Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide

ENGLISH 10
May 2016
 K to 12 BASIC EDUCATION CURRICULUM

THE FRAMEWORK

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 K to 12 BASIC EDUCATION CURRICULUM

I. PHILOSOPHY AND RATIONALE

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Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas12.

Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (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) 3. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.

Language acquisition and learning is an active process that begins at birth and continues throughout life . It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.

1
2 . English Curriculum Framework. Australia
3 Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
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Learning requires meaning1. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their engagement with and study of texts . The term ‘text’ refers to any
form of written (reading and writing), oral (listening and speaking) and visual communication involving language2. The texts through which students learn
about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by
which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts
produced by other people.

Successful language learning involves viewing, listening, speaking, reading and writing activities 3. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and
to reflect on and critically analyze their own use of language and the language of others.

An effective language arts and multiliteracies curriculum satisfies the following principles 45.

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
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;

1 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

2 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
5 .Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.

III. NEEDS OF THE LEARNERS : THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.

For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.

While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

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7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
IV. OUTCOMES

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.

1. Communicative Competence

Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. 1

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other
sociocultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which
influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and
attitudes, the development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for
social meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.

2. Multiliteracies

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.

1 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
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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.

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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.

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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
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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.

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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.

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

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 √ √ √ √ √

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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

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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

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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.

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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
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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

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.

KEY STAGE STANDARD

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GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.

GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language.

GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written

texts and to communicate meanings and feelings effectively .

GRADE 1

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(3rd Quarter Oracy) Quarterly and Weekly Articulation

The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.

Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.

The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards
social context interactions.

Content Standard Performance Standard

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

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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates understanding of the elements of literary and informational uses elements of literary and informational texts to sufficiently extend
texts for effective oral expression meaning and understanding
Content Standard Performance Standard
Domain
The learner… The learner…
Attitude towards
demonstrates understanding of literary concepts for appreciation of presents varied ideas independently and shows interest enthusiastically in
language, literacy,
literacy-related activities/tasks diverse literacy-related activities/tasks
and literature
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies learning uses strategies independently in accomplishing literacy-related tasks

Learning Competencies
WEEK
LC OL Oral PA G V
Listening Comprehension Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details • EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs • EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character • EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1 • EN1G-IIIb-1.4
c. events • EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
1-5 given words.
2. Give the correct sequence of expressing gratitude sentences
three events and apology • EN1G-IIIc-1.3;
3. Infer the character feelings and • EN1OL-IIId-1.5.4 EN1GIIId-1.3; EN1G-
traits asking permission IIIe-
4. Identify cause and/or effect of • EN1OL-IIIe-1.5.5 1.3
events offering help Recognize telling and
5. 5.Identify the speaker in the asking sentences

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 K to 12 BASIC EDUCATION CURRICULUM

story or poem EN1OL-IIIa-b – 1.17

6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
6-10 9. Identify the problem and family, one’s pets, and personal
solution experiences
10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home

Learning Competencies
WEEK
LC OL Oral PA G V
Listening Comprehension Language Phonological Awareness Grammar Vocabulary Development
EN1OL-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

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 K to 12 BASIC EDUCATION CURRICULUM

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
Grade Level Standards
social context interactions.

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 K to 12 BASIC EDUCATION CURRICULUM

Learning Competencies
WEEK
LC OL Oral PA G V
Listening Comprehension Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IVa-j- 1.1
Listen to short stories/poems and EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
Talk about pictures presented Distinguish rhyming words from Sort and Classify familiar words
1. note important details using appropriate local non-rhyming words Verbs into basic categories (colors,
pertaining to terminologies with ease and EN1G-IVa-e-3.4 shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 Recognize common action words
b. setting Supply rhyming words in in stories listened to
c. events EN1OL-IVa-j-1.3.1 response to spoken words
2. Give the correct sequence of Talk about stories heard
three events when and where it took place
1-5 3. Infer the character feelings and • the characters and
traits • some important details
4. Identify cause and/or effect of of the story
events
5. Identify the speaker in the story EN1OL-IVa-j-1.2.9
or poem Participate in some sharing
6. Predict possible ending of a activities
story read • News sharing
7. Relate story events to one’s • Show and tell
experience • “I Spy” games
8. Discuss, illustrate, dramatize • Recite rhymes, poem
6-10 specific events EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
9. Identify the problem and
Learning Competencies
WEEK
LC OL Oral PA G Grammar V
Listening Comprehension Language Phonological Awareness Vocabulary Development
solution Ask simple questions Adjectives Give the meaning of words using
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
Follow one-to-two step directions people, objects, things and movements, etc.)
EN1OL-IVi-j-1.17.1 places (color, shape, size, height,
Give one-to-two step directions weight, length, distance, etc.)

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 K to 12 BASIC EDUCATION CURRICULUM

Listen to narrative and informational text

or poem and

EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond through
discussions, illustrations, songs,
dramatization and art

Grade 1 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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LC – Listening Comprehension

3Q

Listen to short stories/poems and EN1LC-IIIa-j-1.1 1 BEAM ENG1 Module 8 – Noting Details. 2009.
. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 2 BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character . BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 3 BEAM ENG2 – Sequencing Events. 2009.
c. events . BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 4 UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
.
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 K to 12 BASIC EDUCATION CURRICULUM

5
.
6
.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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3. Infer the character feelings and traits 7. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 8. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 9. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read 10. *English Expressways. Grade 1. 2010. pp. 228-229.
7. Relate story events to one’s experience 11. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 12. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52,
10. Retell a story listened to 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
13. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171,177 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315,316-
317,318,319, 331-332, 340-341, 350-353, 366-368, 408-412, 422-424, 430-432.
14. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 33-34,43-46, 47, 70-71, 72, 76-79,
91,
94-95, 104-106, 127-130, 135-136, 143, 162-163, 166-168, 170, 174, 180, 184, 189,
215217, 220-221, 227, 228.
4Q
Listen to short stories/poems and EN1LC-IVa-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 5. BEAM ENG2 – Sequencing Events. 2009.
c. events 6. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
3. Infer the character feelings and traits 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read 11. *English Expressways. Grade 1. 2010. pp 228-229.
7. Relate story events to one’s experience 12. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.

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 K to 12 BASIC EDUCATION CURRICULUM

9. Identify the problem and solution 13. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52,
10. Retell a story listened to 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
14. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171, 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315-319, 331-332,
340341, 350-353, 366-368, 408-412, 422-424, 430-432.
15. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 43-46, 70-71, 76-79, 91, 94-95,
104106, 127-130, 135-136, 143, 162-163, 166-168, 174, 180, 184, 189, 215-217, 220-
221, 227, 228.
Listen to narrative and informational text or poem 1. BEAM ENG1 Module 8 – Noting Details. 2009.
and 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
1. Note important details 3 *Unionbank Learning System. Grade 2. 2011. pp 20.
EN1LC-IVa-j-2.1 .
4 Let’s Begin Reading in English 2.2013. pp 270.
.
2. Give one’s reaction to an event or issues EN1LC- IVa-j-3.12 1 *Unionbank Learning System. Grade 2. 2011. pp 30.
.

LEARNING COMPETENCY
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2. English (Learner’s Material). Grade 2. 2013. pp 211-212.

3. English (Teacher’s Guide). Grade 2. 2013. pp 109.

3. Infer important details 1. BEAM ENG1 Module 8 – Noting Details. 2009.

2. *Unionbank Learning System. Grade 2. 2011. pp 20.
EN1LC- IVa-j-2.8 3. English (Learner’s Material). Grade 2. 2013. pp 218-222.
4. English (Teacher’s Guide). Grade 2. 2013. pp 114-115.

5. Let’s Begin Reading in English 2.2013. pp 167-175.

4. Sequence events when appropriate 1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp134-138.
EN1LC- IVa-j-2.7 3. English (Teacher’s Guide). Grade 2. 2013. pp 74-76.
4. Let’s Begin Reading in English 2.2013. pp 42, 45, 163-164, 174, 269, 274-275, 290.

5. Listen and respond through discussions, 1. UnionBank English. Grade 2. Unit 3. Lesson 27.
illustrations, songs, dramatization and art EN1LC- IVa-j-1.13.2.1 2. *Unionbank Learning System. Grade 2. 2011. pp 35, 90, 102, 108, 112, 157.

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 K to 12 BASIC EDUCATION CURRICULUM

3. Let’s Begin Reading in English 2.2013.pp 127-128, 160, 285-286, 371

OL – Oral Language

3Q

Use/R pond appropriately to polite expressions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
es 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN1OL-IIIa-e-1.5 4. UnionBank English. Grade 2. Unit 1. Lesson 17.
5. English (Learner’s Material) 2. 2013. pp 51-52.

6. English (Teacher’s Guide). Grade 2. 2013. pp 37

1. greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 11.

2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN1OL-IIIa-1.5.1 4. *English Expressways 1. 2010. pp 3-5, 7-8.
5. Unionbank English 2. Unit 1. Lesson 17 pp 51-52.

6. *Unionbank Learning System. Grade 2. 2011. pp 34-35.

2. leave takings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 13.

2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIb-1.5.2 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. *English Expressways 1. 2010. pp 6.

5. expressing gratitude and apology 1. BEAM ENG1 Module 1 – Expressions. 2009.

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

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

7. offering help 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 14.
2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIe-1.5.5 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. *Unionbank Learning System. Grade 2. 2011. pp 90.

Talk about oneself and one’s family EN1OL-IIIa-b – 1.17 1. BEAM ENG1 Module 1 – Expressions. 2009.

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 K to 12 BASIC EDUCATION CURRICULUM

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009. 3.
BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
6. BEAM ENG 3 Module 5 – Noting Details.
7. UnionBank English. Grade 2. Unit 1. Lesson 34.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
9. *English Expressways 1. 2010. pp 16-29, 44-47, 54-56.
10. *Unionbank Learning System. Grade 2. 2011. pp 90.
11. Let’s Begin Reading in English 2.2013. pp 113, 127-133.
Talk about one’s personal experiences pertaining to the 1 *English Expressways 1. 2010. pp 105, 116-119, 124-125, 198-199.
EN1OL-IIIb-c 1.3.3
family, one’s pets, and personal experiences .
Relate one’s activities/responsibilities at home 1 UnionBank English. Grade 2. Unit 4. Lesson 2, 3.
. *English Expressways 1. 2010. pp 203-208.
2
EN1OL-IIIc – 1.17.1 .
3 Let’s Begin Reading in English 2.2013. pp 387-389.
.
Talk about topics of interest (likes and dislikes) 1 BEAM ENG2 Module 7 – Organizing Ideas. 2009.
. BEAM ENG2 – Perceiving Relationships. 2009.
2
EN1OL-IIId-1.3.4 .
3 Let’s Begin Reading in English 2.2013. pp 131.
.
Use common expressions and polite greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
3 English (Learner’s Material). Grade 2. 2013. pp 51-52.
EN1OL-IIIa-e – 1.5 .
4 English (Teacher’s Guide). Grade 2. 2013. pp 37-38.
.
Talk about stories heard when and where it took place EN1OL-IIIa-j-1.3.1 1. UnionBank English. Grade 2. Unit 1. Lesson 10, 13.
• the characters and EN1OL-IVa-j-1.3.1 2. UnionBank English. Grade 2. Unit 2. Lesson 8.
• some important details of the story 3. *English Expressways 1. 2010. pp 212-217.
4 English (Learner’s Material). Grade 2. 2013. pp 91-92.

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 K to 12 BASIC EDUCATION CURRICULUM

.
5 English (Teacher’s Guide). Grade 2. 2013. pp 56.
.
6 Let’s Begin Reading in English 2.2013. pp 111-112, 146-148, 384-385.
.
Participate in some sharing activities 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
• News sharing 2. BEAM ENG1 Module 3A – Sounds like Science. 2009.
• Show and tell 3. BEAM ENG1 Module 5 – All About Rhymes. 2009.
• “I Spy” games 4. UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
• Recite rhymes, poem EN1OL-IIIa-j-1.2.9 5 *English Expressways 1. 2010. pp 236.
EN1OL-IVa-j-1.2.9 .
6 Let’s Begin Reading in English 2. 2013. pp 201.
.
4Q

Talk about pictures presented using appropriate local 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
terminologies with ease and confidence 2. UnionBank English. Grade 2. Unit 2. Lesson 36.
3. UnionBank English. Grade 2. Unit 3. Lesson 28.
4 UnionBank English. Grade 2. Unit 4. Lesson 21, 33.
EN1OL-IVa-j-1.3 .
5 *English Expressways 1. 2010. pp 182-185, 188-191.
.
6 English (Learner’s Material). Grade 2. 2013. pp 228-229.
.

LEARNING COMPETENCY
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7. English (Teacher’s Guide). Grade 2. 2013. pp 118.

8. Let’s Begin Reading in English 2.2013. pp 168.

Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.

2. BEAM ENG1 Module 1 – Expressions. 2009.
3. *English Expressways 1. 2010. pp 202.
EN1OL-IVf-1.17.2 4. English (Learner’s Material). Grade 2. 2013. pp 266-268.
5. English (Teacher’s Guide). Grade 2. 2013. pp 138-139.

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 K to 12 BASIC EDUCATION CURRICULUM

6. Let’s Begin Reading in English 2.2013. pp 449-450.

Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1LC-IVg-h-3.6 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. *English Expressways 1. 2010. pp 88-90.

6. Let’s Begin Reading in English 2.2013. pp 214-215, 301.

Give one-to-two step directions 1. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1OL-IVi-j-1.17.1
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
PA – Phonological Awareness

3Q

Recognize rhyming words in nursery rhymes, poems, 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
songs heard 2. BEAM ENG2 Module 4 – Rhymes.
3. English (Learner’s Material). Grade 2. 2013. pp 41-42, 186-187, 231.
EN1PA-IIIa-e-2.2 4. English (Teacher’s Guide). Grade 2. 2013. pp 34-35, 119.
5. *English Expressways 1. 2010. pp 122, 156, 170.

6. Let’s Begin Reading in English 2.2013. pp 48-50, 53, 64.

Give the number of syllables of given words 1. English (Learner’s Material). Grade 2. 2013. pp 299.
EN1PA-IIIa-b- 3.1 2. English (Teacher’s Guide). Grade 2. 2013. pp 157.
3. Let’s Begin Reading in English 2.2013. pp 318, 322, 333, 335, 344.

4Q

Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp 181-182.
EN1PA-IVa-b-2.3 3. English (Teacher’s Guide). Grade 2. 2013. pp 96-98.
4. *Unionbank Learning System 2.2013. pp 115-118.

5. Let’s Begin Reading in English 2.2013. pp 74.

Supply rhyming words in response to spoken words EN1PA-IVc-e-2.4 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
G – Grammar

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 K to 12 BASIC EDUCATION CURRICULUM

3Q

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

2. English (Learner’s Material). Grade 2. 2013. pp 173-176, 427, 460, 473-474.
EN1G-IIIa-e-1 3. English (Teacher’s Guide). Grade 2. 2013. pp 92, 224, 247, 255-256.
4. Let’s Begin Reading in English 2.2013. pp 373-374.

1. Recognize sentences and non-sentences EN1G-IIIa-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
LEARNING COMPETENCY
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2. Let’s Begin Reading in English 2.2013. pp 91-95, 134, 149,165-166, 181, 216, 234, 315.

2. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.

EN1G-IIIb-1.4
2. Let’s Begin Reading in English 2.2013. pp 398-400.
3. Recognize telling and asking sentences EN1G-IIIc-1.3; EN1G- 1. BEAM-DLP 3 Module 39.
IIId-1.3; EN1G-IIIe- 2. Let’s Begin Reading in English 2.2013.pp 6, 10, 12, 291-295, 400-402.
1.3 3. English (Learner’s Material). Grade 2. 2013. pp 96-98, 460
4. English (Teacher’s Guide). Grade 2. 2013. pp 57-58, 195-196, 226, 247

4Q

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

2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
3. BEAM ENG2 Module 6B – Action Words. 2009.
4. UnionBank English. Grade 2. Unit 2. Lesson 10, 12.
EN1G-IVa-e-3 5. *English Expressways 1. 2010. pp 193-197.
6. English (Learner’s Material). Grade 2. 2013. pp 149-154, 164-165.

7. English (Teacher’s Guide). Grade 2. 2013. pp 82-85, 89.

8. Let’s Begin Reading in English 2. 2013. pp 251, 267, 321, 327, 356.

Recognize common action words in stories listened to 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. UnionBank English. Grade 2. Unit 2. Lesson 10.
EN1G-IVa-e-3.4 3. English (Learner’s Material). Grade 2. 2013. pp 164-165.
4. Let’s Begin Reading in English 2.2013. pp 323-329.

Adjectives 1. UnionBank English. Grade 2. Unit 3. Lesson 13, 15, 16, 8.

EN1G-IVf-j-5
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 K to 12 BASIC EDUCATION CURRICULUM

Recognize describing words for people, objects, things 2. *English Expressways 1. 2010. pp 113-115, 160-163.
and places (color, shape, size, height, weight, length, 3. English (Learner’s Material). Grade 2. 2013. pp 279, 293.
distance, etc.) 4. English (Teacher’s Guide). Grade 2. 2013. pp 146,154.
5. Let’s Begin Reading in English 2.2013. pp 408-409, 416, 419, 424-426, 435, 437, 443,
459460, 466-468.
V – Vocabulary Development

3Q

Use words that are related to self, family, school, 1. *English Expressways 1. 2010. pp 12-13, 33-34.
community, and concepts such as the names for colors, 2. English (Learner’s Material). Grade 2. 2013. pp 75-80, 107-110.
shapes, and numbers EN1V-IIIa-e-5 3. English (Teacher’s Guide). Grade 2. 2013. pp 51-52,63-64.
4. Let’s Begin Reading in English 2.2013. pp 67, 167-169.

4Q

Sort and Classify familiar words into basic categories EN1V-IVa-e-3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
(colors, shapes, foods, etc) 2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Give the meaning of words using clues (TPR, pictures, EN1V-IVf-j-12.1 1. Let’s Begin Reading in English 2.2013. pp 15, 22, 26, 35, 40-41, 54.
body movements, etc.)

GRADE 2

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

The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.

