -General structure intonation Dictionaries using
speaker’s ideas EN4V-IIIc- -Time-order ,expression and appropriate -time order Materials
20.1 (sequence, punctuation grammatical
denotation recounts, marks structures:

LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
EN4V-IIIc- process) -order of
20.2 adjectives
Connotation
EN4LC-IIId- EN4OL-IIId- Identify EN4RC-IIId- EN4F-IIId- EN4SS-IIId- EN4G-IIId- EN4WC-IIId- EN4VC-IIId- EN4A-IIId--
2.16 1.14 different 4.3 1.7 1.4 6.5 2.8.3 3.1 16
Use indirect Use verbal cues meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe
speech to in oral public content specific text-types four level texts information and coherent paragraph various types of politeness at all
clarify the announcements words according to using from sentences showing viewing times
speaker’s ideas (Mathematics) structure intonation dictionaries using
enumeration Materials
4 EN4V-IIId- ,expression and appropriate
20.1 -Cause and punctuation grammatical
denotation effect marks structures:
EN4V-IIId- -adverbs of
20.2 place and time
Connotation
EN4OL-IIIe- Identify EN4RC-IIIe- EN4F-IIIe- EN4SS-IIIe- EN4G-IIIe- EN4WC-IIIe- EN4VC-IIIe- EN4A-IIIe--

1.14 different 4.4 1.7 1.4 7.5 2.8.3 1.6/2.6 16
Use verbal cues meanings of Identify various Read grade- Locate Compose clear Write a Observe
in oral public content specific text-types four level texts information and coherent paragraph Identify the politeness at all
announcements words according to using from sentences showing visual elements times
(Mathematics) structure intonation Glossaries using used in a
enumeration
5 EN4V-IIIe- -Problem and ,expression and appropriate print/non-print
20.1 solution punctuation grammatical materials
denotation marks structures:
EN4V-IIIe- -simple and
20.2 compound
Connotation prepositions
EN4OL-IIIf- Identify EN4RC-IIIf- EN4F-IIIf-1.7 EN4SS-IIIf- EN4G-IIIf- EN4WC-IIIf- EN4VC-IIIf- EN4A-IIIf--

1.14 different 4.5 Read grade- 1.3 7.2 2.8.4 1.6/2.6 16
Use verbal cues meanings of Identify various four level texts Locate Compose clear Write a one- Identify the Observe
in oral public content specific text-types using information and coherent paragraph visual elements politeness at all
announcements words according to intonation from sentences essay on waste used in a times
(Content – structure ,expression and Indices using segregation print/non-print
6 Science) -Comparison punctuation appropriate materials
EN4V-IIIf- and contrast marks grammatical
20.1 structures:
denotation -prepositional
EN4V-IIIf- phrases
20.2
Connotation
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
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 cues meanings of Make Read grade- Locate Use a particular Write a one- Identify the Observe
in oral public content specific generalizati four level texts information kind of paragraph visual elements politeness at all
announcements words ons using from sentence for a essay on waste used in a times
(Science) intonation indices specific segregation print/non-print
7
EN4V-IIIg- ,expression and purpose materials
20.1 punctuation -asking
denotation marks permission
EN4V-IIIg-
20.2
Connotation
EN4OL-IIIh- Identify EN4RC-IIIh- EN4F-IIIh- EN4SS-IIIh- EN4G-IIIh- EN4WC-IIIh- EN4VC-IIIh- EN4A-IIIh--
1.14 different 2.12 1.7 1.2.6 1.8.2 2.8.4 2.4 16
Use verbal cues meanings of Make Read grade- Interpret Use a particular Write a one- Make Observe
in oral public content specific generalizations four level texts pictures kind of paragraph connections politeness at all
announcements words using sentence for a essay on waste between times
(Health) intonation specific segregation information
8
EN4V-IIIh- ,expression and purpose viewed and
20.1 punctuation - responding to personal
denotation marks questions experiences
EN4V-IIIh-
20.2
Connotation
EN4OL-IIIi- Identify EN4RC-IIIi- EN4F-IIIi-1.7 EN4SS-IIIi- EN4G-IIIi- EN4WC-IIIi- EN4VC-IIIi- EN4A-IIIi--
1.14 different 2.15.2 Read grade- 1.2.1 1.8.3 2.8.4 2.4 16
Use verbal cues meanings of Use appropriate four level texts Interpret Use a particular Write a one- Make Observe
in oral public content specific graphic using graphs kind of paragraph connections politeness at all
announcements words organizers for intonation sentence for a essay on waste between times
(Health) texts read ,expression and specific segregation information
9
EN4V-IIIi- punctuation purpose viewed and
20.1 marks -making personal
denotation requests experiences
EN4V-IIIi-
20.2
Connotation
EN4OL-IIIj- Identify EN4RC-IIIj- EN4F-IIIj-1.7 EN4SS-IIIh- EN4G-IIIg- EN4WC-IIIj- EN4VC-IIIj- EN4A-IIIj--
1.14 different 2.15.2 Read grade- 1.7 1.8.4 2.8.4 2.4 16
Use verbal cues meanings of Use appropriate four level texts Locate Use a particular Write a one- Make Observe
10 in oral public content specific graphic using information kind of paragraph connections politeness at all
announcements words organizers for intonation from available sentence for a essay on waste between times
(Art) texts read ,expression and online specific segregation information
EN4V-IIIj- punctuation resources purpose viewed and
LC OL V RC F WC
SS G VC A
Writing/
Viewing Attitude
20.1 marks -following and personal
denotation giving experiences
EN4V-IIIj- directions
20.2
Connotation
FOURTH QUARTER
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
EN4LC-IVa- EN4OL-IVa- EN4V-IVa- EN4RC-IVa- EN4F-IVa-1.6 EN4SS-IVa- EN4G-IVa- EN4VC-IVa- EN4A-IVa--16
2.10 1.24 13.1/13.2 5.1 Read aloud 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts Use context Interpret the grade four level Take down Use simple and Identify the politeness at all
from opinion and opinions clues (synonym messages of texts with relevant compound visual elements times
1 from and antonym) the different accuracy rate information sentences to used in a
informational to find the authentic texts of 95-100 enumerate print/non-print
text meaning of -Product percent ideas materials
unfamiliar labels
words
EN4LC-IVb- EN4OL-IVb- EN4V-IVb-20 EN4RC-IVb- EN4F-IVb-1.6 EN4SS-IVb- EN4G-IVb- EN4VC-IVb- EN4A-IVb--5
2.10 1.24 Identify the 5.2 Read aloud 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts meaning of Interpret the grade four level Take down Use simple and Identify the politeness at all
from opinion and opinions unfamiliar and messages of texts with relevant compound visual elements times
2
from multiple the different accuracy rate information sentences to used in a
informational meaning words authentic texts of 95-100 enumerate print/non-print
text -medical percent ideas materials
prescriptios
EN4LC-IVc- EN4OL-IVc- EN4V-IVc- EN4RC-IVc- EN4F-IVc-1.6 EN4SS-IVc- EN4G-IVc- EN4VC-IVc- EN4A-IVc--16
2.10 1.24 12.4.1 5.3 Read aloud 1.8 1.8.6 1.4 Observe
Distinguish fact Express facts Identify the Interpret the grade four level Take down Use simple and Make politeness at all
3 from opinion and opinions meaning of messages of texts with relevant compound connections times
from unfamiliar the different accuracy rate information sentences to between
informational words authentic texts of 95-100 show information
text according to -pamphlets percent sequence of viewed and