Content Standard Performance Standard

Domain
The learner… The learner…
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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates understanding of grade level appropriate words used to

independently takes turn in sharing inter and intra personal experiences,
communicate inter- and intrapersonal experiences, ideas, thoughts,
ideas, thoughts, actions and feelings using appropriate words
Oral Language actions and feelings
demonstrates understanding of familiar literary texts and common
uses appropriate expressions in oral interpretation and familiar situations
expressions for effective oral interpretation and communication
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency accurately and fluently reads aloud literary and informational texts
intonation and vocal patterns as guide for fluent reading and speaking
appropriate to the grade level
demonstrates understanding of text elements to see the relationship correctly presents text elements through simple organizers to make
Listening between known and new information to facilitate comprehension inferences, predictions and conclusions
Comprehension demonstrates understanding of information heard to make meaningful uses information from theme-based activities as guide for decision making
decisions and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison to distinguishes similarities and differences of the alphabets in English and
Knowledge the alphabets of Filipino and Mother Tongue Mother Tongue/Filipino

Phonics and analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic principles of
Word ably reads and spells out grade appropriate regular and irregular words in
Mother Tongue and English to decode unknown words in English
Recognition
English
effectively transfers the knowledge of letter-sound relationship from
Phonological demonstrates understanding of the letter-sound relationship between
Mother Tongue to English
Awareness Mother Tongue and English for effective transfer of learning
correctly hears and records sounds in words
demonstrates understanding of suitable vocabulary used in different uses familiar vocabulary to independently express ideas in speaking
Vocabulary languages for effective communication activities

Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions

Content Standard Performance Standard

Domain
The learner… The learner…
Reading demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Comprehension texts for creative interpretation activities

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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates understanding of paragraph development to identify text

types identifies correctly how paragraphs/ texts are developed

demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas,
Writing and express ideas and feelings make a draft for specific purposes
Composition demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional
audiences and purposes purposes
demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses
expression them in a variety of oral and written theme-based activities
demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written
Grammar adjectives for proper identification and description themebased activities
demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in
for appropriate communication different theme-based activities
demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to
Attitude texts for appreciation familiar books
demonstrates understandings of useful strategies for purposeful literacy
Study Strategies learning Independently uses strategies in accomplishing literacy-related tasks

1st Quarter (Continuation of Oracy)

Learning Competencies

WEEK LC PA BPK AK V
OL Oral G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
1-5 EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a
family including books, e sounds heard print self, family, drama, mock variety of ways to
1.1
audiotapes (animals, Recognize school, share information
interview, TV talk
EN2OL-If1.3.1; videos and other mechanical, community, and show etc. (e.g.
EN2BPK-Ib-c-4 sentences
role playing,
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 K to 12 BASIC EDUCATION CURRICULUM

EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as

Learning Competencies

WEEK LC PA BPK AK V
OL Oral G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
Ig-1.3.1 publications instruments, common terms in  sentences the names for reporting,
Talk about one’s and 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-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about b. Give the background of Recognize proper Recognize Differentiate
one’s correct other sounds eye movement different English words
sequence of skills (transfer kinds of from other
environment
three events skills) sentences languages
(e.g. persons,
c. Infer the • left to right (declarative, spoken at home
animals, places,
character • top to interrogative and in school
things, events, feelings and bottom )
etc.) traits
• return EN2VD-Id-e-1
d. Identify Identify the
sweep
cause English
and/or equivalent of
effect of words in the
events Mother Tongue
e. Identify the or in Filipino
speaker in
the story or
poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
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 K to 12 BASIC EDUCATION CURRICULUM

experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a
story
listened to

Learning Competencies

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

EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues

EN2LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed

EN2LC-Id-e-
1.2 Relate
information and
events in a
selection to life
experiences and

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 K to 12 BASIC EDUCATION CURRICULUM

vice versa
EN2OL-Ia-e- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2
1.5 Listen to a variety Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate of media same/different environmental alphabets of are related to self, dialogues, variety of ways to
expressions in including books, sounds print English EN2G-If-g-2.1 family, school, drama, mock share information
common audiotapes videos Recognize names community, and interview, TV talk (e.g.
situations (polite and other age- EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, concepts such as show etc. role playing,
expressions, appropriate Distinguish Recognize the Identify letters in things and places the names for reporting,
greetings, seeking publications rhyming words common terms in English that are (e.g. names of colors, shapes, summarizing,
directions, from nonrhyming English relating to not present in animals, fruits, and numbers in retelling and
6-10 apologizing, EN2LC-Ig-3.16 words part of book (e.g. Mother objects in songs, both Mother show and tell)
asking help, query Follow a set of cover, title page, Tongue/Filipino stories, poems, Tongue and
and verbal two-step EN2PA-Ih-2.4 etc.) book and vice-versa nursery rhymes, English
clarification) directions with Supply words that orientation pictures, realia
picture cues rhyme with and other EN2V-Ig-h-01
given words EN2BPK-Ii-j-5 ICTbased Differentiate
Recognize proper materials) English words
EN2LC-Ih-1.1
Activate prior EN2PA-Ii-j-2.4 eye movement from other
knowledge based Supply rhyming skills (transfer EN2G-Ih-2.4
Recognize nouns
Learning Competencies

WEEK LC PA BPK AK V
OL Oral G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
on new words in skills) in simple languages
knowledge response to • left to right sentences spoken at home
formed spoken words • top to bottom and in school
• return sweep EN2G-Ii-9.2
EN2LC-Ii-j-1.2 Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino

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 K to 12 BASIC EDUCATION CURRICULUM

2nd Quarter (Continuation of Oracy)

Learning Competencies

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

Learning Competencies

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

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 K to 12 BASIC EDUCATION CURRICULUM

topics of a. Note skills (transfer etc.)

interest important skills) EN2V-IId-e-6
(likes and details • left to right Derive meaning
dislikes) pertaining to • top to from repetitive
a. character bottom language
b. settings • return sweep structures
c. events
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause and/or
effect of
events
e. Identify the
speaker in
the story or
poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
K to 12 English Curriculum Guide May 2016 Page 40 of 321
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 K to 12 BASIC EDUCATION CURRICULUM

listened to

Learning Competencies

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

EN2LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to

EN2LC-IId-e-
2.5
Validate ideas
made after
listening to a story

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 K to 12 BASIC EDUCATION CURRICULUM

EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-j-

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

Learning Competencies

WEEK LC RC WC PA BPK PWR V

OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabulary
Oral Alphabet Study
Comprehen Comprehen Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language Knowledge Recognition Strategy
sion sion sition Awareness Knowledge ment
1-3 EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understandi read should in speech illustrations beginning Give the engage in a instructions
identifying ng of be generating sounds on the sound of meaning of read-along orally given
each EN2G-
major characters, controlled ideas (sounds and cover and words used of texts
consonant IIIa-1.1
points and in stories
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 K to 12 BASIC EDUCATION CURRICULUM

key themes incidents depending through letter predict what (m,s, f, t, Distinguish presented (e.g.
and on the PWR prewriting names) the sentences poetry,

Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S G Vocabulary A Study
Language Comprehen Comprehen Compo logical Print Knowledge and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
settings to lesson.) activities story may h) from through repetitive
EN2OL- make Show be about nonsentenc real text)
predictions understan es objects,
IIIc-d- EN2AK-
di ng of a illustrations
1.2 EN2BPK- IIIb-1.2
Participate story EN2G- ,
EN2LC- IIIa-b-4 Give the
in choral listened to IIIb-1.3 demonstrati
IIIa-j-1.1 Identify the beginning
speaking through on and
Listen to a common sound of Use
and echo the different context
variety of terms in each
reading of following clues
media consonant kinds of
writing English
short including (c, r, n,b, sentences:
activities: relating to
poems, books, g, p) declarative EN2V-
EN2WC- part of
rhymes audiotapes (telling) IIIc-
IIIb-1.9 book (e.g.
and videos and and 13.1
a. Writing cover, EN2AK-
stories other interrogati Recognize
a title IIIc-1.2
with ageappropria v that
phrase page, etc.) Give the
repeated te e(asking) some
patterns publications or beginning words
and and senten EN2BPK- sound of
EN2G- mean the
refrains in a. Note ce IIIb-2 each
IIIc-1.6 same
English importan about an Identify consonant
Recognize (synonym
t details illustrati title, (d, j, w, v, s)
on author z, y) punctuation
pertainin
and book marks
g to EN2WC-
(period, EN2V-
a. IIIc-1.10 illustrator EN2AK-
and tell question IIIc-d-
characte b. Compl IIIa-c- mark)
what they 13.2
r eti ng 1.2 Name
do Recognize
b. settings a Lost the that some
c. events and pictures words have
b. Give the Found that begin opposite
correct Poster its name meaning
sequenc EN2WC- with a (antonyms)
e of IIIc-1.11 particular
three c. Filling consonant

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 K to 12 BASIC EDUCATION CURRICULUM

events in
c. Infer the blanks EN2AK-
characte in
IIIa-c-4
r feelings a letter
Give the
and EN2WC- beginning
traits IIIc-1.12 consonant
d. Identify d. Drawing sound of
cause and the name
and/or writing of each
effect of some picture
events words
e. Identify on a
birthda
y
card
EN2WC-
IIIc-1.13
e. Writing

Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S G Vocabulary A Study
Language Comprehen Comprehen Compo logical Print Knowledge and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
the some
speaker words
in the about a
story or characte
poem r

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 K to 12 BASIC EDUCATION CURRICULUM

EN2OL- f. Predict EN2RC- EN2PA- EN2PWR- EN2FIIIa- EN2S- EN2G- EN2V-

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

WEEK Learning Competencies

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 K to 12 BASIC EDUCATION CURRICULUM

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

K to 12 English Curriculum Guide May 2016 Page 47 of 321

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 K to 12 BASIC EDUCATION CURRICULUM

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

4th Quarter (Beginning Reading and Writing)

Learning Competencies

WEEK OL LC RC WC PA BPK AK PWR V SS

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

K to 12 English Curriculum Guide May 2016 Page 48 of 321

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

meanings predictions before, using the IVd-14

heard while about text during and letter Write the
drawing on viewed and after sounds of names of
personal listened to reading Mother pictures with
(titles, the short a,
experiences Tongue as
e words.
pictures,) reference

EN2PWR-
IVd-
e10.1-
11.1 Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a words
and the
Who, What
and Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-
IVf-g1.16 IVf-15 4.1 Read
Create and Read phrases,
participate 2syllable sentences
in oral words and stories
dramatic consisting consisting
activities of short e
of short e,
and a
(basket, a, and i
6 words and
magnet, ..
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression

K to 12 English Curriculum Guide May 2016 Page 50 of 321

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 K to 12 BASIC EDUCATION CURRICULUM

Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEE
Oral Listening Reading Writing/ Phono Book and Alphabet Phonics F S G Vocabulary A Study
K Language Compre Compre Compo logical Print Knowledge and Word Develop Strategy
Recognitio Fluency Spelling Grammar Attitude
hension hension sition Awareness Knowledge ment
n
EN2LCIVg EN2PWR- EN2F- EN2GIVg- EN2VIVg-
-3.15 IVg-h-16 IVg-j-4.2 h-7 21 Give
Recognize Read short Read Prepositio the
the i words in phrases, ns meaning of
difference CVC EN2G- short i
sentences
between pattern IVg-i-7.3 words
and
“made-up” (pin, big, Use the
stories
and “real” most
fit consisting
in) texts frequently
. . .) of occurring
listened to 2syllable prepositio
EN2PWR- short e, a, n (e.g. on,
IVg-h-2.8 and i over,
7 Match words and under, to,
pictures some from,
with short i sight above,
words words etc.)
with
EN2PWR- appropriat
IVh-17.2 e speed,
Differentia accuracy
t e and and
read proper
correctly expressio
the short n
e,
EN2OL- EN2LC- EN2V- EN2SSIVh
a and i
IVh-j-1.6 IVh-3.1 IVh-j-22 -1.2
words Interpret
Dramatize Identify Give the
familiar (pan- meaning of pictographs
important
8 stories, details in
pen- pin, 2-syllable
rhymes bagbeg- words with
expository EN2G-
and big) short e , a
text IIIi-j-5 ;
poems and i
listened Adjective sounds
9 EN2LC- EN2PWR- s
IVi-j-2.6 IVi-14.1
Retell Write the
EN2G-
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 K to 12 BASIC EDUCATION CURRICULUM

and/or names of IIIi-j-5.1

reenact pictures Describe
events with the people,
from a short a, e objects,
story and i things and
words.
places
EN2LC- using
IIa-j-1.1 EN2PWR- simple
Listen to a IVi10.1.1 adjectives
variety of - Read (color,
media phrases, shape,
including short size,
books, sentences
audiotapes

Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Oral Listening Reading Writing/ Phono Book and Alphabet Phonics and S G Vocabulary A Study
logical Word
F Fluency
Language Compre Compre Compo Print Knowledge Spelling Grammar Develop Attitude Strategy
hension hension sition Awareness Knowledge Recognition ment
videos and and short height,
other stories weight,
ageappropriate consisting of length,
publications short e, a distance,
and etc.)
and i words
a. Note
and the
importa nt
Who, What
details
pertaini ng and Where
to a. questions
about them

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 K to 12 BASIC EDUCATION CURRICULUM

charact EN2PWR-
er b. IVj-15.2
settings c. Read
events 2syllable
b. Give the words
correct consisting of
sequen short a, e
ce of three and i words
events (pigpen,
magnet . .
.)

c. Infer the EN2PWR-

charact er
IVj-2.8
feelings
Match the 2-
and syllable
10 traits words with
d. Identify the correct
cause pictures
and/or
effect of
events EN2PWR-
IVj-18
e. Identify
Write
the
correctly the
speaker in 2syllable
the words that
name the
pictures

EN2PWR-
IVj-

Learning Competencies

WEEK OL LC RC WC PA BPK AK PWR V SS

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

Grade 2 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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OL – Oral Language

1Q

Talk about oneself and one’s family EN2OL-If-j-1.3 2 BEAM ENG1 Module 1 – Expressions. 2009.
. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
K to 12 English Curriculum Guide May 2016 Page 54 of 321
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 K to 12 BASIC EDUCATION CURRICULUM

3
.
4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
5. BEAM ENG2 Module 5 – Getting the Main Idea.
6. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
7. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 1. Lesson 34.
9. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
10. *English Expressways 1. 2010. pp 16-29.
11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-g-1.3.1
2. *English Expressways 1. 2010. pp 16-25.
Talk about one’s environment (e.g. persons, animals, 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
EN2OL-Ih-j-1.3.2
places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations (polite 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
expressions, greetings, seeking directions, apologizing, 2. BEAM ENG1 Module 1 – Expressions. 2009.
asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2OL-Ia-e-1.5 4. BEAM-DLP3 Module 15 – Using Courteous Expressions. 2009.
5. UnionBank English 2. Unit 1. Lesson 17.

6. *English Expressways 1. 2010. pp 3-6, 7-8 66-68.

7. English (Learner’s Material) 2. 2013. pp 51-52.

2Q

Talk about oneself and one’s family 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
EN2OL-IIa-e-1.3 6. BEAM ENG 3 Module 5 – Noting Details.

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 K to 12 BASIC EDUCATION CURRICULUM

7. UnionBank English. Grade 2. Unit 1. Lesson 34.

8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.

9. *English Expressways 1. 2010. pp 16-29.

10. *English for You and Me 3 (Reading). 2011. pp 41-42.
 Talk about one’s activities/responsibilities at 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
home and in school and community EN2OL-IIa-b-1.3.3 2. UnionBank English. Grade 2. Unit 2. Lesson 2.
3. *English for You and Me 3 (Reading). 2011. pp 41-42.

 Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN2OL-IIc-d-1.3.4 3. BEAM ENG2 – Perceiving Relationships. 2009.
4. *English for You and Me 3 (Reading). 2011. pp 41-42.

Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.

EN2OL-IIf-1.17.2
2. BEAM ENG1 Module 1 – Expressions. 2009.
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIg-3.6 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.

5. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.

6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.

7. *English Expressways 1. 2010. pp 9.

8. English (Learner’s Material) 2. 2013. pp 299-306.

Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.

EN2OL-IIh-1.17.1
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIi-j-1.6 2. BEAM ENG2 Module 4 – Rhymes. 2009.

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 K to 12 BASIC EDUCATION CURRICULUM

3. *English for You and Me 3 (Reading). 2011. pp 48.

3Q

Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
EN2OL-IIIc-d-1.2
poems, rhymes and stories with repeated patterns and Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IIIg-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.

Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIIh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
4Q

Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
poems, rhymes and stories with repeated patterns and EN2OL-IVc-d-1.2 Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IVf-g-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.

Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IVh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
LC – Listening Comprehension

1Q

Listen to a variety of media including EN2LC-Ia-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other age- 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 59-62, 127-128, 315-318,
p. Predict possible ending of a story read 364-367, 408-410.
q. Relate story events to one’s experience 1 English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events 2. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution 1
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 K to 12 BASIC EDUCATION CURRICULUM

3.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
t. Retell a story listened to

Follow a set of verbal two-step directions with picture 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig-3.16 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.

6. English (Learner’s Material) 2. 2013. pp 299-306.

2Q

Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes
publi videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
c ations and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
a. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIa-j-1.1
b. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
c. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
d. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
e. Predict possible ending of a story read 410-412.
f. Relate story events to one’s experience 1 English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
g. Discuss, illustrate, dramatize specific events 2. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
h. Identify the problem and solution 1
i. Retell a story listened to 3.
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
EN2LC-IIc-2.1 4. UnionBank English. Grade 2. Unit 1. Lesson 30.
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 K to 12 BASIC EDUCATION CURRICULUM

5. UnionBank English. Grade 2. Unit 3. Lesson 8.

6. *English Expressways 1. 2010. pp 202-208, 212-217.

Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2LC-IIh-i-2.1 4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.

6. *English Expressways 1. 2010. pp 202-208, 212-217.

7. Let’s Begin Reading in English 2. 2013. pp 24-27.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
3Q
Listen to a variety of media including 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other age- 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIIa-j-1.1
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
Recognize the difference between “made-up” and “real” EN2LC-IIIf-g-3.15 1. UnionBank English. Grade 2. Unit 3. Lesson 11.

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 K to 12 BASIC EDUCATION CURRICULUM

in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.

Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2LC-IIIi-j-2.6

4Q

Recognize the difference between “made-up” and “real” 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
in) texts listened to 2. English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
Listen to a variety of media including 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other age- 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events EN2LC-IIa-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.

LEARNING COMPETENCY
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r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
RC – Reading Comprehension
3Q

Identify the basic sequence of events and make relevant EN2RC-IIId-e-2.4 1 BEAM ENG2 – Sequencing Events. 2009.
predictions about stories . *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
2
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 K to 12 BASIC EDUCATION CURRICULUM

.
Answer questions to clarify understanding before, during *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72, 78-80,
EN2RC-IIIf-h-2.17
and after reading 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
4Q

Give the sequence of three events in stories read 1 BEAM ENG2 – Sequencing Events. 2009.
. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
EN2RC-IVc-3.1.3
2
.
Infer/ predict outcomes 1 *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
. Let’s Begin Reading in English 2. 2013. pp 196-197.
EN2RC-IVd-2.8
2
.
Use clues to make and justify predictions before, during *English for You and Me 3 (Reading). 2011. pp 138.
EN2RC-IVe-2.16
and after reading (titles, pictures,)
WC – Writing/ Composition

4Q

Participate in generating ideas through prewriting

EN2RC-IVa-c-1
activities
a. drawing EN2RC-IVc-1.3 *English for You and Me 3 (Reading). 2011. pp 13-14, 21-22.

PA - Phonological Awareness

1Q

Classify/Categorize sounds heard (animals, mechanical, 2. BEAM ENG1 Module 3A – Sounds like Science.
objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
4 Let’s Begin Reading in English 2. 2013. pp 275-276.
.
Discriminate sounds from a background of other sounds EN2PA-Id-e-1.2 1 BEAM ENG1 Module 3A – Sounds like Science.
.
Recognize same/different sounds EN2PA-If-1.2.1 2 *English Expressways 1. 2010. pp 52-53, 62-65, 98-99.
.
Distinguish rhyming words from non-rhyming words EN2PA-Ig-2.3 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
3 *English Expressways 1.2010. pp. 51.

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 K to 12 BASIC EDUCATION CURRICULUM

.
4 English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
.
5 Let’s Begin Reading in English 2.2013. pp 49-56.
.
Supply words that rhyme with given words EN2PA-Ih-2.4 1 BEAM ENG1 Module 5 – All About Rhymes 2009.
.
Supply rhyming words in response to spoken words EN2PA-Ii-j-2.4 1 BEAM ENG1 Module 5 – All About Rhymes 2009.
.
2Q

Distinguish rhyming words from non-rhyming words 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
3. BEAM ENG2 Module 4 – Rhymes. 2009.
4 *English Expressways 1.2010. pp. 51.
EN2PA-IIf-2.3 .
5 English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
.

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6. Let’s Begin Reading in English 2.2013. pp 49-56.

Supply words that rhyme with given words EN2PA-IIg-h-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.

Supply rhyming words in response to spoken words EN2PA-IIi-j-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.

3Q

Produce speech sounds (sounds and letter names) EN2PA-IIIc-e-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds

4Q

Produce speech sounds (sounds and letter names) EN2PA-IVc-d-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds

BPK – Book and Print Knowledge

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 K to 12 BASIC EDUCATION CURRICULUM

1Q

Recognize the common terms in English relating to part EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
of book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-Id-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-Ig-h-4
of book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
b. top to bottom EN2BPK-Ii-j-5
c. return sweep

2Q

Recognize the common terms in English relating to part BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIb-c-4
of book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-IId-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
of book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right EN2BPK-IIi-j-5
b. top to bottom
c. return sweep
3Q

Identify the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
book (e.g. cover, title page, etc.)
4Q

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 K to 12 BASIC EDUCATION CURRICULUM

Identify the common terms in English relating to part of EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.

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book (e.g. cover, title page, etc.) book orientation

AK – Alphabet Knowledge

1Q

Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Ih-j-2
Tongue/Filipino and vice-versa
2Q

Identify letters in English that are not present in Mother EN2AK-IIc-e-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Tongue/Filipino and vice-versa
Identify the name and sound of each consonant EN2AK-IIa-e-3 Let’s Begin Reading in English 2.2013. pp 11, 23.

Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Iif-j-2
Tongue/Filipino and vice-versa
3Q

Give the beginning sound of each consonant (m,s,f,t,h) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-1.1 2. *English Expressways 1. 2010. pp 62-65, 69-71, 80-83, 92-95.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.

Give the beginning sound of each consonant 1. BEAM ENG2 Module 1B – Critical Speech Sounds
(c,r,n,b,g,p) EN2AK-IIIb-1.2 2. *English Expressways 1. 2010. pp 52-53, 62-65, 84-85, 96-99.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.

Give the beginning sound of each consonant 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
(d,j,w,v,z,y) EN2AK-IIIc-1.2 2. *English Expressways 1. 2010. pp 52-53, 69-71, 86-87, 101-103.
3. English (Learner’s Material). Grade 2 2013. pp. 19.

Name the pictures that begin its name with a particular BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-1.2
consonant

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 K to 12 BASIC EDUCATION CURRICULUM

Give the beginning consonant sound of the name of each BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-4
picture
PWR – Phonics and Word Recognition

3Q

Read words with short /e/ sound in CVC pattern (e.g. 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pen, men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

Read short phrases consisting of short /e/ words and EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
some sight words
Read short phrases and sentences consisting of short /e/ EN2PWR-IIIg-h-11 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
words and the sight words
Read a short story consisting of short /e/ words and sight 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words EN2PWR-IIIi-j-12 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. *Unionbank Student’s Work Text 2. 2013. pp 11.

4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

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5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

4Q

Read short /a/ words in CVC pattern (cat, man, bag) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVa-c-1 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 32-38.

Differentiate and read correctly the short /e/ and /a/ 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.

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 K to 12 BASIC EDUCATION CURRICULUM

4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

Read short /i/ words in CVC pattern (pin, big, fit . . .) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVg-h-16 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 43-50.

S - Spelling

3Q

Spell words with short e sound in CVC pattern EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

Spell words with short e and a sound in CVC pattern EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

4Q

Spell words with short e and a sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

Spell words with short e, a and i sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

Spell 2-syllable words with short e, a and i sound in CVC 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
(see PWR) EN2S-IVa-e-3.1 8. *Unionbank Student’s Work Text 2. 2013. pp 11.
9. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
10. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
G - Grammar
1Q
Sentences EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.
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 K to 12 BASIC EDUCATION CURRICULUM

a. Recognize sentences and non-sentences EN2G-Ia-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
b. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2G-Ib-c-1.4 2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.

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c. Recognize different kinds of sentences English (Learner’s Material) 2. 2013. pp 426-429, 459-461.
EN2G-Id-e-1.3
(declarative, interrogative)
Nouns 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-If-g-2
2. Let’s Begin Reading in English 2.2013. pp 29-41.
Recognize names people, objects, things and places (e.g. *English Expressways 1.2010. pp 224-225, 231-235, 253-254, 258.
names of animals, fruits, objects in songs, stories,
EN2G-If-g-2.1
poems, nursery rhymes, pictures, realia and other ICT-
based materials)
Recognize nouns in simple sentences 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-Ih-2.4
2. Let’s Begin Reading in English 2.2013. pp 29-41.
Recognize the use of a/an + noun EN2G-Ii-9.2 BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.

2Q

Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.

EN1G-IIa-e-3
2. English (Learner’s Material) 2. 2013. pp 149-151.
Recognize common action words in retelling, EN1G-IIa-e-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
conversation, etc.
Adjectives EN2G-IIf-j-5 English (Learner’s Material) 2. 2013. pp 279-281.

Recognize descriptions of people, objects, things and English (Learner’s Material) 2. 2013. pp 292-294.
EN2G-IIf-j-5.1
places (color, shape, size, height, weight, length,
distance, etc.)
3Q

Sentences EN2G-IIIa-c-1 English (Learner’s Material) 2. 2013. pp 173-174.

Distinguish sentences from non-sentences EN2G-IIIa-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.

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 K to 12 BASIC EDUCATION CURRICULUM

Use different kinds of sentences: declarative (telling) and BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
interrogative (asking)
Recognize punctuation marks (period, question mark) 1. BEAM ENG1 Module 7 – Personal Idea.
EN2G-IIIc-1.6 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
3. English (Learner’s Material) 2. 2013. pp 377-378.

Use common nouns in simple sentences EN2G-IIId-2.4

Use the use of a/an + noun 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IIIf-9.2
2. *English Expressways 1. 2010. pp 147-151.
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3
2. English (Learner’s Material) 2. 2013. pp 149-151.
Identify action words EN2G-IIIg-3.1

Use common action words in retelling, conversations, etc. EN2G-IIIh-3.4 English (Learner’s Material) 2. 2013. pp 152-153.

4Q

Pronouns 1. *English Expressways 1. 2010. pp. 85-87, 127.

EN2G-IVa-f-4
2. English (Learner’s Material) 2. 2013. pp 106-110.
Use personal pronouns (e.g. I, you, he, she, it, we, they) EN2G-IVa-b-4.2.1 2. BEAM ENG1 Module 7 – Personal Idea.
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in dialogues 3. *English Expressways 1.2010. pp 116-119, 122-125, 129-130.

4. English (Learner’s Material) 2. 2013. pp 111-115.

5. Let’s Begin Reading in English 2. 2013. pp 113, 173-176.

Use demonstrative pronouns (this/that, these/those) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2G-IVc-d-4.2.3 3. *English Expressways 1. 2010. pp 38-41.
4. Let’s Begin Reading in English 2. 2013. pp 233-245.

Prepositions EN2G-IVg-h-7 1. English (Learner’s Material) 2. 2013. pp 307-310.

Use the most frequently occurring preposition (e.g. on, 1. English (Learner’s Material) 2. 2013. pp 307-310, 320-322.
EN2G-IVg-i-7.3
over, under, to, from, above, etc.)

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 K to 12 BASIC EDUCATION CURRICULUM

V – Vocabulary Development

Give the meaning of words used in stories presented 1. *English for You and Me 3 (Reading). 2011. pp 3, 37, 39, 44.
EN2V-IIIa-b-13.1
through real objects, illustrations, demonstration and
context clues
Recognize that some words mean the same (synonyms) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2V-IIIc-13.1 3. BEAM ENG2 Module 4 – Rhymes. 2009.
4. English (Learner’s Material) 2. 2013. pp 336-339, 404-407.

Recognize that some words have opposite meaning 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
(antonyms) EN2V-IIIc-d-13.2 2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
3. BEAM ENG2 Module 4 – Rhymes. 2009.

4Q

SS – Study Strategy

1Q

Engage in a variety of ways to share information (e.g. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2SS-Ia-e-1.2 EN2SS-
role playing, reporting, summarizing, retelling and show
If-j-1.2
and tell)
2Q

Engage in a variety of ways to share information (e.g. EN2SS-IIa-e-1.2 English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
role playing, reporting, summarizing, retelling and show EN2SS-IIf-j-1.2
and tell)
3Q

Follow instructions orally given EN2SS-IIIa-d-1.1 English (Learner’s Material) 2. 2013. pp 299-306.

4Q

Arrange words alphabetically by the 1st letter EN2SS-IVa-b-2

Interpret simple maps of unfamiliar places, signs and 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
EN2SS-IVc-d-3
symbols
Interpret pictographs EN2SS-IVh-1.2 1. Let’s Begin Reading in English 2. 2013. pp 311-313.

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 K to 12 BASIC EDUCATION CURRICULUM

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
Grade Level Standards
structure in oral and written communication, and reads with comprehension

Content Standard Performance Standard

Domain
The learner… The learner…
uses speaking skills and strategies appropriately to communicate ideas in
demonstrates understanding of speech cues for clear expression of ideas
varied theme-based tasks
Oral Language
demonstrates understanding of processes and information in text for
creatively presents information in varied ways
articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
Fluency
intonation and vocal patterns as guide for fluent reading and speaking accurately and fluently reads aloud literary and informational texts
Listening demonstrates understanding of different listening strategies to uses information from texts viewed or listened to in preparing logs and
Comprehension comprehend texts journals
uses word recognition techniques to read and understand words that
demonstrates understanding of processes in sight word recognition or
Phonics and contain complex letter combinations, affixes and contractions through
phonic analysis to read and understand words
Word theme-based activities
Recognition demonstrates understanding of familiar sight and irregularly spelled words uses familiar sight and irregularly -spelled words in meaningful oral and
for automatic recognition written tasks

Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words

demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
Reading demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Comprehension texts for creative interpretation activities

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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates understanding of paragraph development to identify text

types identifies correctly how paragraphs/ texts are developed

Writing and demonstrates understanding of sentences and paragraphs in expressing

Composition ideas composes three-to-five sentence paragraph

Content Standard Performance Standard

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

Learning Competencies

WEEK LC RC PWR
WC F G V A
OL Phonics and SS
Listening Reading Writing/ Vocabulary
Oral Language Word Recognition Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition Develop ment
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will read forms of b-7 Review 3.5.1 Sentences Give the Participate/eng Arrange words
should be simple with a different
conversations knowledge reading and Read grade 3 meaning of age in a
controlled
1 with peers in a based on the composition as writing short level texts words used in readalong of first letter in
depending on the EN3G-Ia-1.1
variety of stories to be PWR lesson.)
a response to e, a and i consisting of 2- stories texts (e.g. alphabetical
Distinguish
read stories/ poems words syllable words listened to poetry, order
school settings sentences from
listened in CVC pattern with short repetitive text)
Read simple non-sentences

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 K to 12 BASIC EDUCATION CURRICULUM

EN3OL-Ib-3.6 Listen to a sentences and to vowel sound EN3G-Ib-1 EN3SS-Ia-6

Express ideas variety of levelled stories EN3PWR- with at least Sentences EN1V-Ib-23 Monitor and self-
in a literary and and EN3WC-Ia-j- Ibd-19 Read 95-100% Show correct one’s
conversational expository texts EN3RC-I0-2.2 words with accuracy EN3G-Ib-1.4 understandin comprehension
4
manner EN3LC-Ia-j- a. note details short o Construct g of meaning by scanning
a. draw and
2.1 regarding write sounds in CVC EN3F-Ia-j- simple of short o and skimming
EN3OL-Ib- a. note character, sentences pattern and 1.10.1 sentences words
1.19 important setting and about one’s phrases and through EN3SS-Ia-
Read aloud
details plot drawing sentences drawing, e1.1 Follow
Express one’s from familiar EN3G-Ib-
EN3LC-Ia-j- EN3RC-I0- containing actions, and instructions
ideas by EN3WC-Ia-j- prose and 1.4.1
2 presenting a 2.7 2.10 these words poetry using them in given orally
5 Use a
b. sequence b. sequence 3 Consisting of sentences
skit b. a note of declarative
at least 3 events EN3PWR- Long vowel
advice sentence
events (Note: different Ibd-19.1 words with
EN3WC-Ia-j-
using comprehension Recognize fluency,
6 EN3G-Ib-
signal skills may recur in more common appropriate
c. Thank you 1.4.1.1
words different sight words in rhythm, pacing
letter Differentiate a
EN3LC-Ia-j- quarters) order to read and intonation
EN3WC-Ia-j- declarative
2.6 simple phrases
7 from an
c. retell some
d. descriptive

Learning Competencies
LC RC WC PWR V
WEEK OL Listening Reading Writing/ Phonics and F G Vocabulary A SS
Oral Language Compre hension Comprehension Composition Word Recognition Fluency Grammar Develop ment Attitude Study Strategy
and Spelling

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 K to 12 BASIC EDUCATION CURRICULUM

parts of the paragraph and sentences interrogative

story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits Construct
g. a short
of declarative and
characters paragraph,
interrogative
EN3LC-Ia-j- etc.
sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
g. draw
EN3OL-Ic-1.3 EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
conclusions
Share relevant 2.1 Identify an Show
information Describe imperative understandin
Listen to poems g of meaning
literary sentence
and EN3LC- of short u
Ic- elements of
EN3G-Ic-1.3 words
2.18 texts including
through
3 a. identify the characters Use different
drawing,
rhyming setting and plot kinds of actions, and
words sentences (e.g. using them in
EN3LC- declarative, sentences
Ic3.11 give interrogative,
a simple exclamatory,
paraphrase imperative)
4 EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
specific/signific Read aloud
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 K to 12 BASIC EDUCATION CURRICULUM

ant events short

EN3G-Id-1.6

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

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 K to 12 BASIC EDUCATION CURRICULUM

speed and nouns by correctly in

EN3PWR- correct adding /s/ or sentences
Igh-20.1 Read intonation /es/ (e.g., dog,
2syllable dogs; wish,
phrases,
words wishes)
sentences and
consisting of
8 short stories short e to u
consisting of words
short vowel
words and the
questions
about them
EN3OL-Ii-j- EN3PWR-Ii15 EN3G-Ii-j-2.4
9
1.10.3 Use plural from
Learning Competencies

WEEK LC RC WC PWR V
OL Listening Reading Writing/ Phonics and F G Vocabulary A SS
Oral Language Compre hension Comprehension Composition Word Recognition Fluency Grammar Develop ment Attitude Study Strategy
and Spelling
Connect Read 2-syllable of frequently
information words occurring
heard to consisting of irregular nouns
personal short e to u (e.g. children,
experience sound (basket, feet, teeth)
hotdog,
sunset, etc.)
EN3PWR-Ij-
21
Read phrases,
sentences and
short stories
10
consisting of
2syllable words
and the
questions about
them

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 K to 12 BASIC EDUCATION CURRICULUM

2nd Quarter: Continuation of Beginning Literacy

Learning
Competencies
WEEK OL LC RC WC PA PWR V SS
Oral Listening Reading Writing/ Phonological Phonics and F S G Vocabulary A Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIaj- EN3S- EN3G-IIa- EN3V- EN3A- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 3.5.1 IIab-4 c-3 IIab-5 IIab-1 IIab-1.1
1 1.17.2 Follow a set they will Participate in Show how Read words Read Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should generating spoken with initial grade 3 to- two understan engage in words with
questions three-step be ideas consonant level texts syllable di ng of a read- the same
words are EN3G-
directions controlled through blends (l, r consisting words with meaning along of first letter
represente IIab-3.4
with picture depending prewriting and s of 2- consonant of texts (e.g. but a
d by Use the
cues on the PWR activities blends) syllable blends (e.g. words with poetry, different
written beverbs
a. EN3PWR- words with pl, tr) initial repetitive second
lesson.) letters that (am, is,
EN3WCII IIa-b-23 long vowel consonant text) letter in
EN3LC- are was,
are sound with alphabeti
2 IIc-e-1.1 a-1.1 followed by were) blends
EN3RC- arranged at least cally order
Activate brainstor short vowel correctly in through
IIa-b-2.19 in a 95-
prior ming sounds (e.g. sentences drawing,
Rereads, specific 100%
actions,
order accuracy

Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Oral Listening Reading Writing/ Phonological Phonics and Vocabulary Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
hension hension Recognition
knowledge monitors b. EN3WCIIb black, frog, EN3F-IIaj- and using
based on and -1.2 step) 1.10.1 them in
new selfcorrect webbing Read aloud sentences

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

share based from with initial accuracy, with simple understandi

experiences, texts and final speed and consonant present and ng of
film viewed viewed/ consonant proper digraphs ch past tense meaning of
and story listened to digraph ch phrasing and sh words with
read/listene sentences consonant
d to as EN3LC-IIi- and stories digraphs ch
springboard with words through

Learning Competencies

WEEK OL LC RC WC PA PWR V SS
Oral Listening Reading Writing/ Phonological Phonics and F S G Vocabulary A Study
Language Compre Compre Composition Awareness Word Fluency Spelling Grammar Development Attitude Strategy
hension hension Recognition
for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G- EN3V-IIi-
IIij-3.2.2 j5.3
9 Use verbs Show
in simple understandi
future tense ng of

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 K to 12 BASIC EDUCATION CURRICULUM

j-3 IIi-j-22.1 4.4.2 Read 4.3 meaning of

Retell Read with Spell words words with
familiar phrases, accuracy, with initial consonant
stories to sentences speed and and digraphs sh
other and short proper finalconsona through
stories nt blends drawing,
children phrasing
consisting of and actions,
sentences
words with consonant and using
consonant and stories them in
digraphs
digraph ch with words sentences
and sh and consisting
10 of l ch and
other words
previously sh
studied and wordsand
EN3RC-
the other words
IIi-j-2.10
questions previously
Sequence a
about them studied with
series of
events in a speed,
literary accuracy
selection and proper
phrasing

3rd Quarter: Developing Reading and Writing

WEEK Learning Competencies
OL Oral LC RC WC PWR F S G Grammar V A SS
Language Listening Reading Writing/ Phonics and Fluency Spelling Vocabulary Attitude Study Strategy
Comprehension Comprehension Composition Word Development
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 K to 12 BASIC EDUCATION CURRICULUM

Recognition
EN3LC-IIIab- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIad- EN3G- EN3V-IIIa-7 EN3A-IIIa- EN3SS-
2.1 text that they IIIa-1 IIIa-b-5 1.6 4 IIIab-4.2.1 Recognize 7 Identify IIIa1.3 Get
Recall details will read Participate in Read words Read grade Spell words Use some words favorite information
1 from texts should be generating with long a 3 level texts that were demonstrati represented authors from index
viewed/ controlled ideas through sound (long a consisting of introduced ve by common and and table of
listened to depending on ending in e) words with during word pronouns abbreviations stories
prewriting contents
the PWR long vowel recognition (this,/that, (e.g. Mr.
activities
EN3LC- lesson.) sound with at these/those) Ave., Oct.)
EN3WC- least 95- EN3A-IIIb- EN3SS-IIIb-
IIIb2.19
IIIb-c-3 c-2.9 Take i-1.2
Identify EN3RC-IIIa 100% EN1V-IIIac-
Write at least part in Engage in a
possible 2.7.1 accuracy 13.1,13.2
three creative variety of ways
solutions to Identify Give the
sentences responses to to share
problems EN3F-IIIaj- synonyms
several stories like
from various 3.5.1 Read and antonyms information
effects based preparing
EN3LC-IIIb- familiar grade 3 level of somewords (e.g. role
on a given logs, journal
4 cause sources texts and other playing,)
Infer print consisting of EN1V-IIIaj- oral reporting,
sources 2-syllable 25 Show presentations summarizing,
EN3RC-IIIa
words with understandin retelling and
2.11 Make
long vowel g of meaning show and tell
EN3LC-IIIcd- inferences
sound with at of long vowel
2.5 and draw
least 95- words (a, i,
Validate ideas conslusion
100% o, and u)
2 made after s based on
accuracy through
listening to a texts
drawing,
story (pictures, title
actions, and
and content EN3F-IIIaj- using them in
EN3LC- words) 1.10.1 Read sentences
IIIa-j-1.1 aloud from
Activate prior EN3RC-IIIa familiar prose EN3V-IIIbd-
knowledge 2.13 and poetry 13
based on new Distinguish Consisting of Increase
knowledge fact from Long vowel vocabulary
formed opinion words with through
fluency, Synonyms
EN3LC-IIIaj- EN3RC- appropriate (e.g.
2 IIIa-b-2.13 rhythm, quick/fast)
Activate prior Identify cause pacing and
knowledge
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 K to 12 BASIC EDUCATION CURRICULUM

Learning Competencies

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

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 K to 12 BASIC EDUCATION CURRICULUM

Engage in believe Read words

discussions EN3LC- with long o EN3G-IIIfg-
about specific IIIaj-2.8 sound (long a 5 EN3A-
topics e. infer ending in e) Adjectives IIIfg-1
EN1OL- feelings EN3RC- EN3PWR- EN3S-IIIg- Express
IIIg-h-3.2 and traits IIIg-j-2.5 IIIg-26.1 j-2.5 Use EN3G- feelings,
Ask and Use different Read capitalization IIIfg-5.3.1 opinions
7 respond to sources of sentences, Use through
EN3F-IIIg- descriptive journals,
EN3V-IIIgh- logs etc.
13.7

Learning Competencies

LC RC WC PWR V
WEEK OL Oral Phonics and S A SS
Listening Reading Writing/ F Fluency G Grammar Vocabulary
Language Word Spelling Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
questions of information in stories and j-1.11 rules in word adjectives Homographs
about characters reading poems Observe the and sentence (e.g.,
informational EN3LC-IIIaj- consisting of use of level (e.g. readread)
texts listened 2.16 Read simple long o words punctuations proper and
to f. identify sentences And questions including common
(environment, cause and and levelled about them commas, nouns,
health, effect stories and EN3WC- EN3PWR- periods and beginning
howto’s, etc.) EN3LC- EN3RC- IIIh-2.4 IIIh-26.2 question words in
IIIa-j-2.17 III0-2.2 a. Complete Read words marks to sentences)
g. draw note details patterned with long u guide reading
8 conclusions regarding
poems using sound (long a for fluency
character,
appropriate ending in e)
EN3LC-IIIe- setting
and plot rhyming
f-2.4
EN3RC-III0 words
Propose
9 EN3OL-IIIij- several -2.10 EN3PWR-
1.9 predictions b. sequence IIIi-26.3
Compare and about Read words
3 events
contrast texts/stories (Note: with long a, i,
information listened to different o, and u and EN3V-IIIi-j-
heard comprehension phrases,
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 K to 12 BASIC EDUCATION CURRICULUM

skills may recur sentences 13.7

EN3LC- in different and stories Hyponyms-
IIIgh-3.15 quarters) containing type of (e.g.
Determine these words. guava - type
whether a EN3PWR- of fruit)
story is IIIj-27
realistic or Read
fantasy sentences,
stories and
EN3LC-IIIij- poems
3.7 consisting of
10 Identify and long u words
use the and questions
elements of about them
an
informational/ EN3PWR-
factual text IIIj-15
heard Read 2syllable
words
Learning Competencies

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

4th Quarter: Developing Reading and Writing

Learning Competencies

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

K to 12 English Curriculum Guide May 2016 Page 84 of 321

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 K to 12 BASIC EDUCATION CURRICULUM