LC OL V RC F WC
SS G VC A
structure events/informa personal
(root words) tion experiences
BEAM ENG4 Module

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

2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
9 words al texts correct per illustrations
structure what is
the words in an
authentic text
EN4LC-IVj- EN4V-IVj- EN4RC-IVj- EN4F-IVj- EN4SS-IVj- EN4VC-IVj- EN4AT-IVj--
2.10 12.4.2 3.1.11 1.13 1.8 1.7 16
10 words al texts correct per illustrations
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
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 and 13 Self-correct Compose clear 1.1.6.1 Describe Observe
details Use appropriate Infer the when reading and coherent Plan a two to different forms politeness at all
facial meaning of sentences three- and times
expressions unfamiliar using paragraph conventions of
words appropriate film and
composition
(compound) grammatical moving pictures
based on given structures: using an (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
1
BEAM English 5 DLP
Module 3
Decoding words
with prefixes
BEAM English 5 DLP

Module 4
Decoding words
with suffixes
BEAM English 5 DLP

Module 8
Using synonyms
BEAM English 5 DLP

Module 9
Using antonyms
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 Describe Observe
Identify the Use appropriate Infer the Infer the theme grade level and coherent Plan a two to different forms politeness at all
2 elements of body meaning of of literary text appropriate sentences three- and times
literary texts movements/ges unfamiliar text with an using paragraph conventions of
tures words MISOSA Eng6 accuracy rate appropriate film and
Making composition
(compound) of 95 – 100% grammatical moving pictures
LC OL V RC F WC
SS G VC A
based on given inferences structures: using an (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, characterization
organizers
word parts) , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 Read aloud Compose clear 2.2.4 Describe Observe
Identify the informal Infer the Summarize grade level and coherent Write two to different forms politeness at all
elements of English when meaning of narrative appropriate sentences three- and times
literary texts appropriate to unfamiliar texts based text with an using paragraph conventions of
task and words accuracy rate appropriate film and
on composition
situation ( affixed) based of 95 – 100% grammatical moving pictures EN5A-Ic-17
on given elements structures: based on the (lights, Show
3 context clues -Theme -Modals prepared blocking, tactfulness
(synonyms, -Setting outline direction, when
antonyms, -Characters characterization communica
word parts) (Heroes and , acting, dialog, ting with others
and other Villains) setting or set-
strategies -Plot up)
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) based occurring grammatical EN5A-Id-17
on given elements content area structures: based on the Show
context clues -Theme words -Modals prepared tactfulness
4 outline
(synonyms, -Setting (Art) when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and
ending)

LC OL V RC F WC
SS G VC A
EN5LC-Ie- EN5OL-Ie-3.9 EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G-Ie- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16
2.11.1/2.11.2 Use formal and and 13 Analyze a 1.8.1.2 8.3/8.4 1.8.2 Distinguish Observe
/2.11.3 informal Infer the 2-stanza Read with Compose clear Revise writing among various politeness at all
Analyze sound English when meaning of poem in automaticity and coherent for clarity types of times
devices appropriate to unfamiliar grade level sentences - correct viewing
terms of its
(onomatopoeia, task and words frequently using spelling materials
situation ( blended) elements occurring appropriate EN5A-Ie-17
alliteration, (rhymes,
5 based on given content area grammatical Show
assonance) context clues sound words structures: tactfulness
(synonyms, devices, (Math) -conjunctions when
antonyms, imagery communica
word parts) and ting with others
and other
figurative
strategies
language)
EN5LC-If- EN5OL-If-3.9 EN5V-If-12 EN5RC-If-2.3 EN5F-If- EN5G-If- EN5WC-If- EN5A-If-16
2.8.1/2.8.2/2 Use formal and and 13 Analyze 1.8.1.3 8.3/8.4 1.8.1 Observe
.8.3 informal Infer the figures of Read with Compose clear Revise writing politeness at all
Infer the English when meaning of speech automaticity and coherent for clarity times
speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words frequently using marks EN5A-If-17
purpose situation ( blended) metaphor, occurring appropriate Show
6 personificati
based on given content area grammatical tactfulness
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts) text
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
unfamiliar grade level sentences -transition/
(simile,
words frequently using signal words
( clipped) metaphor, occurring appropriate EN5A-Ig-17
7 personificati
based on given content area grammatical Show
context clues on, words structures: tactfulness
(synonyms, hyperbole) (Health) -conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
LC OL V RC F WC
SS G VC A
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G-Ih- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade 8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose clear politeness at all
fantasy meaning of speech 118 words and coherent times
unfamiliar correct per sentences
(simile,
words minute using
( clipped) metaphor, appropriate EN5A-Ih-17
8 personificati
based on given grammatical Show
context clues on, structures: tactfulness
(synonyms, hyperbole) -conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
EN5OL-Ii-1.8 EN5VD-Ii- EN5F-Ii-1.13 EN5G-Ii- EN5A-Ii-16
Recount events 8.1/8.2/8.3 Read grade 8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
of words using 118 words and coherent times
dictionaries, correct per sentences
9 thesaurus, minute using EN5A-Ii-17
and/or online appropriate Show
resources grammatical tactfulness
structures: when
BEAM English 5 DLP -conjunctions communica-
Module 5
Using dictionary
ting with others
EN5OL-Ij-1.8 EN5V-Ij- EN5F-Ij-1.13 EN5A-Ij-16
Recount events 8.1/8.2/8.3 Read grade Observe
effectively Clarify meaning level text with politeness at all
of words using 118 words times
dictionaries, correct per
thesaurus, minute
10
and/or online EN5A-Ij-17
resources Show
tactfulness
when
communica-
ting with others

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
content specific sentences resources appropriate -cause and to influence EN5A-IIb-17
words and grammatical effect viewers Show
(denotation supporting MISOSA English 6 structures: EN5VC-IIb- tactfulness
Using the Card
and details of a -subject-verb 7.1 when
2 Catalogue
connotation) given agreement Stereotypes, communica-
(Science) paragraph (intervening EN5VC-IIb- ting with others
phrases) 7.2
Point of view
EN5VC-IIb-
7.3
Propagandas

LC OL V RC F SS WC
G VC A
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 relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing explicitly used
of information Identify purpose frequently sources sentences -cause and to influence EN5A-IIc-17
presented different -To classify or occurring -glossaries using effect viewers Show
meanings of describe content area appropriate EN5VC-IIc- tactfulness
3
content specific words grammatical 7.1 when
words structures: Stereotypes, communica-
(denotation -irregular EN5VC-IIc- ting with others
and nouns and verb 7.2
connotation) agreement Point of view
(Science) EN5VC-IIc-
7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-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 relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times
opinions after Identify according to grade level from various and coherent clarity explicitly used
reflection different purpose frequently sources sentences -correct to influence EN5A-IId-17
meanings of -To classify or occurring -Dictionaries using spelling viewers Show
content specific describe content area appropriate EN5VC-IId- tactfulness
4 words words grammatical 7.1 when
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others
connotation) nouns and verb 7.2
(Science) agreement Point of view
EN5VC-IId-
7.3
Propagandas
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 relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used
5
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
words information adjectives marks Stereotypes, communica-
LC OL V RC F SS WC
G VC A
(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 relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times
support 20.2.2 according to grade level from various using showing explicitly used
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show
meanings of content area references structures: EN5VC-IIf- tactfulness
6
content specific words -order of 7.1 when
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 relevant and coherent Write images/ideas politeness at all
20.2.3 generalizati information sentences paragraphs that are times
Identify ons from various using showing explicitly used
different sources appropriate -comparison to influence EN5A-IIg-17
meanings of -Online grammatical and contrast viewers Show
content specific references structures: EN5VC-IIg- tactfulness
7
words -degrees of 7.1 when
(denotation adjectives Stereotypes, communica-
and EN5VC-IIg- ting with others
connotation) 7.2
(Health) 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
8 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
LC OL V RC F SS WC
G VC A
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
MISOSA English 6 7.3
Organizing Ideas
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16
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
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
10
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
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide evidence (compound, -To persuade 1.6 writing, appropriate Show
to support affixed) based appropriate reporting and grammatical tactfulness
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
1 20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
to support to stay on topic meaning of text-types when reading from primary and coherent times
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17
(compound, (structural and writing, appropriate Show
2 affixed) based language) reporting and grammatical tactfulness
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
LC OL V RC F SS WC
G VC A
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
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary EN5G-IIIa- times
understanding of others unfamiliar according to accuracy, sources in 1.8.3
words features EN5F-IIIc- preparation for Use a EN5A-IIIc-17
(compound, (structural and 1.6 writing, particular kind Show
affixed) based language) appropriate reporting and of sentence tactfulness
on -Problem and rate and similar for a specific when
EN5V-IIIc- solution EN5F-IIIc- academic tasks purpose and communica-
3 20.4 1.7 in collaboration audience ting with others
given context proper with others -asking
clues expression permission
(Synonyms -making
Antonyms requests
word parts)
and
EN5V-IIIc-
20.5
other strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
composition
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness
4 outline/other
on -Problem and similar purpose and when
EN5V-IIId- solution academic tasks audience graphic communica-
20.4 in collaboration -asking organizers ting with others
given context with others permission
clues -responding to
(Synonyms questions
Antonyms
word parts)
LC OL V RC F SS WC
G VC A
and
EN5V-IIId-
20.5
other strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
5 20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - appropriate tactfulness
6 on -Cause and similar -giving punctuation when
EN5V-IIIf- effect academic tasks information marks communica-
20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
LC OL V RC F SS WC
G VC A
EN5V-IIIf-
20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
-comparison expressions in similar -making 7.1 when
7 and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G-IIIh- EN5WC-IIIh- EN5VC-IIIh-7 EN5A-IIIh-16

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

LC OL V RC F SS WC
G VC A
of-view accuracy, sources in of sentence feature article
appropriate preparation for for a specific EN5A-IIIi-17
rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading in collaboration Emotions ting with others
with others
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16

3.17 Organize 1.8.10 Observe
Identify point- EN5F-IIIj-1.7 information Use a politeness at all
of-view Observe from secondary particular kind times
accuracy, sources in of sentence
appropriate preparation for for a specific EN5A-IIIj-17
10 rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading in collaboration Emotions ting with others
with others

FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
reading to meet various needs .
LC OL V RC F WC
SS 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 appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
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 appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words 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
connotation)
(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 appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
3
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
LC OL V RC F WC
SS G VC A
and recounts, ting with others
connotation) process)
(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 appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show
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 others
connotation) process)
(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
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences to for clarity visual and times
heard in one’s broadcast Identify organizers in 128 words information show - correct multimedia
own words different texts read correct per cause and spelling elements EN5A-IVe-17
5 meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences to three- that are times
from various broadcast Identify y to 128 words information show paragraph explicitly used
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
6
content specific authentic selected topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(TLE) Point of view
EN5VC- IVf -
LC OL V RC F WC
SS G VC A
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 cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times
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 others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe
Summarize non-verbal cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to three- connections times
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 others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi - EN5A-IVi-16

3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVi- research connections times
9
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
LC OL V RC F WC
SS G VC A
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16

3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times
from various broadcast 1.14 projects on a between
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show
appropriate personal tactfulness
10
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
LC OL V RC F SS WC
G VC A
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer meaning EN6RC-Ia- when reading Compose clear Write a 3- Describe politeness at all
2.3.3 experience of idiomatic 2.3.3 and coherent line 4- different forms times
EN6LC-Ia- appropriate to expressions EN6RC-Ia- sentences stanza and
2.3.2 the occasion using 2.3.2 using poem conventions of MISOSA English 6
Using Courteous
EN6LC-Ia- -context clues EN6RC-Ia- appropriate film and Expressions
2.3.6 2.3.9 grammatical moving pictures
EN6LC-Ia- BEAM English 6 DLP Analyze structures: (lights)
Module 12 EN6A-Ia-17
2.3.8 Common Idioms
sound -Pluralization of 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
EN6LC-Ib- EN6OL-Ib- EN6V-Ib- EN6RC-Ib-6.1 EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 12.4.2.1 EN6RC-Ib-6.2 Read aloud 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 grade level Compose clear Write a 3- Describe politeness at all
devices experience of idiomatic EN6RC-Ib-6.4 appropriate and coherent line 4- different forms times
(personification appropriate to expressions Analyze text with an sentences stanza and
) in a text the occasion using poem with accuracy rate using poem conventions of EN6A-Ib-17
heard -affixes 4 or more of 95 – 100% appropriate film and Show
2 stanzas in grammatical moving pictures tactfulness
BEAM ENG6 DLP terms of its structures: (blocking) when
Module 2
Words with Affixes
elements -Pluralization of communicating
(rhymes, irregular nouns with others
sound
devices, MISOSA 5 EN6A-Ib-18
Module 5 Using The
imagery Plural Form Of
Show openness
LC OL V RC F SS WC
G VC A
and Nouns to criticism
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 pictures tactfulness
MISOSA English 6 -tenses of (direction) when
Determining the
Purpose of the
verbs communicating
3 Author with others
BEAM English 6 DLP EN6A-Ic-18

Module 12
Using the Plural Show openness
Form of Nouns to criticism
BEAM English 6 DLP
Module 12
Determining the
Purpose of the
Author
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16

2.11.1 1.17 12.3.2 EN6RC-Id-6.9 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- Analyze grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 figures of appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- speech text with an using and
2.11.3 the occasion 12.4.2.2 (simile, accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning metaphor) of 95 – 100% grammatical film and Show
speaker’s tone, of figurative MISOSA ENGLISH 6 structures: moving pictures tactfulness
Using Figures of
mood and language using Speech
-aspects of (characterizatio when
4
purpose -context clues verbs n) communicating
-affixes and BEAM ENG6 DLP with others
BEAM English 6 DLP roots Module 2
Module 51 Using
Determining the
-other Figurative EN6A-Id-18
Purpose of the strategies Language Show openness
Author to criticism
BEAM English 6 DLP
Module 13
Using Figurative
Language