EN3OL- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V- EN3A- IVa – EN3SS- IVa
1 IVae-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 Read b-4 IVab-13.6 c-7 -1.3
Present Identify and will read Write a Read words grade 3level Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 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. controlled (pail), ay words with during word homonyms
an stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) EN3SS- IVab
2 show and tell, factual text the PWR digraphs and
radio diphthongs -1.2.3
heard lesson.) EN3V-IVa-j-
play/podcast/ with at least Interpret
12.3 Use simple maps
broadcast/ 95-100%
EN3LC- IVb clues from of places
reporting/ EN3RC- accuracy
-3.7.1 the context
poster IVab-2.13 EN3PWR- EN3SS-
Informational to figure
presenta Identify cause IVc-2 IVcd-1.2.7
EN3F-IVc-d- out what
tions) Reports
and effect Match words, 1.4 words Interpret a
(School
phrases and Read aloud mean pictograph
events,
EN3OL-IVa- EN3RC- IVa sentences from familiar
sports,
j-5 –b-2.14 containing prose and
projects) EN3V-IVa-j-
Engage in a Show these words poetry with 12.3
3 variety of understandin
with pictures fluency, Determine
EN3LC-IVc- appropriate
ways to share g of a story what words
3.7.2 rhythm,
information by present EN3PWR- mean based
Three-step pacing and
(e.g. role ing them in IVc-28 on how they
directions intonation
playing,) through Read stories are used in a
EN3LC- IVd
reporting, containing sentence
-3.7.3 dramatization
summarizing, these words EN3F-IVa-j-
Conversations

Learning Competencies
PWR
WEEK LC RC WC V
OL Oral Phonics and S G A SS Study
Listening Reading Writing/ F Fluency Vocabulary
Language Word Spelling Grammar Attitude Strategy
Comprehension Comprehension Composition Development
Recognition
retelling and , role playing and other 3.5.1
show and tell EN3LC-IVa- etc. words Read grade 3
(depending j-1.1 previously level texts
on th e Activate prior Read simple learned consisting of 2-
selection

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 K to 12 BASIC EDUCATION CURRICULUM

presented) knowledge sentences EN3PWR- syllable words EN2S-IVd-f- EN3A-IVd-f-

based on new and levelled IVd-e-22 with long vowel 5 2.9
4 knowledge stories and and 29 sound with at Spell some Take part in
formed EN3RC-I0- Read words least 95- irregularly - creative
EN3OL-IVa- EN3LC-IVa- 2.2 with vowel 100% spelled words responses to
j-3.2 Ask
j-2 a. note digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
and respond
Activate details and ee and said, please, preparing f -1.2.2
to questions
prior regarding EN3F-IVa-j- because) Interpret
about phrases, logs, journal
knowledge character,
5 informational sentences 1.10.1 and other oral simple
based on the setting
texts and stories Read aloud from presentations tables
stories to be and plot
listened to containing familiar prose
read. Listen EN3RC-I0 -
(environment, these words. and poetry
to a variety 2.10
health, Consisting of
of literary b. sequence EN2WC-IVf- EN3PWR-
howto’s, etc) Long vowel
and j-2.3 IVf-g-8 EN3V-IVf-
3 events words with
6 expository (Note: Make a Read words
EN3OL-IV fluency, g13.6 Use
texts different card for with vowel appropriate homonyms
a-j-1.9 EN3LC-IVa- comprehension various digraphs rhythm, pacing correctly
Compare and j-2.1 skills may recur occasions oo(food), oa EN3S-IVg-i- EN3G-IVg-7 EN3A-IVg-i- EN3SS-
and (meat- meet,
contrast a. note in different (birthday, (road) intonation 2.5 Prepositions road, -rode) 6 IVgh -1.2.1
information important quarters) Christmas, Use Take books Interpret a
heard details New Year, EN3PWR- capitalization from home to bar graphs
EN3F-IVa-j- EN3G-IVgh- EN3V-IVg-i-
EN3LC-IVa- EN3RC etc) IVg-2 rules in word
1.8 Read 7.3 Use the 9 school or vice-
j-2.7 -IVcd-1.2 Match words, with and sentence most versa for
Interpret Use known
b. sequence phrases and level (e.g. frequently independent /
simple maps automaticity words to
at least 3 sentences proper and occurring
of unfamiliar 100 2nd and perform shared extra
7 events containing common prepositions(e
places, signs 3rd grade artistic reading
using these words .g. towards,
and symbols highfrequency nouns, theme-based
signal with pictures beside,, into,
/ beginning activities(e.g.
words etc.)
sight words words in interviews,
EN3LC-IVa- EN3PWR- sentences) telephone
j-2.6 EN3RC IVe- IVg-28 EN3F-IVa-j- conversation,
c. retell g-1.2 Read stories role-play,
some Interpret containing etc.) using
parts of pictographs common sight

WEEK Learning Competencies

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 K to 12 BASIC EDUCATION CURRICULUM

PWR
LC RC WC V
OL Oral Phonics and S G A SS Study
Listening Reading Writing/ F Fluency Vocabulary
Language Word Spelling Grammar Attitude Strategy
Comprehension Comprehension Composition Development
Recognition
the story these words 1.11 Use words
EN3LC-IVaj- and other punctuations
3.15 words including
d. differentia previously commas,
t e real learned periods and
from question
make- marks to
8 believe EN2PW- guide reading EN3V-Ih-i26
IVh-i-6 for fluency Show
EN3LC-IVa- EN3G-IVh-
Read words understandin
j-2.8 5.6
with vowel EN3F-IVi-j5 g of the
e. infer Give the
diphthongs meaning of
feelings Read poems synonyms
EN3RC - Oy (boy), oi words with
and traits with fluency, and antonyms
IVh-j-1.2 (boil), ou vowel
of appropriate of common
Interpret (out) rhythm,pacin diphthongs by
characters adjectives

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 K to 12 BASIC EDUCATION CURRICULUM

EN3LC-IVaj- simple graphs Ow (bow) g and EN3G-IVi- using them in

2.16 and tables intonation j5.2 Use the correct
f. identify EN3PWR- degrees of sentences in
cause and IVi-2 adjectives in correct
effect Match these making sentences
EN3LC-IVaj- words with comparisons
2.17 (positive,
the
g. draw appropriate comparative,
conclusions pictures superlative)

EN3LC- IVef- EN3G-IVi-6

3.7. EN3PWR- Adverbs
9
Personal IVi-21 Read
Recounts phrases, EN3G-IVi-j-
(anecdotes, 6.1
sentences
past Recognize
and short
experiences) adverbs of
stories
consisting of manner
EN3LC-IVg-
these words
h-3.7.5
and other
Explanation
words
(life cycles,
previously
studied
Learning Competencies

PWR
WEEK LC RC WC V
OL Oral Phonics and G A SS Study
Listening Reading Writing/ F Fluency S Spelling Vocabulary
Language Word Grammar Attitude Strategy
Comprehension Comprehension Composition Development
Recognition
water cycle) EN3PWR-
IVj-22
EN3LC-IVij- Recognize
3.5 and read EN1V-IVj-
Restate facts some
10 27
from irregularly
Read word
informational spelled words
with affixes
texts (climate (e.g. such as
change, enough,

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 K to 12 BASIC EDUCATION CURRICULUM

children’s through,
rights, traffic beautiful)
safety, etc.)

Grade 3 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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OL – Oral Language

1Q

Initiate conversations with peers in a variety of school BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip Presented.
EN3OL-Ib-1.19 2. *Fun in English 4. 1999. pp 6.
3 *English for You and Me 4 (Language). 2011. pp 27, 93.
.
2Q

Ask simple questions 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
EN3OL-IIa-b-1.17.2 2. *Unionbank Student’s Work Text 2. 2013. pp 203.
3 *English for You and Me 4 (Language). 2011. pp 31-32.
.
Give one-to-three step directions 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
3 BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
EN3OL-IId-e-1.17.1 .
4 BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
.
5 *English for You and Me 4 (Language). 2011. pp 17-19.
.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.

Recall and share experiences, film viewed and story BEAM ENG2 Module 7 – Organizing Ideas.
EN3WC-IIg-h-2.1
read/listened to as springboard for writing
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 K to 12 BASIC EDUCATION CURRICULUM

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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Retell familiar stories to other children EN3A-IIi-j-3 English 2. 2013. pp 317, 340, 364-367, 410.

3Q

Listen and respond to others EN3OL-IIIc-1.16.2 *English for You and Me 4 (Language). 2011. pp 93-97.

Ask and respond to questions about informational texts *English for You and Me 3 (Reading). 2008. pp 56.
EN1LC-IIIg-h-3.2
listened to (environment, health, how-to’s, etc.)
4Q

Present information in varied artistic ways (e.g. role *English for You and Me 4 (Language). 2011. pp 27, 93.
playing, show and tell, radio play/podcast/broadcast/ EN3OL-IVa-e-1.19
reporting/poster presentations)
LC – Listening Comprehension

1Q

Activate prior knowledge based on the stories to be read *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-Ia-j-2
Listen to a variety of literary and expository texts 120121, 130, 147.
a. note important details 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3LC-Ia-j-2.1 3. *Fun in English 4. 1999. pp. 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112,
116, 120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
EN3LC-Ia-j-2.7 4. English 2 (Learner’s Material). 2013. pp 63-64.
5. English 2 (Teacher’s Guide). 2013. pp 46.

6. *Fun in English 4. 1999. pp 56, 64, 70-72.

7. *English for You and Me 4 (Language). 2011. pp 96.

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 K to 12 BASIC EDUCATION CURRICULUM

8. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.

c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-Ia-j-2.6 3. English 2 (Teacher’s Guide). 2013. pp 137.
4. *Fun in English 4. 1999. pp 187.

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

2. BEAM-DLP4 Module 68 – Reality or Fanciful.
3. English 2 (Learner’s Material). 2013. pp 276-278.
4. English 2 (Teacher’s Guide). 2013. pp 143-145.
EN3LC-Ia-j-3.15 5. *English for You and Me 3 (Reading). 2008. pp 159-161.
6. *Fun in English 4. 1999. pp 185, 187.

7. *English for You and Me 4 (Language). 2011. pp 179-181.

8. *English for You and Me 4 (Reading). 2011. pp 173-176.

e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-Ia-j-2.8
2. English 2 (Teacher’s Guide). 2013. pp 209, 394-396.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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3. *Fun in English 4. 1999. pp 158-159.

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

2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3LC-Ia-j-2.16 5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *English for You and Me 3 (Reading). 2008. pp 124.

7. *Fun in English 4. 1999. pp 97-99, 101.

8. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.

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 K to 12 BASIC EDUCATION CURRICULUM

g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-Ia-j-2.17 5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.

7. *English for You and Me 3 (Reading). 2008. pp 140, 154.

8. *Fun in English 4. 1999. pp 172-175.

9. *English for You and Me 4 (Reading). 2011. pp 167,169.

Listen to poems and 1. BEAM ENG2 Module 4 – Rhymes.

a. identify the rhyming words 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
3. English 2 (Learner’s Material). 2013. pp 33-37, 42.
EN3LC-Ic-2.18 4. English 2 (Teacher’s Guide). 2013. pp 34-35.
5. Let’s Begin in English 2. 2013. pp 49-50.

6. *Fun in English 4. 1999. pp 79.

b. give a simple paraphrase EN3LC-Ic-3.11

2Q

Follow a set of verbal three-step directions with picture 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
EN3LC-IIa-b-3.16
cues 2. English for You and Me 3 (Language). 2008. pp 41-43.
Activate prior knowledge based on the stories to be read 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IIa-j-2
120121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details EN3LC-IIa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112,
116, 120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
EN3LC-IIa-j-2.7 Sentences/Guided Questions.

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 K to 12 BASIC EDUCATION CURRICULUM

4. English 2 (Learner’s Material). 2013. pp 63-64.

LEARNING COMPETENCY
LEARNING MATERIALS
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5. English 2 (Teacher’s Guide). 2013. pp 46.
6. English for You and Me 3 (Reading). 2008. pp 109.
7. *Fun in English 4. 1999. pp 56, 64, 70-72.

8. *English for You and Me 4 (Language). 2011. pp 96.

9. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.

c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IIa-j-2.6 2. English 2 (Learner’s Material). 2013. pp 264.
3. *Fun in English 4. 1999. pp 187.

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

2. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIa-j-3.15 3. *Fun in English 4. 1999. pp 185, 187.
4. *English for You and Me 4 (Language). 2011. pp 179-181.

5. *English for You and Me 4 (Reading). 2011. pp 173-176.

e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3LC-IIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause - Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.

6. *Fun in English 4. 1999. pp 97-99, 101.

7. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.

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 K to 12 BASIC EDUCATION CURRICULUM

g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-IIa-j-2.17 5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.

7. *Fun in English 4. 1999. pp 172-175.

8. *English for You and Me 4 (Reading). 2011. pp 167, 169.

Make simple inferences about thoughts and feelings 1. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
EN3LC-IIf-h- 2.8
based from texts viewed/ listened to
Sequence a series of events viewed/ listened to 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
EN3LC-IIi- j-2.7 4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96-97, 103.

6. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.

LEARNING COMPETENCY
LEARNING MATERIALS
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3Q

Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IIIa-j-2
120121, 130, 147.
Listen to a variety of literary and expository texts 1. *Fun in English 4. 1999. pp 11, 150, 202.
a. Note important details EN3LC-IIIa-j-2.1 2. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112,
116, 120-121, 130, 139, 147.
b. Sequence at least 3 events using signal words 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
EN3LC-IIIa-j-2.7 2. *English for You and Me 4 (Language). 2011. pp 96.
3. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.

c. retell some parts of the story EN3LC-IIIa-j-2.6 1. BEAM ENG2 Module 7 – Organizing Ideas.
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 K to 12 BASIC EDUCATION CURRICULUM

2. *Fun in English 4. 1999. pp 187.

d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIIa-j-3.15 3. *Fun in English 4. 1999. pp 187.
4. *English for You and Me 4 (Language). 2011. pp 179-181.

5. *English for You and Me 4 (Reading). 2011. pp 173-176.

e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3LC-IIIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.

6. *Fun in English 4. 1999. pp 97-99, 101.

7. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.

g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-IIIa-j-2.17 5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.

7. *Fun in English 4. 1999. pp 172-175.

8. *English for You and Me 4 (Reading). 2011. pp 167, 169.

Propose several predictions about texts/stories EN3LC-IIIe-f-2.4 1. MISOSA ENG4 – Predicting Outcomes.
Determine whether a story is realistic or fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
EN3LC-IIIg-h-3.15
2. *English for You and Me 4 (Reading). 2011. pp 173-176.
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC-IIIi-j-3.7
text heard
4Q

Identify and use the elements of an informational/factual EN3LC- IVa -3.7 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.

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 K to 12 BASIC EDUCATION CURRICULUM

text heard

LEARNING COMPETENCY
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Informational Reports (school events, sports, projects) EN3LC- IVb -3.7.1
Three-step directions EN3LC-IVc-3.7.2 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
Activate prior knowledge based on the stories to be 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IVa-j-2
read. 120121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2 MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details . *Fun in English 4. 1999. pp 11, 150, 202.
3
EN3LC-IVa-j-2.1 .
4 *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112,
. 116, 120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1 BEAM ENG2 – Sequencing Events.
. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
2 BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
. Sentences/Guided Questions.
3
EN3LC-IVa-j-2.7 .
4 *Fun in English 4. 1999. pp 56, 64, 70-72.
.
5 *English for You and Me 4 (Language). 2011. pp 96.
.
6 *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
.
c. retell some partsof the story 1 BEAM ENG2 Module 7 – Organizing Ideas.
. *Fun in English 4. 1999. pp 187.
EN3LC-IVa-j-2.6
2
.
d. differentiate real from make-believe EN3LC-IVa-j-3.15 1 BEAM ENG3 Module 10 – Evaluating Ideas.
. BEAM-DLP4 Module 68 – Reality or Fanciful.
2 English 2 (Learner’s Material). 2013. pp 227-228, 276-278.
. English 2 (Teacher’s Guide). 2013. pp 143-145.
3

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 K to 12 BASIC EDUCATION CURRICULUM

.
4
.
5 *Fun in English 4. 1999. pp 185, 187.
.
6 *English for You and Me (Language) 4. 2011. pp 179-181.
.
7 *English for You and Me (Reading) 4. 2011. pp 173-176.
.
e. infer feelings and traits of characters 1 BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
. English 2 (Teacher’s Guide). 2013. pp 94-96, 209.
2
EN3LC-IVa-j-2.8 .
3 *Fun in English 4. 1999. pp 158-159.
.
f. identify cause and effect 1 BEAM ENG 2 – Perceiving Relationships.
. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2 BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
3 *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
.
4
.
5
EN3LC-IVa-j-2.16 .
6 *English for You and Me 3 (Reading). 2008. pp 124.
.
7 *Fun in English 4. 1999. pp 97-99, 101.
.
8 *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
.
g. draw conclusions 1 BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
. BEAM-DLP3 Module 58 – Writing a Story Ending.
2 BEAM-DLP3 Module 63 – Draw Conclusion 2.
.
3
EN3LC-IVa-j-2.17 .

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 K to 12 BASIC EDUCATION CURRICULUM

4 BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.

.
5 BEAM-DLP4 Module 64 – Drawing Conclusions.
.

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6 *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
.
7 *English for You and Me 3 (Reading). 2008. pp 140, 154.
.
8 *Fun in English 4. 1999. pp 172-175.
.
9 *English for You and Me 4 (Reading). 2011. pp 167, 169.
.
Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7

Explanation (life cycle, water cycle) 1 English 2 (Learner’s Material). 2013. pp 239-240.
. English 2 (Teacher’s Guide). 2013. pp 125-126.
EN3LC-IVg-h-3.7.5
2
.
RC – Reading Comprehension

1Q

Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and plot 2. MISOSA ENG4 – Noting Details Using Story Grammar.
3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
4 English 2 (Learner’s Material). 2013. pp 236-238.
EN3RC-I0-2.2 .
5 English 2 (Teacher’s Guide). 2013. pp 123-124.
.
6 *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
. 7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.

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 K to 12 BASIC EDUCATION CURRICULUM

b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.

2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. English 2 (Learner’s Material). 2013. pp 59-64, 430.
4 English 2 (Teacher’s Guide). 2013. pp 45-46, 227.
EN3RC-I0-2.10 .
5 *English for You and Me 3 (Reading). 2008. pp 89, 102, 103, 108-110.
.
6 *English for You and Me 4 (Reading). 2011. pp 101-109.
.
Describe literary elements of texts including characters 1. MISOSA ENG4 – Noting Details Using Story Grammar.
setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
3 English 2 (Teacher’s Guide). 2013. pp 32.
EN3RC-Ic-e-2.1 .
4 *Fun in English 4. 1999. pp 20-23.
.
Make and confirm predictions about texts 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. MISOSA ENG4 – Predicting Outcomes.
5 English 2 (Learner’s Material). 2013. pp 137, 350.
EN3RC-If-j-2.8 .
6 English 2 (Teacher’s Guide). 2013. pp 76, 184.
.
7 *English for You and Me 3 (Reading). 2008. pp 132, 138, 140.
.
8 *Fun in English 4. 1999. pp 134-135.
.
9 *English for You and Me 4 (Reading). 2011. pp 144-148.
.
2Q

Rereads, monitors and self-correct one’s EN3RC-IIa-b-2.19

comprehension
Note details in a given text 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3RC-IIc-e-2.2 2. MISOSA ENG4 – Noting Details Using Story Grammar.
3 *Fun in English 4. 1999. pp 11, 150, 202.
.

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 K to 12 BASIC EDUCATION CURRICULUM

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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Make simple predictions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
EN3RC-IIa-b-2.8 4. MISOSA ENG4 – Predicting Outcomes.
5. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
65, 72, 83, 89, 92, 94, 107, 113, 131, 137, 144, 147-148, 158, 165.
6. *Fun in English 4. 1999. pp 134-135.

Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
EN3RC-II0-2.2 104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence a series of events in a literary selection 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
2. English 2 (Learner’s Material). 2013. pp 59-64, 430.
2EN3RC-II0-2.10 3. English 2 (Learner’s Material). 2013. pp 205, 227-228.
4. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.

5. *English for You and Me 4 (Reading). 2011. pp 101-109.

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

2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
3. *Unionbank Student’s Work Text 2. 2013. pp 157.
EN3RC-IIi-j-2.10 4. English 2 (Learner’s Material). 2013. pp 59-64, 430.
5. English 2 (Learner’s Material). 2013. pp 205, 227-228.

6. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.

7. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.

3Q

Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3RC-IIIa 2.7.1
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 K to 12 BASIC EDUCATION CURRICULUM

3. *English for You and Me 3 (Reading). 2008. pp 124.

4. *Fun in English 4. 1999. pp 97-99.

5. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.

Make inferences and draw conclusion based on texts 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
EN3RC-IIIa-2.11
(pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
3 *English for You and Me 4 (Reading). 2011. pp 179-181.
.
Identify cause and effect 1 *Fun in English 4. 1999. pp 97-99.
. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
EN3RC-IIIa-b-2.13
2
.
Make inferences and draw conclusions based from texts 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
EN3RC-IIIe-f-2.11
2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.