LC OL V RC F SS WC
G VC A
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Compose clear 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
2.11.3 12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
Infer the Infer meaning speech occurring grammatical film and Show
5 speaker’s tone, of figurative (hyperbole, content area structures: moving pictures tactfulness
mood and language using irony) words -modals (acting) when
purpose -context clues communicating
-affixes and with others
roots
-other EN6A-Ie-18
strategies Show openness
to criticism
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Observe
EN6LC-If- Analyze automaticity EN6G-If- Describe politeness at all
2.11.2 figures of grade level 4.4.3 different forms times
EN6LC-If- speech frequently EN6G-If- and
2.11.3 (culture- occurring 4.4.2 conventions of EN6A-If-17
Infer the based content area Compose clear film and Show
speaker’s tone, euphemism words and coherent moving pictures tactfulness
mood and ) sentences (dialog) when
6 purpose using communicating
appropriate with others
grammatical
structures:
-Pronoun- EN6A-If-18
reference Show openness
agreement to criticism
(number, case,
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
7 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 pictures tactfulness
author words sentences (setting ) when
LC OL V RC F SS WC
G VC A
developed using communicating
the appropriate with others
elements: grammatical
-Setting structures: EN6A-Ig-18
-Characters -Pronoun- Show openness
(Heroes and reference to criticism
Villains) agreement
(number, case,
BEAM English 5 DLP gender)
Module 37
Evaluating and
Making
Judgments on
Oral Texts
EN6RC-Ih- EN6F-Ih-1.13 EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16
2.24.3 Read grade Compose clear 5.1.8 Observe
Evaluate level text with and coherent Describe politeness at all
narratives 135 words sentences different forms times
based on correct per using and
how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show
developed structures: moving pictures tactfulness
the -Subject-verb (set-up) when
8 elements: agreement communicating
-Plot with others
(chronological-
sequential, en EN6A-Ih-18
medias res, Show openness
flashback) to criticism
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-
9 narratives minute appropriate 3.3.3 EN6A-Ii-17
based on grammatical Analyze the Show
how the structures: characters used tactfulness
author -Subject-verb in print, non- when
developed agreement print, and communicating
the digital materials with others
LC OL V RC F SS WC
G VC A
elements: (Age and
-theme gender, Race EN6A-Ii-18
-point of view and nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ii-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
EN6F-Ij-1.13 EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
Read grade Compose clear 3.3.1 Observe
level text with and coherent EN6VC-Ij- politeness at all
135 words sentences 3.3.2 times
correct per using EN6VC-Ij-
minute appropriate 3.3.3 EN6A-Ij-17
grammatical Analyze the Show
structures: characters used tactfulness
-Subject-verb in print, non- when
agreement print, and communicating
digital materials with others
(Age and
gender, Race EN6A-Ij-18
10
and nationality, Show openness
Attitude and to criticism
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 of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
actual text speaking, 12.4.2.3 of the different information using (biodata, EN6A-IIa-17
adjusting Infer meaning authentic texts from various appropriate application Show
language, of borrowed sources grammatical forms, etc.) tactfulness
gestures, rate, words and -glossary structures: when
1 BEAM English 5 DLP
and volume content specific -indices -Order and communicating
Module 12
according to terms using degrees of Filling out Forms
with others
audience and -context clues regular Correctly
purpose -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 of appropriate 12.4.1.3 appropriatel Read grade 1.4.1 5.2.1 composition audience times
informational/f style of EN6V-IIb- y to the level text with Gather relevant Compose clear using an
actual text speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17
adjusting Infer meaning of the appropriate from various sentences graphic Show
language, of borrowed different rate and proper sources using organizers tactfulness
gestures, rate, words and authentic expression -Dictionary appropriate when
2
and volume content specific texts -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)

LC OL V RC F SS WC
G VC A
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
actual text speaking, 12.4.2.3 texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting Infer meaning appropriate from various grammatical tasks Show
language, of borrowed rate and proper sources structures: tactfulness
3 gestures, rate, words and expression - -Adverbs of when
and volume content specific -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
(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 heard interest 12.4.2.3 texts accuracy, sources appropriate showing EN6A-IId-17
Infer meaning appropriate -Online grammatical Show
of borrowed rate and proper references structures: -comparison tactfulness
words and expression -Adverbs of and contrast when
content specific 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 terms) Module 8
Using adverbs of
time, place ,
manner and
frequency
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
5 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-

LC OL V RC F SS WC
G VC A
from text heard interest 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
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
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
6 words and similar when
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
7
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 proper using for clarity tactfulness

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

LC OL V RC F SS WC
G VC A
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
and coherent times
sentences
using EN6A-IIj-17
appropriate Show
grammatical tactfulness
10 structures: when
-Subordinate communicating
and coordinate with others
conjunctions
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 particular Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary kind of composition 6.2 times
support Clarify meaning according to sources in sentence for a using an Identify real or
opinions of words using purpose and preparation for specific outline/other make-believe, EN6A-IIIa-17
dictionaries, language writing, purpose and graphic fact or non-fact Show
1 thesaurus features reporting and audience organizers images tactfulness
-Enumeration similar -asking when
MISOSA Eng6 academic tasks permission communicating
Using a dictionary
in collaboration with others
with others
EN6A-IIIa-18
Show openness
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary kind of paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a editorial Identify real or
speakers opinion resources purpose and 1.7 preparation for specific article make-believe, EN6A-IIIb-17
language Read grade writing, purpose and fact or non-fact Show
2 features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when
(sequence, appropriate academic tasks questions communicating
recounts, rate and proper in collaboration with others
process) expression with others
EN6A-IIIb-18
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 particular EN6WC-IIIc- Identify the politeness at all
3
and propaganda based on 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
devices used by informed Infer meaning according to EN6F-IIIc- sources in sentence for a EN6WC-IIIc- suggested in
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
LC OL V RC F SS WC
G VC A
words using language Read grade writing, purpose and Revise writing media Show
-context clues features level text with reporting and audience for clarity tactfulness
-affixes and -Comparison accuracy, similar -making - correct when
roots and contrast appropriate academic tasks requests spelling communicating
-other rate and proper in collaboration - appropriate with others
strategies expression with others punctuation
marks EN6A-IIIc-18
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- information Use a particular Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 from secondary kind of composition values times
strategies to words using graphic EN6F-IIId- sources in sentence for a using an suggested in
keep a roots organizers in 3.6 preparation for specific outline/other the visual EN6A-IIId-17
discussion texts read Observe writing, purpose and graphic media Show
4 going accuracy, reporting and audience organizers tactfulness
appropriate similar -following and when
rate and proper academic tasks giving communicating
expressions in in collaboration directions with others
dialogs with others
EN6A-IIId-18
Show openness
to criticism
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 particular Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary kind of paragraph times
strategies to words using EN6F-IIIe- sources in sentence for a editorial
keep a prefix 3.6 preparation for specific article EN6A-IIIe-17
discussion Observe writing, purpose and Show
5 going accuracy, reporting and audience tactfulness
appropriate similar -expressing when
rate and proper academic tasks opinions/ communicating
expressions in in collaboration Emotions with others
dialogs with others
EN6A-IIIe-18
Show openness
to criticism
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
6
Remind others Infer meaning EN6F-IIIf-3.6 information Use a particular EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary kind of 1.8.1 times
LC OL V RC F SS WC
G VC A
words using accuracy, sources in sentence for a EN6WC-IIIf-
suffix appropriate preparation for specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise writing Show
expressions in reporting and audience for clarity tactfulness
dialogs similar -asserting - correct when
academic tasks spelling communicating
in collaboration - appropriate with others
with others punctuation
marks EN6A-IIIf-18
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show
viewpoints on of content accuracy, reporting and tactfulness
7 an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIg-18
-other Show openness
strategies to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh-4 EN6A-IIIh-16

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

1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIj-17
differing Infer meaning rate and proper writing, Show
viewpoints on of content expressions in reporting and tactfulness
10
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
roots EN6A-IIIj-18

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 kinds composition 7.2 times
to clarify conveyed EN6V- IVa - according to text with an of sentences using an EN6VC-IVa-
meaning through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17
discussion Infer meaning language of 95 – 100% communication graphic Determine Show
of borrowed features of information/ organizers images/ideas tactfulness
words using -Cause and ideas that are when
1 -context clues effect (compound explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other MISOSA Eng6 Using (Stereotypes, EN6A-IVa-18
Compound
strategies Sentences
Point of view, Show openness
Propagandas) to criticism
BEAM Eng5 Dlp
Module 23 Using
Variety Of
Sentences
According To
Structure
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types appropriate credibility of types and kinds three- 7.2 times
to clarify conveyed EN6V- IVb - according to text with an sources of of sentences paragraph EN6VC-IVb-
meaning through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
discussion Infer meaning language of 95 – 100% communication essay on self- Determine Show
of borrowed features of information/ selected topic images/ideas tactfulness
2
words using -Cause and ideas that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism

LC OL V RC F SS WC
G VC A
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 kinds 1.8.1 7.2 times
to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc-
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show
features for of information/ for clarity images/ideas tactfulness
3 -Problem and correctness/vali ideas - correct that are when
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others
sentences) punctuation viewers
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 from information of borrowed text-types level text with research types and kinds composition connections times
a text heard conveyed words using according to 145 words projects on a of sentences using an between
through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
features of information/ organizers personal tactfulness
4 ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-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 from information of borrowed appropriate level text with research types and kinds three- connections times
5 a text heard conveyed words using graphic 145 words projects on a of sentences paragraph between
through Suffix organizers in correct per relevant issue for effective persuasive information EN6A-IVe-17
discussion texts read minute communication essay on self- viewed and Show
of information/ selected topic personal tactfulness
ideas experiences when
LC OL V RC F SS WC
G VC A
(compound, communicating
complex with others
sentences)
EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
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 from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness
specific terms accuracy, ideas - correct experiences when
6
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16

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

LC OL V RC F SS WC
G VC A
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 2.15.2 EN6F- IVh - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use 3.2 Conduct short Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - research types and kinds 1.8.1 connections times
conveyed EN6V- IVh - graphic 3.6 projects on a of sentences EN6WC-IVh- between
through 12.4.2.3 organizers in EN6F- IVh - relevant issue for effective 1.8.3 information EN6A-IVh-17
8
roots and correct marks EN6A-IVh-18
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
Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVi - research types and kinds three- connections times
conveyed EN6V- IVi - graphic 3.6 projects on a of sentences paragraph between
through 12.4.2.3 organizers in EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show
of content- Observe of information/ selected topic personal tactfulness
specific terms accuracy, ideas experiences when
9
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVi-18
-other pronunciation Show openness
strategies in oral to criticism
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
10 information 12.4.1.3 appropriate EN6F- IVj - research types and kinds 1.8.1 connections times
conveyed EN6V- IVj - graphic 3.6 projects on a of sentences EN6WC-IVj- between
through 12.4.2.3 organizers in EN6F- IVj - relevant issue for effective 1.8.3 information EN6A-IVj-17
LC OL V RC F SS WC
G VC A
roots and correct marks EN6A-IVj-18
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 styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-I-a-2.1: paragraphs using
points signalled by and slang Identify the the correct
volume, projection, distinguishing production of vowel
1
pitch, stress, features of and consonant
intonation, juncture, proverbs, myths, sounds, diphthongs,
and rate of speech and legends blends and glides
EN7LC-I-a-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

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

Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
7
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
RC LC VC V WC F G
LT
Literature
and rate of speech communication Draw similarities intonation with
and differences of information- seeking
EN7LC-I-g-5.2: the featured questions, option
Note the changes in selections in relation questions and with
volume, projection, to the theme statements
pitch, stress,
and rate of speech
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 of Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-h-2.3: when reading
and rate of speech communication Draw similarities sample passages
8 and differences of (prose or poetry)
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
and rate of speech
that affect meaning
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-1.14.5: EN7G-I-i-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a 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, juncture, expressions in oral when reading
and rate of speech communication EN7LT-I-i-3: sample passages
9 Explain how a (prose or poetry)
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors
and rate of speech
that affect meaning
10 Culminating Task

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

RC LC VC V WC F G
LT
Literature
EN7LT-II-0-4.2: dialogs
Identify the
distinguishing
features of poems
and short stories
EN7SS-II-c-1.5.3: EN7LC-II-c- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use

Use the card 2.1/3.1: Note Narrate events Identify figures of Discover the Extract information Employ correct phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented from a text using a turn-taking, turn- and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections summary, precis, giving and topic appropriately and
catalog, or the text listened to logically based on a metaphor, and the need to and paraphrase control strategies in meaningfully
electronic search material viewed personification) resolve those conversations and
engine to locate conflicts in non- dialogs
specific resources violent ways
3
EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
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:
Explain how the
4 elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
used

RC LC VC V WC F G
LT
Literature
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, paradox) and the need to asking questions meaningfully
general references narrative listened to excerpts of the 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 non- pictures, and (irony, oxymoron, and the need to body) that meaningfully
print media excerpts of the paradox) resolve those accompany oral
material viewed conflicts in non- language
7
violent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
8 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
RC LC VC V WC F G
LT
Literature
newspapers and of the texts listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and non- to (irony, oxymoron, and the need to projection and meaningfully
print media paradox) resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
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 non- to (irony, oxymoron, and the need to projection and meaningfully
print media paradox) resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
9
EN7LT-II-0-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

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

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

Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
other people discussion, in a
3
EN7LT-III-c-2.2: forum and in a
Explain how the debate
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III-d- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of 3.18: Determine Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate the order of ideas message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues in the material genus-species one’s unique on a significant language and meaningfully in
viewed (hyponymous) identity and to personal stance in an varied contexts
4 relations in a better understand experience. interview, a panel
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 the Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral reported speech
5 genus-species one’s unique on a significant language and appropriately in
(hyponymous) identity and to personal experience stance in an varied contexts
relations in a better understand interview, a panel
selection other people discussion, in a