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3 *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
.
4 *English for You and Me 4 (Reading). 2011. pp 5, 167.
.
a. note details regarding character, setting and plot 1 Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
. 104, 110, 132, 136, 138, 144, 176, 182.
English 2 (Learner’s Material). 2013. pp 123-124.
2 English 2 (Teacher’s Guide). 2013. pp 236-238.
.
3
EN3RC-III0-2.2 .
4 *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
. 65, 72, 83, 92, 94, 107, 113, 131, 144, 147-148, 158, 168.
5 *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
. 7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events EN3RC-III0-2.10 1 English 2 (Learner’s Material). 2013. pp 59-64, 430.
. English 2 (Teacher’s Guide). 2013. pp 205, 227-228.
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 K to 12 BASIC EDUCATION CURRICULUM

2
.
3 *English for You and Me 3 (Reading). 2008. pp 89, 91, 102-103, 108-110.
.
4 *English for You and Me 4 (Reading). 2011. pp 101-109.
.
Read simple sentences and levelled stories and 1 BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and plot . MISOSA ENG4 – Noting Details Using Story Grammar.
EN3RC-III0-2.2
2
.
b. sequence 3 events 1 BEAM ENG2 – Sequencing Events.
. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
EN3RC-III0-2.10
2
.
4Q

Identify cause and effect 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
3. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
4 *English for You and Me 3 (Reading). 2008. pp 124.
EN3RC-IVa-b-2.13 .
5 *Fun in English 4. 1999. pp 97-99.
.
6 *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
.
Show understanding of a story by presenting them in 1. English 2 (Learner’s Material). 2013. pp 268, 319.
through dramatization, role playing etc. EN3RC- IVa –b-2.14 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
3 *Fun in English 4. 1999. pp 6.
.
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and plot 3 *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
EN3RC-I0-2.2 . 104, 110, 132, 136, 138, 144, 176, 182.
4 *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
. 7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.

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 K to 12 BASIC EDUCATION CURRICULUM

3 *English for You and Me 4 (Reading). 2011. pp 101-109.

.
Interpret simple maps of unfamiliar places, signs and 1. Let’s Begin in English 2. 2013. pp 357-358.
symbols 2. *English for You and Me 3 (Language). 2008. pp 42.
EN3RC -IVc-d-1.2
3 *Fun in English 4. 1999. pp 195-196.
.

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WC – Writing/ Composition

1Q

Write different forms of simple composition 1 *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to . *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
EN3WC-Ia-j-4
a. draw and write sentences about one’s drawing 2
.
a a note of advice EN3WC-IIa-j-5
.
b Thank you letter 1 BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
. . Let’s Begin in English 2. 2013. pp 80-81, 90.
2
EN3WC-Ia-j-6 .
3 *English for You and Me 4 (Language). 2011. pp 64.
.
c. descriptive paragraph 1 BEAM-DLP4 Module 51 – Writing Variety of Texts.
. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
2
EN3WC-Ia-j-7 .
3 BEAM ENG5 Module 10 – Traits and Moods.
.
d another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
. 2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3 BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
EN3WC-Ia-j-8 .
4 Let’s Begin in English 2. 2013. pp 145.
.
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 K to 12 BASIC EDUCATION CURRICULUM

5 *English for You and Me 4 (Reading). 2011. pp 144-148.

.
e a diary EN3WC-Ia-j-2.2 1 BEAM-DLP4 Module 74 – Writing a Diary.
. .
f. a short paragraph, etc. 1 Let’s Begin in English 2. 2013. pp 29, 37.
. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.
2
EN3WC-Ia-j-9 .
3 *English for You and Me 4 (Reading). 2011. pp 118, 161, 176, 183.
.
Use appropriate punctuation marks EN3WC-IIi-j-2.6 1 BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
.
2Q

Participate in generating ideas through prewriting

EN3WC-IIa-b-1
activities
a. brainstorming EN3WC-IIa-1.1 1 *English for You and Me 4 (Reading). 2011. pp 30.
.
b. webbing EN3WC-IIb-1.2

c. drawing EN3WC-IIc-1.3 1 *Unionbank Student’s Work Text 2. 2013. pp 22, 35, 54, 92.
.
Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to EN3WC-IIa-j-4 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
b. draw and write sentences about one’s drawing

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c. a note of advice EN3WC-IIa-j-5

d. Thank you letter 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
EN3WC-IIa-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
3. *English for You and Me 4 (Language). 2011. pp 64.

e. descriptive paragraph 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.

EN3WC-IIa-j-7
2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.

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f. another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
EN3WC-IIa-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. *Fun in English 4. 1999. pp 145.

5. *English for You and Me 4 (Reading). 2011. pp 144-148.

g. a diary EN3WC-IIa-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.

h. a short paragraph, etc. 1. *Fun in English 4. 1999. pp. 29, 37.
EN3WC-IIa-j-9 2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.
3. *English for You and Me 4 (Reading). 2011. pp 118, 161, 176, 183.

Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
EN3WC-IIi-j-2.6 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.

3Q

Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3WC-IIId-e-2.6 3. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
4. Let’s Begin in English 2. 2013. pp 400.

Complete patterned poems using appropriate rhyming 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3WC-IIIh-2.4
words 2. BEAM ENG2 Module 4 – Rhymes.
4Q

Write a simple story 1. Let’s Begin in English 2. 2013. pp 307-308.

EN2WC-IVa-e-22 2. *Fun in English 4. 1999. pp 187.
3. *English for You and Me 4 (Reading). 2011. pp 155.

PA- Phonological Awareness

Show how spoken words are represented by written EN3PW-IIa-d-2 1. *English for You and Me 4 (Reading). 2011. pp 7-9.
letters that are arranged in a specific order
PWR – Phonics and Word Recognition

1Q

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Review reading and writing short e, a and i words in 1. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
CVC pattern EN3PW-Ia-b-7 2. *Unionbank Student’s Work Text 2. 2013. pp 11.
3. *English for You and Me 4 (Reading). 2011. pp 8-9.

Read words with short o sounds in CVC pattern and 1. BEAM-DLP3 Module 1 – Word Recognition.
phrases and sentences containing these words EN3PW-Ib-d-19 2. Let’s Begin in English 2. 2013. pp 251-252, 256.
3. *Unionbank Student’s Work Text 2. 2013. pp 9.

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4. *English for You and Me 4 (Reading). 2011. pp 7-10.

Recognize more common sight words in order to read EN3PW-Ib-d-19.1 1. Let’s Begin in English 2. 2013. pp 277-278.
simple phrases and sentences
Read words with short u sound in CVC pattern 1. BEAM-DLP3 Module 1 – Word Recognition.
EN3PW-Ie-3 2. Let’s Begin in English 2. 2013. pp 375-376, 379-380, 383-384, 386, 393.
3. *Unionbank Student’s Work Text 2. 2013. pp 10.

Differentiate words with different medial vowels (eg: EN3PW-If-g-17.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
cap- cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u sound 1. Let’s Begin in English 2. 2013. pp 318, 319, 320-322, 330, 333, 335, 344, 347, 349, 360,
EN3PW-Ii-15
(basket, hotdog, sunset, etc.) 362, 364.
Read phrases, sentences and short stories consisting of 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
EN3PW-Ij-21
2-syllable words and the questions about them
2Q

Read words with initial consonant blends (l, r and s 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
EN3PWR-IIa-b-22
blends)
Read phrases, sentences and short stories consisting of 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
words with consonant digraph ch and sh and other words EN3PWR-IIi-j-22.1 2. *Unionbank Student’s Work Text 2. 2013. pp 62-63.
previously studied and the questions about them
3Q

Read words with long a sound (long a ending in e) EN3PW-IIIa-b-5 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
2. *Unionbank Student’s Work Text 2. 2013. pp 12.

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Read words with long i sound (long i ending in e) 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
EN3PWR-IIId-24
2. *Unionbank Student’s Work Text 2. 2013. pp 14.
Read words with long o sound (long a ending in e) EN3PWR-IIIf-26 1. *Unionbank Student’s Work Text 2. 2013. pp 13.
And questions about them EN3PWR-IIIh-26.2 1. *Unionbank Student’s Work Text 2. 2013. pp 15.
Read words with long a, i, o, and u and phrases, 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
EN3PWR-IIIi-26.3
sentences and stories containing these words.
Read 2-syllable words (fireman) with long vowel sound EN3PWR-IIIj-15 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
4Q

Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing these 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
words with pictures
Read words with vowel digraphs ea and ee and phrases, EN3PWR-IVd-e- 1. *Unionbank Student’s Work Text 2. 2013. pp 71.
sentences and stories containing these words 22&29
Read words with vowel digraphs oo (food), oa (road) EN3PW-IVf-g-8 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
Read words with vowel diphthongs 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
oy (boy), oi (boil), ou (out) ow EN2PW-IVh-i-6 2. *Unionbank Student’s Work Text 2. 2013. pp 73-76.
(bow)
Match these words with the appropriate pictures 1. *Unionbank Student’s Work Text 2. 2013. pp 75-76.
EN3PWR-IVi-2

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F – Fluency

1Q

Read grade 3 level texts consisting of 2-syllable words EN3F-Ia-j-3.5.1 EN3F- 1 *English for You and Me 4 (Language). 2011. pp 5.
with short vowel sound with at least 95-100% accuracy IIa-j-3.5.1 .
Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
long vowel words with fluency, appropriate rhythm, EN3F-Ia-j-1.10.1 EN3F- 2. BEAM ENG2 Module 4 – Rhymes.
pacing and intonation IIa-j-1.10.1 3 *Unionbank Student’s Work Text 2. 2013. pp 12-15.
.
2Q

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 K to 12 BASIC EDUCATION CURRICULUM

3Q

Read grade 3 level texts consisting of 2-syllable words 1 *English for You and Me 4 (Language). 2011. pp 5.
with long vowel sound with at least 95-100% accuracy EN3F-IIIa-j-3.5.1 .

Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
long vowel words with fluency, appropriate rhythm, 2. BEAM ENG2 Module 4 – Rhymes.
EN3F-IIIa-j-1.10.1
pacing and intonation 3 *Unionbank Student’s Work Text 2. 2013. pp 12-15.
.
Observe the use of punctuations including commas, 1 *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3F-IIIg-j-1.11
periods and question marks to guide reading for fluency .
4Q

Read aloud from familiar prose and poetry consisting of 1 *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Long vowel words with fluency, appropriate rhythm, EN3F-IVa-j-1.10.1 .
pacing and intonation
Use punctuations including commas, periods and 1 *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3FL-IVa-j-1.11
question marks to guide reading for fluency .
Read poems with fluency, appropriate rhythm, pacing 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-IVi-j-5
and intonation 2. BEAM ENG2 Module 4 – Rhymes.
G – Grammar
1Q

Sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.

2. BEAM-DLP4 Module 34 - Using Variety of Sentences as To Structure.
3 Let’s Begin in English 2. 2013. pp 373-374.
EN3G-Ia-1 .
4 *Unionbank Student’s Work Text 2. 2013. pp 97.
.
Distinguish sentences from non-sentences 1 BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
. Let’s Begin in English 2. 2013. pp 373-374.
2
EN3G-Ia-1.1 .
3 *English for You and Me 3 (Language). 2008. pp 8.
.
Sentences 1. Let’s Begin in English 2. 2013. pp. 373-374.
EN3G-Ib-1
2. *Unionbank Student’s Work Text 2. 2013. pp 97.

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 K to 12 BASIC EDUCATION CURRICULUM

Construct simple sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.

2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3 BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.
EN3G-Ib-1.4 .
4 Let’s Begin in English 2. 2013. pp 154.
.

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5. *English for You and Me 3 (Language). 2008. pp 6-9.

6. *English for You and Me 4 (Reading). 2011. pp 13.

Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
Differentiate a declarative from an interrogative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1.1 2. Let’s Begin in English 2. 2013. pp 391-392, 395.
3. *English for You and Me 4 (Language). 2011. pp 74-80.

Use proper punctuation for declarative and interrogative 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
sentences 2. Let’s Begin in English 2. 2013. pp 391-392, 395, 400.
EN3G-Ib-1.6 3. *English for You and Me 4 (Language). 2011. pp 75, 79, 87-89.
4. *English for You and Me 4 (Reading). 2011. pp 13.

Construct declarative and interrogative sentences 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.7 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3. *English for You and Me 4 (Language). 2011. pp 76-78.

Identify an exclamatory sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
EN3G-Ib-1.4.8 4. Let’s Begin in English 2. 2013. pp 399-400.
5. *English for You and Me 3 (Language). 2008. pp 133.

6. *English for You and Me 4 (Language). 2011. pp 85-87.

Identify an imperative sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
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 K to 12 BASIC EDUCATION CURRICULUM

3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.

4. *English for You and Me 4 (Language). 2011. pp 83-84.

Use different kinds of sentences (e.g. declarative, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
interrogative, exclamatory, imperative 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1.3 3. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.

Sentences 1. Let’s Begin in English 2. 2013. pp 373-374.

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

6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.

7. *English for You and Me 4 (Reading). 2011. pp 13.

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

EN3G-Ie-2
2. *English for You and Me 4 (Language). 2011. pp 54.
Use nouns (e.g. people, animals, places,, things events) EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.
in

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simple sentences

Use common and proper nouns EN3G-If-2.2 Let’s Begin in English 2. 2013. pp 29, 43.

Use plural form of regular nouns by adding /s/ or /es/ 1. BEAM-DLP3 Module 19 – Using Plural of Nouns.
(e.g., dog, dogs; wish, wishes) 2. BEAM-DLP4 Module 16 – Using the Plural of Nouns.
3 Let’s Begin in English 2. 2013. pp 58-59, 65, 66, 69.
EN2G-Ig-h-2 .3 .
4 *English for You and Me 4 (Language). 2011. pp 40.
.
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 K to 12 BASIC EDUCATION CURRICULUM

Use plural from of frequently occurring irregular nouns 1 BEAM-DLP4 Module 16 – Using the Plural of Nouns.
(e.g. children, feet, teeth) . *English for You and Me 4 (Language). 2011. pp 40-42.
EN3G-Ii-j-2.4
2
.
2Q

Verbs 1. BEAM ENG2 Module 6B – Action Words.

2. BEAM-DLP3 Module 36 – Identifying Action Words.
3. BEAM-DLP4 Module 31 – Finding Action Words.
4 BEAM-DLP4 Module 47 – Using Regular Verb Forms.
EN3G-IIa-c-3 .
5 Let’s Begin in English 2. 2013. pp 251, 267, 282.
.
6 *Unionbank Student’s Work Text 2. 2013. pp 165-166.
.
Use the be-verbs (am, is, are was, were) correctly in 1 BEAM-DLP3 Module 44 – Using Am, Is, and Are. BEAM-
sentences . DLP3 Module 44 – Using Was and Were.
2
EN3G-IIa-b-3.4 .
3 Let’s Begin in English 2. 2013. pp 313-314, 315, 317.
.
4 *Unionbank Student’s Work Text 2. 2013. pp 167.
.
Identify and use action words in simple sentences 1. BEAM-DLP3 Module 36 – Identifying Action Words.
2. BEAM-DLP4 Module 31 – Finding Action Words.
3 *Unionbank Student’s Work Text 2. 2013. pp 165-166.
EN3G-IIc-d-3.4 .
4 *English for You and Me 3 (Language). 2008. pp 101-104.
.
Form and use the past tense of frequently occurring 1. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
regular verbs (walk – walked, etc) 2. Let’s Begin in English 2. 2013. pp 327, 329, 332, 334.
3 *English for You and Me 3 (Language). 2008. pp 108-113, 119-120.
EN3G-IId-f-3.2 .
4 *English for You and Me 4 (Language). 2011. pp 130-138.
.
Use verbs in simple present tense 1 BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
.

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 K to 12 BASIC EDUCATION CURRICULUM

2 BEAM-DLP4 Module 47 – Using Regular Verb Forms.

.
3 MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
. Number.
Use verbs in simple present and past tense EN3G-IIe-f-3.2.1.1 1 BEAM ENG2 Module 6B – Action Words.
.
2 BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
.
3 BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
.
4 BEAM-DLP4 Module 47 – Using Regular Verb Forms.
.
5 MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
. Number.
6 MISOSA ENG4 – Using the Simple Past Form of the Verb.
.
7 *Unionbank Student’s Worktext 2. 2013. pp 168-169.
.
8 *English for You and Me 4 (Language). 2011. pp 121-128.
.
9 *English for You and Me 4 (Language). 2011. pp 136-138.
.

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Use verbs in simple future tense 1. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
2. MISOSA ENG4 – Using the Future Form of the Verb.
3 Let’s Begin in English 2. 2013. pp 356, 359, 362.
EN3G-IIi-j-3.2.2 .
4 *English for You and Me 4 (Language). 2011. pp 139-146.
.
3Q

Use demonstrative pronouns (this,/that, these/those) 1 BEAM ENG2 Module 5A – Getting the Main Idea.
. Let’s Begin in English 2. 2013. pp 233-234, 236-237, 239-240, 244-245.
2
EN3G-IIIa-b-4.2.1 .
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 K to 12 BASIC EDUCATION CURRICULUM

3 *Unionbank Student’s Work Text 2. 2013. pp 88, 128.

.
Use personal pronouns (e.g. I, you, he, she, it, we, they) 1. BEAM-DLP3 Module 26 – Identifying Pronouns.
2. Let’s Begin in English 2. 2013. pp 133-134, 139, 148-149, 152, 154, 157, 165-167.
3 *Unionbank Student’s Work Text 2. 2013. pp 85-87.
EN3G-IIIc-d-4.2.3 .
4 *English for You and Me 3 (Language). 2008. pp 89-90.
.
5 *English for You and Me 4 (Language). 2011. pp 104-110, 112-115.
.
Use commonly used possessive pronouns 1 BEAM-DLP3 Module 30 – Using Possessive Pronouns.
. Let’s Begin in English 2. 2013. pp 180-181, 184, 186, 190-191, 197-198, 201-202, 204,
2 215,
EN3G-IIIe-f-4.2.4 . 216, 217, 221, 224.
3 *Unionbank Student’s Work Text 2. 2013. pp 127, 130.
.
4 *English for You and Me 3 (Language). 2008. pp 72-75.
.
Adjectives 1 BEAM-DLP3 Module 64 – Identifying Adjectives.
. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459,
EN3G-IIIf-g-5
2 460, 466-468.
.
Use descriptive adjectives 1 BEAM-DLP3 Module 64 – Identifying Adjectives
. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459,
2 460, 466-468.
EN3G-IIIf-g-5.3.1 .
3 *English for You and Me 4 (Language). 2011. pp 147-154.
.
4Q

Prepositions 1. BEAM ENG2 Module 7 – Organizing Ideas.

2. BEAM ENG2 – Sequencing Events.
3 BEAM-DLP3 Module 68 – Using Prepositions.
EN3G-IVg-7 .
4 BEAM-DLP4 Module 61 – Using Prepositions.
.
5 *English for You and Me 4 (Language). 2011. pp 173-178.
.

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 K to 12 BASIC EDUCATION CURRICULUM

Use the most frequently occurring prepositions(e.g. 1. BEAM ENG2 – Sequencing Events.
towards, beside,, into, etc.) 2. BEAM ENG2 Module 7 – Organizing Ideas.
3 BEAM-DLP3 Module 68 – Using Prepositions.
EN3G-IVg-h-7.3 .
4 BEAM-DLP4 Module 61 – Using Prepositions.
.
5 *English for You and Me 4 (Language). 2011. pp 173-178.
.
Give the synonyms and antonyms of common adjectives 1 BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
. BEAM ENG2 Module 2 – Intonation and Expressions.
2
EN3G-IVh-5.6 .
3 BEAM ENG2 Module 4 – Rhymes.
.
4 Let’s Begin in English 2. 2013. pp 473-475, 481-483, 490-491, 495-497.
.
Use the degrees of adjectives in making comparisons EN3G-IVi-j-5.2 1 BEAM-DLP3 Module 65 – Comparing Adjectives.
.

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(positive, comparative, superlative) 2. BEAM-DLP4 Module 53 – Using the Degrees of Comparison of Regular Adjectives.
3. MISOSA ENG4 – Using the Degree of Comparison of Regular Adjectives.

4. *English for You and Me 3 (Language). 2008. pp 157-160.

5. *English for You and Me 4 (Language). 2011. pp 155-164.

Adverbs 1. BEAM-DLP4 Module 59 – Adverbs of Place.

2. BEAM-DLP4 Module 60 – Adverbs of Time.
EN3G-IVi-6 3. MISOSA ENG4 – Using Adverbs of Time and Place.
4. *English for You and Me 4 (Language). 2011. pp 165-171.

Recognize adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN3G-IVi-j-6.1
2. *English for You and Me 4 (Language). 2011. pp 165-171.
S – Spelling

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 K to 12 BASIC EDUCATION CURRICULUM

2Q

Spell one-to-two syllable words with consonant blends EN3S-IIa-b-4 BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
(e.g. pl, tr)
Spell words with initial and final consonant blends and 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends. BEAM-
EN3S-IIi-j-4.3
consonant digraphs 2. DLP3 Module 5 – Identifying Words with Final Consonant Blends.
3Q

Spell words that were introduced during word recognition EN3S-IIIa-d-4 BEAM-DLP3 Module 1 – Word Recognition.

Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IIIg-j-2.5
sentences)
4Q

Spell words that were introduced during word recognition EN3S- IVa –b-4 BEAM-DLP3 Module 1 – Word Recognition.

Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IVg-i-2.5
sentences)
V – Vocabulary Development

1Q

Give the meaning of words used in stories listened to 1. BEAM-DLP3 Module 3 – Decoding New Words with (CVC/CVCV) Patterns.
2. *English for You and Me 3 (Reading). 2008. pp 44, 70, 105, 111, 120, 128, 149, 155, 162.
3. Fun in English 4. 1999. pp. 3, 8, 16, 24, 30, 38, 44, 53, 58, 66, 74, 82, 90, 102, 110, 120,
EN1V-Ia-b-01 *128, 136, 146, 153, 162, 168, 180, 188, 198, 206.
4. *English for You and Me 4 (Reading). 2011. pp 113, 123, 137, 143, 151, 152.

Classify common words into conceptual categories (e.g. *English for You and Me 4 (Reading). 2011. pp 83, 84.
EN2V-Ie-14
animals, foods, toys)
2Q

Derive meaning from repetitive language structures *English for You and Me 3 (Reading). 2008. pp 23, 44, 70, 86, 105, 114, 120, 128, 149,
EN3V-IIc-6
review 155, 162.
Show understanding of meaning of words with *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
consonant digraphs /ch/ through drawing, actions, and EN3V-IIg-h-5.2
using them
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 K to 12 BASIC EDUCATION CURRICULUM

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in sentences

Show understanding of meaning of words with *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
consonant digraphs /sh/ through drawing, actions, and EN3V-IIi-j-5.3
using them in sentences
3Q

Recognize some words represented by common 1. BEAM ENG2 Module 2 – Intonation and Expressions.
EN3V-IIIa-7
abbreviations (e.g. Mr. Ave., Oct.) 2. BEAM ENG2 Module 3A – Giving and Following Directions.
Give the synonyms and antonyms of somewords 1. BEAM ENG2 Module 2 – Intonation and Expressions.
2. BEAM ENG2 Module 4 – Rhymes.
EN1V-IIIa-c- 3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
13.1,13.2 4. Let’s Begin in English 2. 2013. pp 34, 62, 131.
5. *Unionbank Student’s Work Text 2. 2013. pp 79-82.

6. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.

1. *Unionbank Student’s Work Text 2. 2013. pp 79-82.

EN3V-IIIb-d-13 2. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.

Homonyms (e.g. flower/flour) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN3V-IIIe-f13.6
2. *Fun in English 4. 1999. pp 153, 162, 168, 180, 188, 198.
4Q

Give the correct meaning of homonyms (pail,pale) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN1V-IVa-b-13.6
2. *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Determine what words mean based on how they are *Fun in English 4. 1999. pp 204-205.
EN3V-IVa-j-12.3
used in a sentence
Use homonyms correctly (meat- meet, road, -rode) EN1V-IVf-g-13.6 *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.

Read word with affixes 1. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes.
EN1V-IVj-27 2. *Unionbank Student’s Work Text 2. 2013. pp 153, 192-193, 198.
3. *Fun in English 4. 1999. pp 3, 8, 16, 24, 30, 38, 44, 206.

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 K to 12 BASIC EDUCATION CURRICULUM

A - Attitude

1Q

Participate/engage in a read-along of texts (e.g. poetry, EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
2Q

Participate/ engage in a read-along of texts (e.g. poetry, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy

1Q

Arrange words in alphabetical order 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-Ia-2.1
2. *Fun in English 4. 1999. pp 119, 126.
2Q

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Arrange words with the same first letter but a different 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-IIa-b-1.1
second letter in alphabetical order 2. *Fun in English 4. 1999. pp 126.
Follow one-to-three step directions EN3LC-IIc-3.6 Let’s Begin Reading in English 2. 2013. pp 214-215, 279-282, 301-302, 371-372, 377, 381.

3Q

Get information from index and table of contents EN3SS-IIIa-1.3 *Fun in English 4. 1999. pp 7, 57, 65, 72.

Engage in a variety of ways to share information (e.g. 1. Let’s Begin in English 2. 2013. pp 285.
role playing,) reporting, summarizing, retelling and show EN3OL-IIIb-i-1.2 2. *Fun in English 4. 1999. pp 15.
and tell
4Q

Follow simple written directions EN3SS- IVa -1.3

Interpret simple maps 1. Let’s Begin in English 2. pp 470.

EN3SS- IVa-b -1.2.3
of places 2. *Fun in English 4. 1999. pp 195-196.
Interpret a pictograph EN3SS- IVc-d-1.2.7 Let’s Begin in English 2. pp 311-313.

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 K to 12 BASIC EDUCATION CURRICULUM

Interpret simple tables EN3SS- IVe-f -1.2.2 Let’s Begin in English 2. pp 493-495, 498-500.

Interpret a bar graphs EN3SS- IVg-h -1.2.1 Let’s Begin in English 2. pp 478-480, 485-486.

GRADE 4

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

Content Standard Performance Standard

Domain
The learner… The learner…
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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates an understanding of verbal cues for clear expression of

actively creates and participates in oral theme-based activities
ideas
demonstrates an understanding of verbal and nonverbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates an understanding of information derived from multimedia
creatively presents information using broadcast media
sources for clear and creative presentation
demonstrates an understanding that English is stress-timed language to
Fluency reads aloud text with accuracy, automaticity, and prosody
achieve accuracy and automaticity
demonstrates an understanding of the elements of literary and
Listening recalls details, sequence of events, and shares ideas on texts listened to
informational texts for comprehension
Comprehension
demonstrates an understanding of text types to construct feedback identifies story perspective and text elements
demonstrates an understanding that word meaning can be derived from
uses different resources to find word meaning
different sources
demonstrates an understanding that words are composed of different
Vocabulary uses strategies to decode the meaning of words
parts and their meaning changes depending on context
demonstrates an understanding that word meaning changes based on
uses strategies to decode the meaning of words in context
context
demonstrates an understanding of various linguistics nodes to uses linguistic cues to appropriately construct meaning from a variety of
comprehend various texts texts for a variety of purposes
demonstrates an understanding of text elements to comprehend various uses knowledge of text types to correctly distinguish literary from
texts informational texts
Reading
demonstrates an understanding of writing styles to comprehend the uses diction (choice of words) to accurately analyze text elements
Comprehension
author’s message
demonstrates an understanding that reading in a wide range of texts uses literal information from texts to aptly infer and predict outcomes
provides pleasure and an avenue for self-expression and personal
development
demonstrates an understanding of writing as a process uses a variety of strategies to write informational and literary compositions
Writing and
demonstrates an understanding of the importance of using varied sources
Composition uses varied sources of information to support writing
of information to support writing
demonstrates a command of the conventions of standard English grammar
Grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking

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 K to 12 BASIC EDUCATION CURRICULUM

Content Standard Performance Standard

Domain
The learner… The learner…
English

demonstrates an understanding of English grammar and usage in speaking

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

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

EN4LC-Ib-1.1 EN4OL-Ib- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 EN4SS-Ib-6

Note details in a 1.14.4 Use context clues Analyze a story in Read words, Locate
selection listened to Speak clearly (synoynms) to terms of its setting phrases, poems, information
2 find meaning of
using appropriate or stories with using print and
pronunciation and unfamiliar words long vowel e nonprint
intonation sound resources
3 EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in Read words, 2.15 Use Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting phrases, poems, graphic of irregular forms of simple
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 K to 12 BASIC EDUCATION CURRICULUM

questions about a using appropriate find meaning of or stories with organizers to nouns composition
story/poem listened pronunciation and unfamiliar words long vowel i show (letters) as a
to intonation sound understanding response to
of texts (story stories/poems
sequence read or listened
organizers) to

LC V RC F SS WC
OL Oral G
Week Listening Vocabulary Reading Oral Reading Study Writing A Attitude
Language Grammar
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id-e-24 EN4F-Id-9 EN4SS-Id- EN4G-Id-33 EN4WC-Id-33 EN4A-Id-20
Sequence at least 3 1.14.4 Use context clues Sequence events in Read words, 2.15 Use Use clear and Write 2–3 step Show willingness
events using signal Speak clearly (antonym) to a story or narrative phrases, poems, graphic coherent directions using and enthusiasm in
words using determine the or stories with organizers to sentences signal words reading or
appropriate meaning of long vowel o show employing listening to
pronunciation unfamiliar words sound understanding appropriate literary text
4 of texts (story
and intonation grammatical
sequence
(poems, chants, structures:
organizers)
rhymes, riddles) Kinds of Nouns
– Mass Nouns
and Count
Nouns
5 EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-f-13.9 EN4F-Ie-10 EN4SS-Ie-10 EN4G-Ie-34 EN4WC-Ie-f-34
Sequence at least 3 1.13.1 Use context clues Read words, Use graphic Use clear and Write 2–3 step
events using signal Give oral (definition) to phrases, poems, organizers to coherent directions using
words directions determine the or stories with show an sentences signal words
meaning of long vowel u understanding employing
of texts (story
unfamiliar words sound appropriate
sequence
grammatical
organizers)
structures
(quantifiers of
mass nouns)

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 K to 12 BASIC EDUCATION CURRICULUM

EN4LC-If-2.8 EN4OL-If-10 EN4RC-If-25 EN4F-If-11 EN4SS-If- EN4G-If-35 EN4A-If-21

Infer feelings and Express one’s Infer feelings and Read words, 2.15 Use Compose clear Listen attentively
traits of characters ideas and traits of characters phrases, poems, graphic and coherent to and react
based on the story feelings clearly in a story read or stories with organizers to sentences using appropriately
heard compound words show an appropriate during story
6
grammatical
understandin reading
structures:
g of texts
Kinds of Nouns
(Possessive
Nouns)
EN4LC-Ig-2.8 EN4OL-Ig-10 EN4V-Ig-13.9 EN4RC-Ig-26 EN4F-Ig-12 EN4SS-Ig-6 EN4G-Ig-36 EN4WC-Ig-18 EN4A-Ig-22
Infer feelings and Express one’s Use context clues Make inferences Read aloud Locate Identify and use Write a friendly Demonstrate
traits of characters ideas and to find meaning and draw grade-level texts information concrete nouns letter as a respect for the
based on the story feelings clearly of unfamiliar conclusions based with accuracy using print and and abstract response to ideas, feelings,
7 heard words (definition) on a literary text and proper nonprint nouns stories/poems and culture of the
expression resources read or listened author of the text
to
listened to

LC V RC F SS WC
OL Oral G
Week Listening Vocabulary Reading Oral Reading Study Writing A Attitude
Language Grammar
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Ih-2.8 EN4OL-Ih-10 EN4V-Ih-13.9 EN4RC-Ih-2.8 EN4F-Ih-13 EN4SS-Ih-6 EN4G-Ih-3.9 EN4WC-Ih-19
Infer feelings and Express one’s Use context clues Infer feelings and Read with Locate Use collective Write different
traits of characters ideas and feelings (exemplification) traits of characters accuracy words, information nouns forms of simple
based on the story clearly to determine the based on the story phrases, poems, using print and composition
8 heard meaning of read and stories with nonprint (notes/letters) as
unfamiliar words diphthongs resources a response to
stories/ poems
read or listened
to
EN4LC-Ii-2.8 EN4OL-Ii-10 EN4V-Ii-13.9 EN4RC-Ii-2.8 EN4F-Ii-14 Read EN4G-Ii- EN4WC-Ii-6
Infer feelings and Express one’s Use context clues Infer feelings and with accuracy 3.2.1.1 Use Write a response
traits of characters ideas and feelings (exemplification) traits of characters words, phrases, simple present to a story/poem
based on the story clearly to determine the based on the story poems,and tense of verbs read or listened
9
heard meaning of read stories with silent in sentences to -letters
unfamiliar words letters

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

LC V RC F SS WC
OL Oral G
Week Listening Vocabulary Reading Oral Reading Study Writing A Attitude
Language Grammar
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-IIa-19 EN4OL-IIa-11 EN4V-IIa-32 EN4RC-IIa-1.1 EN4F-IIa-4 EN4SS-IIa-7 EN4G-IIa- EN4WC-IIa- EN4A-IIa-b-
Identify the Restate or retell Identify meanings of Identify the Read with Classify related 4.2.1 15 22
elements of a information from unfamiliar words important story automaticity words, ideas, Identify and Write 2–3 Demonstrate
literary text listened a text listened to through structural elements such as grade-level and and concepts use personal sentences about respect for the
to analysis (e.g., setting, frequently according to pronouns in the characters ideas, feelings,
compound words and character, and occurring certain sentences in a literary text and culture of
1 their components: plot content-area characteristics listened to or the author of the
oneword compound
words and similarities read text listened to
[backyard], two-word
compound [security
guard], hyphenated
compound word
[sisterin-law])
EN4LC-IIb-19 EN2OL-IIb-1.5 EN4V-IIb-32 EN4RC-IIb-27 EN4F-IIb-4 EN4SS-IIb-7 EN4G-IIb-37 EN4WC-IIb-
2 Identify the Use courteous Identify meanings of Identify the Read with Classify related Use the 15
elements of a expressions unfamiliar words important story automaticity words, ideas, pronoun that Write 2-3

LC V RC F SS WC
OL Oral G
Week Listening Vocabulary Reading Oral Reading Study Writing A Attitude
Language Grammar
Comprehension Development Comprehension Fluency Strategy Composition
literary text listened through structural elements such as grade-level and concepts agrees in sentences about
to analysis (e.g., setting, character frequently according to gender, number the characters
compound words and and plot occurring certain with the in a literary text
their components: content area characteristics antecedent listened to or
oneword compound words and similarities read
[backyard], two-word
compound [security
guard], and hyphenated
compound [sister-inlaw])

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 K to 12 BASIC EDUCATION CURRICULUM

EN4LC-IIc-19 EN4OL-IIc-12 EN4V-IIc-32 EN4RC-IIc-28 EN4F-IIc-4 EN4G-IIc-38 EN4A-IIc-23

Note the elements Listen and Identify meanings of Identify the Read with Identify and Show
of the literary text answer questions unfamiliar words theme of the automaticity use s form of enthusiasm for
listened to about a story through structural literary text read grade-level and verbs participating in
read/listened to analysis (words and frequently read-along
occurring
affixes) activities (choral
3 content-area
reading and
words
readers’
theather)
EN4F-IIc-5
Read correctly
words that end
with –s
EN4LC-IId-20 EN4OL-IId-12 EN4V-IId-33 EN4RC-IId-29 EN4F-IId-15 EN4SS-IId-8 EN4G-IId3.2.1 EN4WC-IId- EN4A-IId-24
Infer traits and Listen to and Use prefixes and root Infer traits and Read words, Locate meaning Use the present 20 Show
feelings of answer questions words as clues to get feelings of phrases, of words from form of verbs Write a short enthusiasm for
characters based about the story the meaning of words characters based poems, and the dictionary that agree with story with its participating in
4 on what they say read/ listened to on what they say stories with the subject complete read-along
accuracy and activities (choral
or do in a story or do in a story elements
appropriate reading and
listened to read
expression readers’
theather)
EN4LC-IIe-21 EN4OL-IIe-1.1 EN4V-IIe-33 EN4RC-IIe-30 EN4F-IIe-15 EN4SS-IIe-9 EN4G-IIe-9 EN4WC-IIe- EN4A-IIe-25
Sequence events in Relate story Use prefixes and root Use appropriate Read words, Use timeline to Use possessive 21 Take part in
a story listened to events to one’s words as clues to get graphic phrases, show order of pronouns that Write a short creative
experience meaning of words organizers to poems, and events agree in gender story with its responses in
5 show the stories with with complete preparing logs,
accuracy and
sequence of antecedents elements journal, and
appropriate
events in a text other oral
expression
read (story) presentations
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition

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 K to 12 BASIC EDUCATION CURRICULUM

EN4LC-IIf-21 EN4OL-IIf-13 EN4V-IIf-34 EN4RC-IIf-2.8 EN4F-IIf-15 EN4SS-IIf-10 EN4G-IIf-10 EN4WC-IIf-22 EN4A-

IIf-25
Sequence events in React to what Use suffixes and root Predict outcomes Read words, Fill out forms Use correct Write a reaction Take part in a
story listened to the characters words as clues to get of events in the phrases, following time about the creative said in the story
meaning of words story poems, and instructions expressions to character in a responses in
6 listened to stories with appropriately tell an action in story read preparing logs,
accuracy and the present journal, and
appropriate other oral
expression presentations
EN4LC-IIg-1.1 EN4OL-IIg-2.6 EN4V-IIg-34 EN4RC-IIg-31 EN4F-IIg-4.4 EN4G-IIg-3.2 EN4WC-IIg- EN4A-IIg-26 Give a possible Retell best-liked Use suffixes and root
Give possible Read texts with Use the past 23 Browse and ending to a story part of a story words as clues to get ending to a story words with form of regular Write a read news page
7 heard heard meaning of words read consonant verbs paragraph about for information blends /tr/ and one’s personal of a school
/cr/ experience paper

EN4LC-IIh-22 EN4OL-IIh-2.6 EN4V-IIh-35 EN4RC-IIh-35 EN4F-IIh-16 EN4SS-IIh- EN4G-IIh-11 EN4WC-IIh- EN4A-IIh-27 Distinguish reality Retell best-liked Get the
meaning of Distinguish reality Read words 1.4 Use the past 24 Show interest in from fantasy part of a story words using a dictionary from fantasy with consonant Use dictionary in
form of Write sentences reading more
8
heard blends /br/ and
getting the irregular verbs expressing stories
/gr/ meaning of fantasy and
words reality
EN4LC-IIi-23 EN4OL-IIi-2.6 EN4V-IIi-35 EN4RC-IIi-36 EN4F-IIi-4.4 EN4SS-IIi-1.4 EN4G-IIi-12 EN4WC-IIi-25 EN4A-IIi-28 Distinguish fact Retell best-liked Get the
meaning of Distinguish fact Read words Use dictionary in Use the past Write a news Listen from opinion in a part of a story words using a dictionary from opinion in a with
consonant getting the form of regular report using the attentively and
9
narrative heard narrative blends /pr/ and meaning of and irregular given facts react positively
/gr/ words verbs during story reading

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 K to 12 BASIC EDUCATION CURRICULUM

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

famous places (description) accuracy, and obtained from sentences sentences using
expression various sources in the correct order
preparation for of adjectives
reporting, etc.
EN4LC-IIIe-28 EN4OL-IIIe-f- EN4V-IIIe-37 EN4RC-IIIe-38 EN4F-IIIe-15 EN4SS-IIIe-12 EN4G-IIIe-16 EN4WC-IIIe- EN4A-IIIe-31
Recall the elements 17 Get unfamiliar words Identify various Read grade- Use graphic Identify and 30 Show interest on
of informational Use appropriate through text types level texts with organizers to use adverbs of Write/ compose reading an
text listened to expression in restatements according to appropriate organize place in clear and autobiography/
5
(autobiography, talking about structure speed, information sentences coherent biography
biography) famous people (description) accuracy, and obtained from sentences using
expression various sources in adverbs of
time
LC V RC F WC
OL Oral SS Study G
Week Listening Vocabulary Reading Oral Reading Writing A Attitude
Language Strategy Grammar
Comprehension Development Comprehension Fluency Composition
preparation for
reporting, etc.
EN4LC-IIIf-29 EN4V-IIIf-38 EN4RC-IIIf-39 EN4F-IIIf-15 EN4SS-IIIf-1.3 EN4G-IIIf-17 EN4WC-IIIf- EN4A-IIIf-32
Identify the Identify different Identify various Read grade- Locate information Use appropriate 31 Browse and read
elements of meanings of content text types level texts with from indices adverbs of time Write/ compose books for learning
informational text specific words. according to appropriate in sentences clear and or pleasure
6
(“how to”) (denotation and structure speed, coherent
connotation) (procedural/ accuracy, and sentences using
sequence) expression adverbs of
manner
EN4LC-IIIg-1.1 EN4OL-IIIg- EN4V-IIIg-38 EN4RC-IIIg-40 EN4F-IIIg-15 EN4SS-IIIf-1.3 EN4G-IIIg-18 EN4WC-IIIg- EN4A-IIIg-33
Identify the main 18 Identify different Identify the main Read gradelevel Locate information Use adverbs of 32 Browse and read
idea, key Tell/retell meanings of content idea, key texts with from indices place in Write/ compose news page of school
sentences, and familiar stories specific words sentences, and appropriate sentences clear and paper for
supporting details by using (denotation and supporting details speed, coherent information
7 from text listened appropriate connotation) of a given text accuracy, and sentences using
to
gestures and expression adverbs of place
expressions in
complete
sentences
8 EN4LC-IIIh-2.10 EN4OL-IIIh- EN4V-IIIh-39 EN4RC-IIIh-i41 EN4F-IIIh-15 EN4SS-IIIh-13 EN4G-IIIh-19 EN4WC-IIIh- EN4A-IIIh-33
Distinguish fact 19 Get the meaning of Distinguish fact Read grade- Interpret charts Use a particular 33 Browse and read
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 K to 12 BASIC EDUCATION CURRICULUM

from opinion in Retell a news words through word from opinion in level texts with kind of Write news news page of school
news reports report using association a news report appropriate sentence for a report using paper for
listened to appropriate (analogy) speed, specific purpose the given facts information
gestures and accuracy, and (e.g., making
expressions expression requests)
EN4LC-IIIi-2.10 EN4OL-IIIi-19 EN4V-IIIi-40 EN4F-IIIi-15 EN4SS-IIIi-14 EN4G-IIIi-20 EN4WC-IIIi- EN4A-IIIi-33
Distinguish fact Retell a news Get the meaning of Read grade- Use a thesaurus Use a particular 33 Browse and read
from opinion in report using words through word level texts with to find synonyms kind of Write a news news page of school
9 news reports appropriate classification appropriate and antonyms sentence for a report using the paper for
listened to gestures and speed, specific purpose given facts information
expressions accuracy, and (e.g., asking
expression permission)