EN7LT-III-e- forum and in a
2.2.2: Explain debate
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 the Determine words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
about the text series of events material viewed expressions with as a tool to assert travelogue ideas and opinions speech
mentioned in the genus-species one’s unique based on text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
6 selection other people
EN7LT-III-f-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III-g- EN7G-III-g-3:
Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions reported speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
7 fact from opinion, explicit statements other people
fantasy from reality made EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
to the theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations better understand in public
explicit statements other people forums/panel
8
made EN7LT-III-h-3: discussions, etc.
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 the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
assertions made by predictions about material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
the author in the the contents of the expressions with one’s unique friend, relative, and challenging thought correctly in varied
text text part-whole identity and to other people provoking questions contexts
(partitive) relations better understand in public
other people forums/panel
EN7LT-III-i-3: discussions, etc.
Explain how a
9
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task

FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Literature
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to on a material understanding the need to work EN7WC-IV-a- language, stance giving instructions
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, persuasive) Determine the and expressions responsibly in features of personal giving information,
intentions of today’s global essays instructions, making
speakers by village explanations, and
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
1
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and among and concise prepositions when
2
for various text text listened to on a material in understanding the need to work a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in

RC LC VC V WC F G
LT
Literature
10.1: Give and intentions of today’s global and feature article varied oral
follow instructions speakers by village. communication
and directions focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use

Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
3 the speakers Supply other words today’s global and non-verbal cues
or expressions that village
complete an EN7LT-IV-c-
analogy 2.2.1: Express
appreciation for
sensory images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
4
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate multi- information and
information mentioned in the other sources of identified the need to work of a person media resources making
5
text listened to information (print homonymous or cooperatively and interviewed when orally giving explanations
and radio) polysemous words responsibly in information,
or expressions today’s global instructions, making
village explanations and
RC LC VC V WC F G
LT
Literature
EN7LT-IV-e- narrating events in
2.2.3: Determine personal or factual
tone, mood, recounts
technique, and
purpose of the
author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in information, Formulate who,
6
to or expressions today’s global instructions, making what, when, where,
village explanations and why, and how
narrating events in questions
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:

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

GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers ideas using a an informative speech
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
1
collocations Identify the organizers
distinguishing
features of
notable African
chants, poems,
folktales, and
short stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
2
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
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 viewed meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, to determine the idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ic-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
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 speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
collocations Explain how the sentence outline
4 elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers Arrange notes an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of
meaning expressions Explain how the graphic organizers
elements specific
to a genre
5 contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
6
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative speech
purpose that affect meaning noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
7 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 speech
that affect meaning genres noting context EN8LT-Ig-2.3: one-step word, stance and
clues Draw similarities phrase, and behavior
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative speech
that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9
reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative speech
purpose that affect meaning genres noting context other factors one-step word,
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: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2:  general to
1
background knowledge listening strategies and negative Identify the particular
with longer stories messages conveyed distinguishing  claim and
in a material features of counterclaim
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: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2 Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb-9.2: introduce a topic  general to
background knowledge thoughts and feelings and negative Identify the particular
expressed in the text messages conveyed distinguishing  claim and
listened to in a material features of counterclaim
viewed 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 sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IIc- and effectively or expressions
EN8RC-IIc-2.1.7: long descriptive and pictures, and situational, and contribute to the 2.2.1: Develop when delivering an suitable to each
React to assertions narrative texts excerpts dramatic types of theme of a related support entertainment pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences speech development:
the text Determine the tone Discern positive examples of each selection  general to
3
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages conveyed 2.2.1: Express  claim and
in the narrative in a material appreciation for counterclaim
listened to viewed sensory images  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 sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively or expressions
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an suitable to each
narrative texts excerpts dramatic types of theme of a variety of entertainment pattern of idea
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to speech development:
Determine the tone Discern positive examples of each selection formulate a  general to
4
and mood of the and negative EN8LT-IId- conclusion particular
speaker or characters messages conveyed 2.2.2: Explain  claim and
in the narrative in a material the literary counterclaim
listened to viewed devices used  problem-
solution
 cause-effect
 and others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use

Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate Develop Use appropriate appropriate
relationships illustrated listening skills and the material viewed between literal literature as an paragraphs that non-verbal cues grammatical signals
5
in tables, graphs, and strategies suited to based on the title, art form inspired illustrate each text when delivering or expressions
and figurative
information maps long descriptive and pictures, and and influenced type (narrative in lines in an suitable to each
found in expository narrative texts excerpts by nature literature, entertainment pattern of idea
texts EN8LC-IIe-2.17.3: EN8VC-IIe-17: language expository, speech development:
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, factual  general to
Transcode information the text listened to and negative and personal particular
from linear to non- messages conveyed recount,  claim and
linear texts and vice- in a material persuasive) counterclaim
versa 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 viewed figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an suitable to each
found in expository narrative texts 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, factual  general to
6
Transcode information about the contents of and negative EN8LT-IIf- and personal particular
from linear to non- messages conveyed 2.2.3: Determine recount,  claim and
the listening text.
linear texts and vice- in a material tone, mood, persuasive) counterclaim
versa viewed technique, and  problem-
purpose of the solution
author  cause-effect
 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 viewed figures of speech elements specific paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, needed speech pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
EN8RC-IIg-11: Listen to paraphrase Discern positive selection explanatory, factual EN8OL-IIh-3.13:  general to
7 Transcode information information/ideas and negative EN8LT-IIg- and personal Maintain the particular
from linear to non- messages conveyed 2.2.3: Determine recount, interest of the  claim and
linear texts and vice- in a material tone, mood, persuasive) audience by counterclaim
versa viewed technique, and delivering punch  problem-
purpose of the lines effectively solution
author  cause-effect
 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 viewed figures of speech and differences paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis selections in type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and relation to the literature, 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, factual  general to
8
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer stories messages conveyed recount,  claim and
maps in a material persuasive) counterclaim
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 viewed between literal selection may be paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, influenced by illustrate each text entertainment or expressions
and figurative
information maps long descriptive and pictures, and culture, history, type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts language environment, or literature, 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, factual  general to
9
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer stories messages conveyed recount,  claim and
maps in a material persuasive) counterclaim
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-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa- EN8RC-IIIa-10:
Recognize propaganda Determine the target 3.4/4.4/5.4: Explain the Identify the Organize 3.11: Use the Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a correct sounds of opinion-marking
given text listening text and the target audience of word through genres 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
1 the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:

Recognize propaganda Judge the relevance 3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
2 given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
listened to a material viewed structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
(prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
suffixes) writers

EN8LT-IIIb-
11.1: Identify
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of a secondary sources persuasive speech appropriate
3 listening text suffixes) particular literary documentation
selection EN8G-IIIc-3.6: Use
EN8LT-IIIc- modals appropriately
2.2.1: Express
appreciation for
sensory images
used
EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Compose Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements an informative correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a essay pitch, and juncture EN8G-IIId-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of a persuasive speech
4
particular literary
selection
EN8LT-IIId-
2.2.4: Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for 1.14: Use modals appropriately
asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property appropriate EN8G-IIIe-12: Use
5 in a text given issue presented presented in the clues mirror to a 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
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 meanings 2.2: Explain how Show respect for Deliver a self- modals appropriately
that support assertions opinion cited in the relevance and through context the elements intellectual property composed EN8G-IIIf-12: Use
in a text text listened to worth of ideas clues specific to a rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of a citations made in
6 particular literary an informative
selection essay.
EN8LT-IIIf- EN8SS-IIIf-
2.2.5: Determine 1.6.3:
key ideas, tone, Acknowledge
and purposes of sources by creating
the author a bibliography.
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 property appropriate opinion-marking
author suited to the topic, worth of ideas expressions used specific to a 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 a citations made in modals appropriately.
7 listening text particular literary an informative EN8G-IIIg-12: Use
selection essay emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes
2.2.5: Determine 1.6.4: Use
key ideas, tone, conventions in
and purposes of citing sources
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a self- Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property composed opinion-marking
author economic issues worth of ideas expressions used differences of the rights by persuasive speech signals
discussed in the text presented in the in propaganda featured acknowledging EN8G-IIIh-3.6: Use
8 listened to material viewed techniques selections citations made in modals appropriately
an informative EN8G-IIIh-12: Use
essay emphasis markers for
EN8SS-IIIh- persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: 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 make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
1 the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence a text listened to aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
2 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
the distinguishing declamation or in a

epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers 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
the distinguishing declamation or in a
3
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use

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

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

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies
in summarizing, assessing, and processing information in texts listened to and viewed; word derivation and formation strategies;
CONTENT STANDARD
distinctions between and among informative, journalistic, and literary writing; and appropriate and creative use of word order, punctuation
marks, and interjections.
The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with appropriate
and creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN8LT-Ia-14: ENWC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN8LT-Ia-14.1: literary writing. prosodic features of Use appropriate
following instructions Identify the speech when punctuation marks
1
distinguishing delivering lines of and capitalization to
features of poetry and prose in convey meaning
notable Anglo- a speech choir, jazz EN9G-Ia-18: Use
American lyric chants and raps. interjections to
poetry, songs, convey meaning
poems, sermons,
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN8LT-Ib-14: ENWC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the among informative, of English) and the writing
material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
2 EN8LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
RC LC VC V WC F G
LT
Literature
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN8LT-Ic-14: ENWC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the among informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN8LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3
to a genre poetry and prose in convey meaning
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to
particular literary EN9F-Ic-3.1: convey meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN8LT-Id-14: ENWC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN8LT-Id- volume and Use appropriate
4
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 EN9G-Id-18: Use
conventional interjections to
speech choirs convey meaning.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN8LT-Ie-14: ENWC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in creative
author’s purpose material viewed word formation discovering the stress, intonation, writing
(clipping, self rate of speech, EN9G-Ie-1.6/1.7:
5
blending, EN8LT-Ie- volume and Use appropriate
acronymy, 2.2.2: Explain projection when punctuation marks
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
RC LC VC V WC F G
LT
Literature
conventional interjections to
speech choirs convey meaning
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN8LT-If-14: ENWC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use

Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the appropriate normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. gestures (hand, word order in creative
author’s purpose. presented worth of ideas word formation discovering the face, and body) writing
presented in the (clipping, self EN9G-If-1.6/1.7:
material viewed blending, EN8LT-If- Use appropriate
6 acronymy, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization to
etymology, etc.) technique, and convey meaning
purpose of the EN9G-If-18: Use
author. interjections to
convey meaning
EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw EN9VC-Ig-19: EN9V-Ig-12.3: EN8LT-Ig-14: ENWC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use
a connection between generalizations and Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
the present text and conclusions from the relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
previously read texts material listened to worth of ideas (restatement, discovering the face, and body) writing
presented in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN8LT-Ig- Use appropriate
7 antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. technique, and convey meaning.
purpose of the EN9G-I-0-18: Use
author interjections to
convey meaning
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN8LT-Ih-14: ENWC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech
synonyms, EN8LT-Ih-2.3: choir presentations. EN9G-Ih-1.6/1.7:
8 antonyms) used Draw similarities Use appropriate
for a given word and differences punctuation marks
or expression of the featured and capitalization to
selections in convey meaning.
relation to the
theme EN9G-Ih-18: Use
interjections to
RC LC VC V WC F G
LT
Literature
convey meaning
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: EN8LT-Ii-14: ENWC-Ii-3.6: Use EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize 1.5/2.5: Draw Note types of Analyze literature literary devices and the appropriate and normal and inverted
organizers, titles, sub- information from the generalizations and context clue as a means of techniques to craft effective speech word order in creative
titles, illustrations, text listened to conclusions from (restatement, discovering the poetic forms conventions writing
etc. given in a text the material viewed definition, self expected of speech EN9G-Ii-1.6/1.7:
synonyms, EN8LT-Ii-3: choir presentations Use appropriate
9 antonyms) used Explain how a 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:
GRADE LEVEL STANDARD:
The learner demonstrates understanding of how Anglo-American literature serves as a means of valuing other people through using
CONTENT STANDARD: various types of print media and linear/non-linear texts; strategies in processing information connections in listening and viewing materials;
communicative styles; and adverbs and conditionals in narration and argumentation.
The learner transfers learning by composing short prose forms with appropriate and creative use of adverbs and conditionals and
PERFORMANCE STANDARD:
delivering the same through a Readers Theater or Chamber Theater format with effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
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
1
frozen). the Chamber Theatre.
distinguishing
features of
notable Anglo-
American
sonnets,
dramatic poetry,
vignettes, and
short stories.
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
2 and audio-video EN9LC-IIb-2.8: situations circumstances in on the audience
recordings. Make inferences from (intimate, casual, life. while delivering
what was said. conversational, EN9LT-II-0- lines in a Readers
consultative, 14.2: Explain Theatre or in a
frozen). how the Chamber Theatre.
elements specific
RC LC VC V WC F G
LT
Literature
to a selection
build its theme.
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:
3
consultative, Explain how the
frozen). elements specific
to a genre
contribute to the
theme of a
particular literary
selection.
EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-

Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
4 recordings. conversational, life. diphthongs, etc.
consultative, EN9LT-IId-
frozen). 2.2.1:
Express
appreciation
for sensory
images used.
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
5
and audio-video situations circumstances in delivering lines in
recordings. (intimate, casual, life. a Readers Theatre
conversational, EN9LT-IIe- or in a Chamber
consultative, 2.2.2: Theatre.
frozen). Explain the
RC LC VC V WC F G
LT
Literature
literary
devices used.
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
6
2.2.3: Theatre.
Determine
tone, mood,
technique,
and purpose
of the
author.
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.
7
2.2.3:
Determine
tone, mood,
technique,
and purpose
of the
author.
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
8
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
RC LC VC V WC F G
LT
Literature
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.
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.
9
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
CONTENT STANDARD
The learner transfers learning by composing a play synopsis and performing a one-act play with appropriate and creative use of dramatic conventions,
multi-media resources, and verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Literature
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies the message the technical as a means of literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre world. Identify types and while performing in
elements specific to a Extract important (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/persua the distinguishing Produce the English
development of its sive texts features of sounds correctly
theme Anglo-American and effectively
one-act plays when delivering
lines in a one-act
play.
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