FOURTH QUARTER
LC V RC F WC
OL Oral SS Study G A
Week Listening Vocabulary Reading Oral Reading Writing
Language Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC- EN4A-IVa-34
Distinguish fact State a fact and 1 Distinguish fact Read aloud Get information Identify IVa34 Express
from opinion in opinion about a Use knowledge from opinion in an grade four-level from an prepositions in Outline a interest in
informational text particular topic of context clues informational text texts with advertisement sentences paragraph with different texts
1 to find the accuracy rate of explicity given
(advertisements) by reading
meaning of 95–100% main idea available print
unfamiliar words materials
(synonyms)
(Informational)
2 EN4LC-IVb-31 EN4OL-IVb-21 EN4V-IVb- EN4RC-IVb-42 EN4F-IVb-1.6 EN4SS-IVb-16 EN4G-IVb- EN4WC-IVb- EN4A-IVb-34
Distinguish fact State a fact and 13.2 Distinguish fact Read aloud Get information 7.3 35 Expess interest
from opinion in opinion about a Use knowledge from opinion in grade four-level from an Use Write a 2- in text by
informational text particular topic of context clues informational text texts with an announcement prepositions in point sentence reading
(announcement) to find the accuracy rate of sentences – to outline available print
meaning of 95–100% and from
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 K to 12 BASIC EDUCATION CURRICULUM

unfamiliar materials
words (Informational)
(antonyms)
EN4LC-IVc-31 EN4OL-IVc- EN4V-IVc-41 EN4RC-IVc-43 EN4F-IVc-1.6 EN4SS-IVc-17 EN4G-IVc-7.3 EN4WC- EN4A-IVc-34
Tell whether an 22 Express Identify the Distiguish reality Read aloud Use search Use IVc36 Express
action or event is a whether an meaning of from fantasy in grade four-level engine, prepositions Write a interest in text
reality or a fantasy action or event words with stories read texts with encylopedia, in sentences paragraph by reading
3 accuracy rate of – among based on a
is reality or multiple almanac and available print
95–100% and 2point outline
fantasy meanings other multimedia materials
sources to get between (Informational)
information
EN4LC-IVd-32 EN4OL-IVd-23 EN4V-IVd-42 EN4RC-IVd-43 EN4F-IVd-1.13 EN4SS-IVd-18 EN4G-IVd- EN4WC-IVd- EN4A-IVd-34
Evaluate the State Identify Distinguish reality Read grade- Take down 7.3 37 Express
likelihood that a conclusion to meaning of from fantasy in level texts with important Use Write 5–6 interest in text
story/event could realistic fiction words with stories read 118 words information prepositions in, sentence by reading
4 on, under, and
really happen prefixes un-, in-, correct words paragraph available print
im-, dis-, mis- per minute above in about a given materials
and re- sentences topic (Informational)
(Prewriting)
EN4LC-IVe-33 EN4OL-IVe-24 EN4V-IVe-43 EN4RC-IVe-44 EN4F-IVe- EN4SS-IVe-5.4 EN4G-IVe- EN4WC-IVe- EN4A-IVe-34
Draw conclusion in State conclusion Identify meaning Make inferences and 1.13 Read Interpret a map 7.2 Use 38 Express
informational text to informational of word with draw conclusions grade-level preposition Write 5–6 interest in text
5 heard text suffixes -ful and based on texts with 118 al phrases sentence by reading
-less informational text words correct in paragraph available print
words per sentences about a given materials
minute topic (Writing) (Informational)
LC V RC F WC
OL Oral SS Study G A
Week Listening Vocabulary Reading Oral Reading Writing
Language Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IVf-34 EN4OL-IVf-25 EN4V-IVf-44 EN4RC-IVf-45 EN4F-IVf- EN4SS-IVf-19 EN4G-IVf-22 EN4WC-IVf- EN4A-IVf-34
Give conclusions to State one’s Identify meaning Give conclusions to 1.13 Read Interpret bar Use simple 39 Express
realistic fiction conclusion to of words with realistic fiction read grade-level and line graphs sentence: Write 5–6 interest in text
6 listened to realistic fiction suffixes -er and texts with 118 Simple subject sentence by reading
listened to -or words correct and simple paragraph available print
words per predicate about a given materials
minute topic (Editing) (Informational)
7 EN4LC-IVg-35 EN4OL-IVg-26 EN4V-IVg-45 EN4RC-IVg- EN4F-IVg-1.13 EN4SS-IVg-20 EN4G-IVg-23 EN4WC-IVg-EN4A-IVg-34
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 K to 12 BASIC EDUCATION CURRICULUM

Give one’s reaction Express one’s Identify meaning 2.2.12 Read grade- Use a glossary Use simple 40 Express
to an event or issue reaction to an of words with Make level texts with to get the sentence: Write 5–6 interest in text
heard event or issue prefixes de- and generalizations 118 words meaning of Compound sentence by reading
dis- correct words words subject + paragraph available print
per minute simple about a given materials
predicate topic (Informational)
(Rewriting/
Revising)
EN4LC-IVh-2.16 EN4OL-IVh-27 EN4V-IVh-46 EN4RC-IVh-2.16 EN4F-IVh- EN4SS-IVg-21 EN4G-IVh-24 EN4WC-IVh- EN4A-IVh-32
Identify cause- State the effects Identify Identify cause- 1.13 Read Use a glossary Use simple 41 Browse and
andeffect of a given cause meaning of andeffect grade-level to get the sentences: Write 5–6 read books for
relationship words with relationship texts with 118 meaning of Simple subject sentence learning or for
8
suffixes -ly and words correct words and compound paragraph pleasure
y words per predicate about a given
minute topic
(Publishing)
EN4LC-IVi-2.16 EN4OL-IVi-28 EN4V-IVi-47 EN4RC-IVi-2.16 EN4F-IVi-1.13 EN4SS-IVg-22 EN4G-IVi- EN4WC-IVi- EN4A-IVi-32
Identify cause- State the cause Identify Identify cause- Read grade- Use strategies 25 Use 42 Browse and
andeffect of a given effect meaning of andeffect level texts with in taking tests compound Write 5–6 read books for
relationship words with relationship 118 words A. Before the sentences sentence learning or for
9 test
suffixes -able correct words paragraph pleasure
and -ible per minute B. During the about a given
test topic
(Publishing)

Grade 4 Tagged Materials

LEARNING COMPETENCY CODE LEARNING MATERIALS

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 K to 12 BASIC EDUCATION CURRICULUM

LC - Listening Comprehension

1Q

Sequence events in a story listened to 1 BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
. Sentences/Guided Questions.
BEAM-DLP4 Module 43 – Sequencing the Major Events/Ideas in a Selection.
2 *Fun in English 4. 1999. pp. 56, 64, 70-72.
.
EN4LC-IIe-21 EN4LC- 3
IIf-21 .
4 *English for All Times 5. 1999. pp 49.
.
2Q

Identify the main idea, key sentences and supporting 1. BEAM-DLP4 Module 18 – Giving Main Idea.
details from text listened to 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
5 BEAM ENG5 Module 10 – Getting the Main Idea.
EN4LC-IIIg-1.1 .
6 *English for You and Me 3 (Reading). 2008. pp 40-41.
.
7 *Fun in English 4. 1999. pp. 35, 36-37, 41, 47-49, 50.
.
8 *English for All Times 5. 1999. pp 19, 37, 47, 77, 84-85, 92, 107-108.
.
9 *English Expressways 5. 2010. pp 7, 26-27, 54-55, 84-87, 121-123, 134, 143-144, 165.
.
3Q

Distinguish reality from fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
2. BEAM-DLP4 Module 67 – Evaluating Ideas/Making Judgment (Reality or Fantasy).
3. BEAM-DLP4 Module 68 – Reality or Fanciful.
4 *English for You and Me 3 (Reading). 2008. pp 161.
EN4LC-IIh-22 .
5 *Fun in English 4. 1999. pp. 187.
.

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 K to 12 BASIC EDUCATION CURRICULUM

6 *English for All Times 5. 1999. pp 7, 173, 200-201.

.
7 *English Expressways 5. 2010. pp 200.
.
4Q

Distinguish fact from opinion in a narrative EN4LC-IIi-23 1. BEAM-DLP4 Module 69 – Fact or Opinion.
EN4LC-IIIh-2.10 2. *Fun in English 4. 1999. pp. 209.
EN4LC-IIIi-2.10 3. *English for All Times 5. 1999. pp 218.
EN4LC-IVa-30 4 *English Expressways 5. 2010. pp 215.
EN4LC-IVb-31 .
OL - Oral Language

1Q

Speak clearly using appropriate pronunciation and 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
intonation 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4OL-Ia-1.14.4 4 *English for You and Me 3 (Language). 2008. pp 18-19.
EN4OL-Ib-1.14.4 .
5 *English for All Times 5. 1999. pp 125.
.
6 *English Expressways 5. 2010. pp 57-58.
.
Give oral directions EN4OL-Ie-1.13.1 1 BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
.

LEARNING COMPETENCY CODE LEARNING MATERIALS

2. *English for You and Me 3 (Reading). 2008. pp 11-12.

3. *English for You and Me 3 (Language). 2008. pp 40-46.

4. *English Expressways 5. 2010. pp 70, 143.

V - Vocabulary Development

1Q

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 K to 12 BASIC EDUCATION CURRICULUM

Use context clues (synonym) to find the meaning of 1. BEAM-DLP4 Module 2 – Using Synonyms.
unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-Ib-13. 1 EN4V-Ic- 4. *English for You and Me 3 (Reading). 2008. pp 113.
13. 1 5. *Fun in English 4. 1999. pp. 62, 102, 115, 116, 123.
6. *English for All Times 5. 1999. pp 31, 68, 200, 224.

7. *English Expressways 5. 2010. pp 31, 68, 200.

Use context clues (antonym) to find the meaning of 1. BEAM-DLP4 Module 2 – Using Antonyms.
unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
3. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-Id-13.2 4. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
5. *English for All Times 5. 1999. pp 68.

6. *English Expressways 5. 2010. pp 67.

Use context clues (definition) to determine the meaning 1. *Fun in English 4. 1999. pp. 165, 204, 205, 209.
EN4V-Ie-f-13.9 EN4V-
of unfamiliar words 2. *English for All Times 5. 1999. pp 7.
Ig-13.9
3. *English Expressways 5. 2010. pp 5-6.
Use context clues (exemplification) to determine the 1. *Fun in English 4. 1999. pp. 55.
EN4V-Ih-13.9 EN4V-Ii-
meaning of unfamiliar words 2. *English for All Times 5. 1999. pp 105.
13.9
3. *English Expressways 5. 2010. pp 104.
3Q

Synonym 1. BEAM-DLP4 Module 2 – Using Synonyms.

2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-IIIa-13.1 4. *English for You and Me 3 (Reading). 2008. pp 113.
5. *Fun in English 4. 1999. pp. 62, 102, 115, 116, 123.

6. *English for All Times 5. 1999. pp 31, 68, 75, 200-201 224.

7. *English Expressways 5. 2010. pp 31, 66, 75, 200.

Antonym 1. BEAM-DLP4 Module 2 – Using Antonyms.

Use context clues (synonym and antonym) to find the 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
meaning of unfamiliar words 3. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-IIIa-13.2 EN4V-
4. *English for You and Me 3 (Reading). 2008. pp 113.
IIIb-13.2
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 K to 12 BASIC EDUCATION CURRICULUM

5. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
6. *English for All Times 5. 1999. pp 18, 68.

7. *English Expressways 5. 2010. pp 18, 67.

4Q

Identify the meaning of words with multiple meanings EN4V-IVc-41 1. BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIIc-36 Analysis.
EN4V-IIId-3 2. BEAM ENG5 Module 7 – Context to Get Meaning of Word with Multiple Meanings.

LEARNING COMPETENCY CODE LEARNING MATERIALS

3 *Fun in English 4. 1999. pp. 204-205.

.
4 *English for All Times 5. 1999. pp 37, 59-60.
.
5 BEAM ENG5 Module 3 – Decoding Words with Prefixes.
.
6 BEAM ENG5 Module 4 – Decoding Words with Suffixes.
.
7 *English for You and Me 3 (Reading). 2008. pp 39-40.
.
8 *Fun in English 4. 1999. pp. 115, 116, 123, 124, 131.
.
Identify the meaning of unfamiliar words through BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIc-32
structural analysis (words and affixes) Analysis.
Identify the meaning of unfamiliar words according to EN4VD-IVe-11.5 EN4V- *English for You and Me 3 (Language). 2008. pp 105.
structure (inflections) IVf-11.5
RC - Reading Comprehension

1Q

Analyze a narrative in terms of its setting EN4RC-Ib-2.1.1 EN4RC- 1 *Fun in English 4. 1999. pp. 20, 210.
Ic-2.1.1 . *English for All Times 5. 1999. pp 47.
2
.
Analyze a narrative in terms of its characters EN4RC-Ib-2.1.2 1 *Fun in English 4. 1999. pp. 21, 210.

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 K to 12 BASIC EDUCATION CURRICULUM

. *English for All Times 5. 1999. pp 47.

2
.
Analyze a narrative in terms of its plot 1 *Fun in English 4. 1999. pp. 210-211.
(Conflict/Problem/Reaction/Resolution/Ending) . *English for All Times 5. 1999. pp 47.
EN4RC-Id-2.1.4
2
.
Analyze a 3-4-line poem in terms of its elements 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
(rhymes, sound devices) 2. *English for You and Me 3 (Reading). 2008. pp 4, 8, 48, 56, 61, 148.
EN4RC-Ie-2.1.5 EN4RC- 3 *English for You and Me 3 (Language). 2008. pp 3, 14, 16, 51, 62-63, 76, 92, 136, 139,
If-2.1.5 . 156, 167.
4 *Fun in English 4. 1999. pp. 74, 90.
.
5 *English for All Times 5. 1999. pp 19, 58.
.
Infer the theme of literary text EN4RC-Ig-2.9.1 *Fun in English 4. 1999. pp. 92-93.
EN4RC-Ih-2.9.1
EN4RC-Ii-2.9.1
EN4RC-Ij-2.9.1
2Q

Identify main idea, key sentences and supporting details 1. BEAM-DLP4 Module 18 – Giving Main Idea.
of a given text 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
5 BEAM ENG5 Module 10 – Getting the Main Idea.
EN4RC-IIIg-40 .
6 *English for You and Me 3 (Reading). 2008. pp 31, 33, 81, 83.
.
7 *Fun in English 4. 1999. pp. 35, 36, 47-49, 50.
.
8 *English for All Times 5. 1999. pp 54, 76-77, 84, 107-108, 121-122, 143.
.
9 *English Expressways 5. 2010. pp 76-77, 84-85.
.
3Q

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 K to 12 BASIC EDUCATION CURRICULUM

Note significant details in a literary text EN4RC-Ia-2.2 *English for All Times 5. 1999. pp 137.

Identify cause-and-effect relationship 1. BEAM ENG5 Module 25 – Identifying Cause and Effect.
EN4RC-IVh-2.16 2. *English for You and Me 3 (Reading). 2008. pp 113-114, 116, 123-124.
EN4RC-IVi-2.16 3 *Fun in English 4. 1999. pp. 97, 98, 99, 101, 108-109.
.

LEARNING COMPETENCY CODE LEARNING MATERIALS

4 *English for All Times 5. 1999. pp 131-133.

.
5 *English Expressways 5. 2010. pp 132-133.
.
Comparison and contrast people, places and events in 1 *English for You and Me 3 (Language). 2008. pp 150-155.
texts read . *Fun in English 4. 1999. pp. 88.
EN4RC-IIIa-34
2
.
Make generalizations 1 *English for All Times 5. 1999. pp 135, 202.
. *English Expressways 5. 2010. pp 201-202.
EN4RC-IVg-2.2.12
2
.
F - Oral Reading Fluency

3Q

Read grade-level texts with appropriate speed, accuracy EN4F-IIIa-15 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
and proper expression EN4F-IIIb-15 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
EN4F-IIIc-15 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4F-IIId-15 4. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
EN4F-IIIe-15 5. *English for You and Me 3 (Reading). 2008. pp 11.
EN4F-IIIf-15 6. *English for You and Me 3 (Language). 2008. pp 18-27, 141.
EN4F-IIIg-15 7. *English for All Times 5. 1999. pp 125, 202.
EN4F-IIIh-15 8 *English Expressways 5. 2010. pp 201-202.
EN4F-IIIi-15 .
SS - Study Strategy

3Q

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 K to 12 BASIC EDUCATION CURRICULUM

Use dictionary in getting the meaning of words 1. BEAM-DLP4 Module 6 – Using the Dictionary.
2. *English for You and Me 3 (Reading). 2008. pp 40.
3. *English for You and Me 3 (Language). 2008. pp 164-166.
EN4SS-IIIc-1.4 4. *Fun in English 4. 1999. pp. 150-151, 160-161, 204-205.
EN4SS-IIId-1.4 5 *English for All Times 5. 1999. pp 20.
EN4SS-IIIe-1.4 .
6 *English Expressways 5. 2010. pp 20.
.
Locate information from Indices 1. BEAM ENG5 Module 43 – Using Library Resources to Get Information.
2. *English for You and Me 3 (Language). 2008. pp 40, 173-174.
3 *Fun in English 4. 1999. pp. 57, 65, 72-73.
EN4SS-IIIf-1.3 .
4 *English Expressways 5. 2010. pp 227-228.
.
4Q

Take note of relevant information from a given text 1. *English for You and Me 3 (Reading). 2008. pp 40.
2. *English for You and Me 3 (Language). 2008. pp 164-166.
EN4SS-IIIa-11 3 *English for All Times 5. 1999. pp 20.
EN4SS-IIIb-11 .
4 *English Expressways 5. 2010. pp 20.
.
G – Grammar

1Q

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

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 5
FIRST QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrate understanding of various verbal elements in orally
communicating information orally communicates information, opinions, and ideas effectively to different
demonstrates understanding of various non-verbal elements in orally audiences using a variety of literary activities
Oral Language communicating information
demonstrates understanding of the oral standards of English in order to prepares for and participates effectively in a range of conversations and
participate in various oral communication demands (situation, purpose and collaboration with diverse partners, building on others’ ideas and expressing
audience) their own clearly and persuasively
demonstrates understanding that English language is stress timed to
reads with sufficient accuracy and fluency to support comprehension
support comprehension
Fluency
demonstrates understanding that a change in stress entails a change of uses knowledge of stress and intonation of speech to appropriately evaluate
meaning to evaluate the speaker’s/ author’s purpose and meaning the speaker’s intention, purpose and meaning
demonstrates understanding of various linguistics nodes to comprehend
analyzes text types to effectively understand information/ message(s)
various texts
Listening demonstrates understanding of text types to listen for different purposes uses linguistic cues to effectively construct meaning from a variety of texts
Comprehension from a variety of texts for a variety of purposes
uses literary and informational texts heard to construct an appropriate
demonstrates understanding of text types in order to construct feedback
feedback
demonstrates understanding that printed words are made up of
uses knowledge of phonics (analytic and synthetic) to effectively decode
interconnected letters with separate sounds that are blended together to
grade-appropriate words
Vocabulary form coherent pattern of sounds
demonstrate understanding that words are composed of different parts to uses strategies to decode correctly the meaning of words in isolation and in
know that their meaning changes depending in context context
Reading demonstrates understanding of various linguistics nodes to comprehend uses linguistic cues to appropriately construct meaning from a variety of
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 K to 12 BASIC EDUCATION CURRICULUM
various texts texts for a variety of purposes
uses knowledge of text types to correctly distinguish literary from
demonstrates understanding of text elements to comprehend various texts
informational texts
Comprehension
demonstrates understanding of writing styles to comprehend the author’s uses diction (choice of words) to accurately analyze author’s tone, mood,
message and point of view
demonstrates understanding that reading a wide range of texts provides uses literal information from texts to aptly infer and predict outcomes
Domain Content Standard Performance Standard
pleasure and avenue for self-expression and personal development

draft texts using appropriate text types for a variety of audiences and
purposes
edit texts using appropriate text types for a variety of audiences and
Writing and demonstrates understanding of different formats to write for a variety of purposes
Composition audiences and purposes rewrite/revise texts using appropriate text types for a variety of audiences
and purposes
publish texts using appropriate text types for a variety of audiences and
purposes
demonstrates command of the conventions of standard English grammar uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs
Grammar in general and their functions in various discourse (oral and written)
and usage when writing or speaking
demonstrates understanding of non-verbal communication to applies knowledge of non-verbal skills to respectfully give the speaker
communicate with others undivided attention and acknowledge the message
Attitude
demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately
communication to respond back uses a variety of strategies to provide appropriate feedback
utilizes discrete techniques (general or specific) and applies appropriately
Study demonstrates understanding of library skills to research a variety of topics
them to all or most fields of study
Strategies/
demonstrates understanding of the research process to write a variety of uses a variety of research strategies to effectively write a variety of texts for
Research
texts various audiences and purposes
Viewing applies knowledge of the various forms and conventions of print, non-print,
demonstrates understanding of the forms and conventions of print,
and digital materials to appropriately comprehend print, non-print, film and
nonprint, and digital materials to understand various viewing texts
moving texts
demonstrates understanding of the various forms and conventions of print, evaluates effectively the message constructed and conveyed in various
non-print, and digital materials viewing texts
demonstrates understanding of the various forms and conventions applies different views of the real world to effectively interpret