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

RC LC VC V WC F G
LT
Literature
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. information listened the message the technical as a means of literary writing prosodic features of
EN9LT-IIIc-20.1: to conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when
Explain how the poster drama and theatre world Identify types and delivering lines in a
3 elements specific to a (like stage EN9LT-IIIc- features of a play one-act play
one-act play directions) 16.1: Identify synopsis.
contribute to the the distinguishing
development of its features of
theme Anglo-American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId- features of a play one-act play
4 used directions) 2.3: Draw synopsis
EN9LT-IIId-20.2: similarities and
Explain the literary differences of the
devices used featured
selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe-9.5: speech when
Express appreciation context or situation material viewed drama and theatre world Use literary devices delivering lines in a
for sensory images (like stage EN9LT-IIIe- and techniques to one-act play
5 used directions) 2.3: Draw craft a play
EN9LT-IIIe-20.2: similarities and synopsis
selections in
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-
6
EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIf-9.5: verbal
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf- and techniques to strategies
RC LC VC V WC F G
LT
Literature
used directions) 2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use
Determine tone, Share personal Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing appropriate non-
purpose of the author ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: verbal
the material viewed drama and theatre world Use literary devices communication
(like stage EN9LT-IIIg-3: and techniques to strategies
directions) Explain how a craft a play
7
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use

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

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

FOURTH QUARTER
PROGRAM STANDARD
CONTENT STANDARD
The learner transfers learning by composing a play review and performing a full-length play with appropriate and creative use of dramatic conventions,
multi-media resources, and verbal and non-verbal strategies.
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 life sound analysis and ideas presented in drama and theater unchanging strategies when
call for prompt the material viewed (like stage values in a performing in a full-
actions directions) changing world length play
EN9LT-IVa- EN9F-IVa-3.11:
1
17.1: Explain Produce the sounds
how the 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 sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
2
the material viewed (like stage values in a full-length play
directions) changing world
EN9LT-IVb-
17.1: Explain
how the

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

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

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

Judge the relevance Judge the relevance Take a stand on Get familiar with Analyze literature Compose a play Use the appropriate Change direct to
and worth of ideas, and truthfulness of critical issues the technical as a means of review suprasegmentals: indirect speech and
soundness of author’s the ideas listened to brought up in the vocabulary for understanding pitch, stress, vice versa
reasoning, and the material viewed drama and theater unchanging juncture,
effectiveness of the (like stage values in a intonation, etc.
presentation directions) changing world
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 author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
8
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme

RC LC VC V WC F G
LT
Literature
EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:
Judge the relevance Make generalizations Take a stand on Get familiar with Analyze literature Compose a play Use appropriate Observe tense
and worth of ideas, critical issues the technical as a means of review multi-media consistency in writing
soundness of author’s brought up in the vocabulary for understanding resources an evaluation
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
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 serves as a way of expressing and resolving one’s personal conflicts
CONTENT STANDARD through using strategies in linking, textual information, repairing or enhancing communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts.
The learner transfers learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that
emphasize a point, particularly modals and reflexive and intensive pronouns.
RC LC VC V WC F G
LT
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:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed words build its theme
the understanding of talks, panel
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
2 the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
3
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or assertion effective public emphasize a point

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

Compare new insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
6 learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
RC LC VC V WC F G
LT
Literature
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
learnings conclusions based informal influenced by three paragraphs speaking in a
7
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use

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

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

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature serves as a vehicle of expressing and resolving conflicts between and
CONTENT STANDARD among individuals or groups through using strategies in critical reading, listening, and viewing to evaluate text content, elements, features,
and properties; extemporaneous and impromptu public speaking; and using of affirmation/negation markers.
The learner transfers learning by composing an argumentative essay in preparation for delivering impromptu and extemporaneous speeches
using affirmation/negation markers and appropriate prosodic features, stance, and behavior.
RC LC VC V WC F G
LT
Literature
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim impromptu and
3 its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
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 a bibliography impromptu and
4 particular literary extemporaneous
selection speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

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

Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving material viewed definitions specific to a hanging stage behavior as affirm or negate
information genre contribute indentations for deemed necessary
to the theme of a direct quotes EN10OL-IIf-
particular literary 2.6.2: Establish
6 selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
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 content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8
a set of criteria exaggerations message conveyed definitions culture, history,
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

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

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

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

Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed words featured selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed words in expressing and selection speeches, tributes,
resolving welcome and
conflicts between closing remarks,
9
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations

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

RC LC VC V WC F G
LT
Literature
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue local or global issues setting and used in research technique, and sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in purpose of the preparing a behavior when advocacies
Distinguish the a material viewed author bibliography persuading others
important points from to achieve the in a campaign
less important ones in writer’s purpose speech
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4
characterization in featured sources effectively advocacies
a material viewed selections in
to achieve the relation to the
writer’s purpose theme
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the ideas using prosodic features of of research,
issues discussed in up reality and used in research elements specific principles of speech campaigns, and
the text listened to fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
7 Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
RC LC VC V WC F G
LT
Literature
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

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

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

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

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*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 Curriculum Guide Grades 1-10 PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English Curriculum Guide Grades 1-10 PDF

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

K to 12 English Curriculum Guide December 2013 Page 2 of 168

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 168

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

K to 12 English Curriculum Guide December 2013 Page 7 of 168

COMPONENT 1: Language Learning Process

K to 12 English Curriculum Guide December 2013 Page 8 of 168

COMPONENT 2: Effective Language Use

K to 12 English Curriculum Guide December 2013 Page 9 of 168

COMPONENT 3: Making Meaning through Language

K to 12 English Curriculum Guide December 2013 Page 10 of 168

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 168

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 168

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 168

3. An integrative view of learning

K to 12 English Curriculum Guide December 2013 Page 14 of 168

Content Standards Performance Standards at the end of Grade 3

K to 12 English Curriculum Guide December 2013 Page 15 of 168

KEY STAGE STANDARD

K to 12 English Curriculum Guide December 2013 Page 16 of 168

K to 12 English Curriculum Guide December 2013 Page 17 of 168

K to 12 English Curriculum Guide December 2013 Page 18 of 168

K to 12 English Curriculum Guide December 2013 Page 19 of 168

K to 12 English Curriculum Guide December 2013 Page 20 of 168

1st Quarter (Continuation of Oracy)

K to 12 English Curriculum Guide December 2013 Page 22 of 168

K to 12 English Curriculum Guide December 2013 Page 23 of 168

K to 12 English Curriculum Guide December 2013 Page 25 of 168

K to 12 English Curriculum Guide December 2013 Page 26 of 168

3rd Quarter – Beginning Reading and Writing

K to 12 English Curriculum Guide December 2013 Page 28 of 168

K to 12 English Curriculum Guide December 2013 Page 29 of 168

K to 12 English Curriculum Guide December 2013 Page 30 of 168

K to 12 English Curriculum Guide December 2013 Page 32 of 168

K to 12 English Curriculum Guide December 2013 Page 34 of 168

K to 12 English Curriculum Guide December 2013 Page 35 of 168