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 K to 12 BASIC EDUCATION CURRICULUM
materials to critically analyze the meaning constructed in print, non-print,
(deconstruct) constructed meaning in print, non-print and digital materials
and digital materials
demonstrates understanding of construction, deconstruction, and applies understanding of forms and conventions of viewing texts to
reconstruction of print, non-print and digital materials appropriately create and recreate meaning/ messages

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 and 13 Self-correct Compose clear 1.1.6.1 Plan Describe Observe
1 Infer the politeness at all
details Use appropriate when reading and coherent a two to different forms
facial meaning of sentences three- and times

LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
expressions unfamiliar using paragraph conventions of
words appropriate composition using film and
(compound) grammatical an outline/other moving pictures
based on given structures: (lights,
graphic organizers
context clues -Aspects of blocking,
verbs direction,
(synonyms,
antonyms, characterization
word parts) , acting, dialog,
and other setting or
strategies setup)
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib- EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 1.6 Read Compose clear 1.1.6.1 Plan a Describe Observe
Identify the Use appropriate Infer the Infer the theme aloud grade and coherent two to different forms politeness at all
elements of body meaning of of literary text level sentences threeparagraph and times
movements/ges unfamiliar appropriate using conventions of
literary texts composition
tures words text with an appropriate film and
accuracy rate grammatical using an
2 (compound) moving pictures
of 95 – 100% structures: outline/other (lights,
based on given
-Aspects of graphic blocking,
context clues
verbs organizers direction,
(synonyms,
antonyms, characterization
word parts) , acting, dialog,
and other setting or

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 K to 12 BASIC EDUCATION CURRICULUM
strategies setup)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic- EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 1.6 Read Compose clear 2.2.4 Write Describe Observe
Identify the informal Infer the Summarize aloud grade and coherent two to different forms politeness at all
elements of English when meaning of narrative level sentences threeparagraph and times
appropriate to unfamiliar appropriate using conventions of
literary texts texts based composition
task and words text with an appropriate film and
situation ( affixed) on accuracy rate grammatical based on the
moving pictures
elements of 95 – 100% structures: prepared EN5A-Ic-17
based on given (lights,
-Modals outline Show
context clues -Theme blocking,
3 tactfulness
(synonyms, -Setting direction,
when
antonyms, -Characters characterization
communica
word parts) , acting, dialog,
(Heroes and ting with others
setting or
and other Villains) setup)
strategies -Plot
(beginning,
middle and
ending)

LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Id- EN5OL-Id- EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 3.9 Use formal and 13 2.23 1.8.1.1 Compose clear 2.2.4 Write Distinguish Observe
Identify the and informal Infer the Summarize Read with and coherent two to among various politeness at all
elements of English when meaning of narrative automaticity sentences threeparagrap types of times
appropriate to unfamiliar grade level using viewing
literary texts texts based h composition
task and words frequently appropriate
on based on the materials
situation ( affixed) occurring grammatical
elements structures: prepared EN5A-Id-17
based on given content area
-Modals outline Show
context clues -Theme words
4 tactfulness
(synonyms, -Setting (Art)
when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and
ending)

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-Ie- EN5OL-Ie- EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16
2.11.1/2.11.2 3.9 Use formal and 13 Analyze a 1.8.1.2 Ie8.3/8.4 1.8.2 Distinguish Observe
/2.11.3 Analyze and informal Infer the 2-stanza Read with Compose clear Revise writing among various politeness at all
sound devices English when meaning of poem in automaticity and coherent for clarity - types of times
(onomatopoeia, appropriate to unfamiliar terms of its grade level sentences correct viewing
task and words frequently spelling
alliteration, elements using materials
situation ( blended) occurring
assonance) (rhymes, appropriate EN5A-Ie-17
based on content area
5 sound grammatical Show
words
given context devices, structures: tactfulness
(Math)
clues imagery -conjunctions when
(synonyms, and communica
antonyms, figurative ting with others
word parts) language)
and other
strategies
EN5LC- EN5OL-If-3.9 EN5V-If-12 EN5RC-If- EN5F-If- EN5G- EN5WC-If- EN5A-If-16
If2.8.1/2.8.2/ Use formal and and 13 2.3 Analyze 1.8.1.3 If8.3/8.4 1.8.1 Observe
2 informal Infer the figures of Read with Compose clear Revise writing for politeness at all
.8.3 Infer the English when meaning of speech automaticity and coherent clarity times
6 speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words marks EN5A-If-17
metaphor, frequently using
purpose situation ( blended) Show
personificati occurring appropriate
based on content area grammatical tactfulness
given

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
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- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 Ig8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
7
unfamiliar grade level sentences -transition/
(simile,
words frequently signal words
metaphor, using
( clipped) occurring
personificati appropriate EN5A-Ig-17
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 K to 12 BASIC EDUCATION CURRICULUM
based on given on, content area grammatical Show
context clues hyperbole) words structures: tactfulness
(synonyms, in a given (Health) -conjunctions when
antonyms, communica-
text
word parts) ting with others
and other
strategies
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade Ih8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose clear politeness at all
fantasy meaning of speech 118 words and coherent times
unfamiliar correct per sentences
(simile,
words minute
metaphor, using
( clipped)
8 personificati appropriate EN5A-Ih-17
based on given
on, grammatical Show
context clues tactfulness
structures:
(synonyms, hyperbole)
-conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
EN5OL-Ii-1.8 EN5VD- EN5F-Ii-1.13 EN5G- EN5A-Ii-16
Recount events Ii8.1/8.2/8.3 Read grade Ii8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
of words using 118 words and coherent times
9 dictionaries, correct per sentences
thesaurus, minute EN5A-Ii-17
using
and/or online appropriate Show
resources grammatical tactfulness

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.

LC OL V RC F SS G WC VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Grammar Writing/ Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIa-4 EN5OL- EN5RC- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal IIa1.13.1 IIa2.21 Compose clear 1.1.6.1 Plan a Determine Observe
words from text Provide Identify and coherent two to images/ideas politeness at all
heard accurate main idea, sentences threeparagrap that are times
instructions key using h composition explicitly used
sentences appropriate to influence EN5A-IIa-17
using an
and grammatical viewers Show
1 outline/other
supporting structures: EN5VC-IIa7.1
graphic tactfulness
details of a -subject-verb Stereotypes,
organizers when
given agreement EN5VC-IIa- communica-
paragraph ( inverted 7.2 ting with others
sentences) Point of view
EN5VC-IIa-

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
7.3
Propagandas

EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16

3.19 1.26 20.2.1 IIb2.21 1.5.3 Compose clear 2.2.5 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 structures: EN5VC-IIb7.1 tactfulness
2 supporting
and -subject-verb Stereotypes, when
details of a
connotation) agreement EN5VC-IIb- communica-
given (intervening
(Science) 7.2 ting with others
paragraph phrases) Point of view
EN5VC-IIb-
7.3
Propagandas

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIc- EN5OL-IIc- EN5V- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 IIc20.1.1 3.2.1 1.8.1 Read 1.4 IIc2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish with Gather relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing explicitly used
of information Identify purpose frequently sources sentences -cause and to influence EN5A-IIc-17
presented different -To classify or occurring -glossaries using effect viewers Show
meanings of describe content appropriate EN5VC-IIc- tactfulness
3 content specific area grammatical 7.1 when
words 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- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 Read 1.4 IId2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticit information Compose clear writing for that are times
4 opinions after according to and coherent
Identify y grade from various clarity explicitly used
reflection different purpose level sources sentences -correct to influence EN5A-IId-17
meanings of -To classify or frequently -Dictionaries using spelling viewers Show
occurring

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
content specific describe content area appropriate EN5VC-IId7.1 tactfulness
words words grammatical Stereotypes, when
(denotation structures: EN5VC-IId- communica-
and - collective 7.2 ting with others
connotation) nouns and verb Point of view
(Science) agreement EN5VC-IId-
7.3
Propagandas

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIe- EN5OL-IIe- EN5V- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 IIe20.1.2 3.2.2 1.8.1 Read 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used
reflection Identify purpose frequently sources to influence EN5A-IIe-17
appropriate Revise writing
different -To recall a occurring viewers Show
grammatical for clarity
meanings of series of content EN5VC-IIe7.1 tactfulness
5 -Thesaurus structures:
content specific events/ area Stereotypes, when
information words -kinds of -punctuation
words EN5VC-IIe- communica-
adjectives marks
(denotation 7.2 ting with others
-signal words
and Point of view
connotation) EN5VC-IIe-
(Mathematics) 7.3
Propagandas
EN5OL- EN5V- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
IIf3.5.1 IIf20.1.2 3.2.3 1.8.1 Read 1.7 Compose clear 2.2.6 Write Determine Observe
Provide Distinguish with Gather relevant and coherent paragraphs images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences showing that are times
support 20.2.2 according grade level from various using -compariso explicitly used
opinion/fact Identify to purpose frequently n to influence EN5A-IIf-17
sources appropriate
different -To explain occurring and contrast viewers Show
-Online grammatical
meanings of content EN5VC-IIf- tactfulness
6 references structures:
content specific area 7.1 when
words -order of
words Stereotypes, communica-
adjectives
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

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 K to 12 BASIC EDUCATION CURRICULUM
EN5V-IIg- EN5RC- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 IIg2.12 Self-correct 1.7 Compose clear 2.2.6 Write Determine Observe
EN5V-IIg- Make when reading Gather relevant and coherent paragraphs images/ideas politeness at all
20.2.3 generalizati information sentences showing that are times
Identify ons from various using -compariso explicitly used
different n to influence EN5A-IIg-17
sources appropriate
meanings of and contrast viewers Show
-Online grammatical EN5VC-IIg7.1
7 content specific references structures: tactfulness when
words Stereotypes, communica-
-degrees of EN5VC-IIg-
(denotation ting with others
adjectives 7.2
and
connotation) Point of view
(Health) EN5VC-IIg-
7.3
Propagandas

EN5OL-IIh-4 EN5V- EN5RC- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16

Make a stand IIh20.1.3 IIh2.15.1 Read grade 1.8 Organize Compose clear 1.8.2 Determine Observe
Make an level text with information and coherent Revise images/ideas politeness at all
EN5V-IIh- outline from a accuracy, from primary sentences writing for that are times
20.2.3 selection read appropriate sources in using clarity - explicitly used
Identify rate and proper preparation for appropriate correct to influence EN5A-IIh-17
different expression writing, grammatical spelling viewers Show
meanings of reporting and structures: EN5VC-IIh7.1 tactfulness when
8
content specific similar -subordinate Stereotypes, communica-
words academic tasks and coordinate EN5VC-IIh- ting with others
(denotation in conjunctions 7.2
and collaboration Point of view
connotation) with others EN5VC-IIh-
(Health) 7.3
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16
Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all
outline from a accuracy, for clarity that are times
EN5F-IIi-1.6 - appropriate explicitly used
9 selection read
appropriate punctuation to influence EN5A-IIi-17
rate and marks EN5WC- viewers Show
EN5F-IIi-1.7 IIi- EN5VC-IIi- tactfulness when
proper 1.8.3 7.1 communica-
expression -transition/ Stereotypes,

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 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
1 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 from Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with primary sources and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, in preparation sentences
2.15 words purpose -To EN5F-IIIa- for writing, using EN5A-IIIa-17

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 K to 12 BASIC EDUCATION CURRICULUM
Provide evidence (compound, persuade 1.6 reporting and appropriate Show
to support affixed) based appropriate grammatical tactfulness

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
understanding on EN5V- rate and similar structures: when
IIIa20.4 EN5F-IIIa- academic tasks -Prepositions communica-
given 1.7 in ting with others
context clues proper collaboration
(Synonyms expression with others
Antonyms
word parts)
and EN5V-
IIIa20.5 other
strategies
(Health)

EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16

2.15 2.7 20.3 3.2.5 2.9 Organize 7.3.2 Observe
Provide evidence Remind others Infer the Distinguish text- Self-correct information Compose clear politeness at all
to support to stay on topic meaning of types according when reading from primary and coherent times
understanding unfamiliar to features sources in sentences
words (structural and preparation for using EN5A-IIIb-17
(compound, language) writing, appropriate Show
affixed) -Problem and reporting and grammatical tactfulness when
based on solution similar structures:
academic tasks communica-
EN5V- -Prepositional
2 in collaboration ting with others
IIIb20.4 phrases
given context with others
clues
(Synonyms
Antonyms
word parts)
and EN5V-
IIIb20.5
other
strategies
(Health)

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize IIIa1.8.1 Observe
Provide evidence Link comments Infer the Distinguish text- Read grade information from politeness at all
to support to the remarks meaning of types according level text with secondary times
3 EN5G-
understanding of others unfamiliar to features accuracy, sources in IIIa1.8.3
words (structural and EN5F-IIIc1.6 preparation for EN5A-IIIc-17
Use a
(compound, language) appropriate writing, Show
particular
affixed) based reporting and kind tactfulness

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
on EN5V- -Problem and rate and similar of sentence when
IIIc20.4 solution EN5F- academic for a specific communica-
given IIIc1.7 tasks in purpose and ting with others
context proper collaboration audience
clues expression with others -asking
(Synonyms permission
Antonyms -making
word parts) requests
and EN5V-
IIIc20.5
other
strategies
(Science)
EN5LC- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
IIId2.8.1/2.8.2/2 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Plan a Observe
. Link comments Infer the Distinguish Self-correct information EN5G- two to politeness at all
8.3 to the remarks meaning of text-types when reading from secondary IIId1.8.2 threeparagraph times
Infer the of others unfamiliar according to sources in Use a composition
speaker’s tone, words features preparation for particular
using an EN5A-IIId-17
mood and (compound, (structural and writing, kind of
outline/other Show
purpose affixed) language) reporting and sentence for
graphic tactfulness
based on -Problem and similar a specific
4 academic tasks when
EN5V- solution purpose and organizers
in collaboration communica-
IIId20.4 audience
with others ting with others
given context -asking
clues permission
(Synonyms -responding
Antonyms to
word parts) questions
and EN5V-
IIId20.5
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 K to 12 BASIC EDUCATION CURRICULUM
other
strategies
(Health)
EN5LC- EN5OL- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
IIIe2.8.1/2.8.2/2. IIIe3.7 Use 20.3 3.2.6 1.3 Organize IIIe1.8.4 2.2.7 Write a 3.7 Observe
8.3 appropriate Infer the Distinguish Read grade information Use a 3paragraph Infer the politeness at all
Infer the strategies to meaning of text-types level text with from secondary particular feature article target times
5 speaker’s tone, keep the unfamiliar according to accuracy, sources in kind of audience
mood and discussion words features EN5F-IIIe- preparation for sentence for EN5A-IIIe-17
purpose 1.6 Show
going (compound, (structural and writing, a specific
affixed) based language) appropriate reporting and purpose and tactfulness
audience

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
on EN5V- -Cause and rate and similar -following and when
IIIe20.4 effect EN5F-IIIe- academic giving communica-
given 1.7 tasks in directions ting with
context proper collaboration others
clues expression with others
(Synonyms
Antonyms
word parts)
and EN5V-
IIIe20.5
other strategies
(Mathematics)

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC- EN5OL- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G- EN5WC- EN5VC-IIIf- EN5A-IIIf-16
IIIf2.8.1/2.8.2/2. IIIf3.7 Use 20.3 3.2.6 Self-correct Organize IIIf1.8.8 IIIf1.8.2/1.8.1/ 3.8 Observe
8.3 appropriate Infer the Distinguish when reading information Use a 1 Infer purpose politeness at
Infer the strategies to meaning of text-types from secondary particular .8.3 of the visual all
speaker’s tone, keep the unfamiliar according to sources in kind of Revise writing media times
mood and discussion words features preparation for sentence for for clarity -
purpose going (compound, (structural and writing, a specific correct spelling - EN5A-IIIf-17
affixed) language) reporting and purpose and appropriate
similar audience Show
based on -Cause and punctuation
academic tasks -giving tactfulness
EN5V- effect marks
6 in collaboration information when
IIIf20.4 -transition/
with others communica-
given context signal words
clues ting with
(Synonyms others
Antonyms
word parts)
and EN5V-
IIIf20.5
other strategies
(Mathematics)

EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G- EN5WC-IIIg- EN5VC-IIIg- EN5A-IIIg-

3.17 3.2. 7 1.3 Organize IIIg1.8.9 2.2.7 Write a 7 Determine 16 Observe
Identify pointof- Distinguish EN5F-IIIg- information Use a 3paragraph images/ideas politeness at
view text-types 1.7 Observe from secondary particular feature article that are all
according to accuracy, sources in kind of explicitly used times
7 to influence
features appropriate preparation for sentence for
viewers
(structural and rate and writing, a specific EN5A-IIIg-
EN5VC-IIIg-
language) proper reporting and purpose and 17
audience Show
tactfulness

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

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 K to 12 BASIC EDUCATION CURRICULUM
-comparison expressions in similar -making 7.1 when
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- EN5WC- EN5VC-IIIh-7 EN5A-IIIh-16
3.17 3.2. 7 1.3 Organize IIIh1.8.10 IIIh1.8.2/1.8.1/1 Determine Observe
Identify pointof- Distinguish EN5F-IIIh- information Use a .8.3 images/ideas politeness at all
view text-types 1.7 Observe from secondary particular Revise writing for that are times
according to accuracy, sources in kind of clarity - correct explicitly used
features appropriate sentence for spelling - to influence
preparation for EN5A-IIIh-17
(structural and rate and a specific appropriate viewers
writing, Show
language) proper purpose and punctuation EN5VC-IIIh-
reporting and tactfulness
-comparison expressions in audience marks 7.1
8 similar when
and contrast choral, echo -expressing -transition/ Stereotypes,
academic tasks opinions/ communica-
and shadow signal words EN5VC-IIIh-
in collaboration Emotions ting with others
reading 7.2
with others
Point of view
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G- EN5WC- EN5A-IIIi-16
3.17 Organize IIIi1.8.10 IIIi2.2.7 Write a Observe
Identify pointof- information Use a 3paragraph politeness at all
EN5F-IIIi-1.7
view from secondary particular feature article times
Observe
sources in kind of
accuracy,
preparation for sentence for
appropriate EN5A-IIIi-17
writing, a specific
rate and proper Show
reporting and purpose and
expressions in tactfulness
9 similar audience
choral, echo when
academic tasks -expressing
and shadow communica-
in collaboration opinions/
reading ting with others
with others Emotions

Week LC OL V RC F SS G WC VC A

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 K to 12 BASIC EDUCATION CURRICULUM
Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G- EN5A-IIIj-16
3.17 Organize IIIj1.8.10 Observe
Identify pointof- information Use a politeness at all
EN5F-IIIj-1.7
view from secondary particular times
Observe
sources in kind of
accuracy,
sentence for
appropriate preparation for EN5A-IIIj-17
a specific
10 rate and proper writing, Show
purpose and
expressions in reporting and tactfulness
audience
choral, echo similar when
-expressing
and shadow academic tasks communica-
opinions/
reading ting with others
in collaboration Emotions
with others

FOURTH QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
Grade Level Standards
reading to meet various needs .
LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa- EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
IVa3.11 2.6.1 20.1 3.2. 8 1.6 Read 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish text- aloud grade Take down Use compound Infer target politeness at all
sentences facial 20.2 types according level relevant notes sentences to audience times
heard in expressions Identify to features appropriate show
different (structural and text with an cause and
one’s own EN5A-IVa-17
1 meanings of language) accuracy rate effect
words Show
content specific -Enumeration of 95 – 100%
tactfulness
words when
(denotation communica-
and ting with others
connotation)
(Science)
2 EN5LC- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb- EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
IVb3.11 2.6.1 20.1 3.2. 8 1.6 Read aloud 1.8 1.8.1 3.7 Observe
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 K to 12 BASIC EDUCATION CURRICULUM
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all

LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
sentences facial 20.2 text-types appropriate relevant notes sentences audience times
heard in one’s expressions Identify according to text with an to show
own words different features accuracy cause and EN5A-IVb-17
meanings of (structural and rate effect Show
content specific language) of 95 – 100%
tactfulness
words -Enumeration
when
(denotation communica-
and
ting with others
connotation)
(Science)
EN5LC- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc- EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
IVc3.11 2.6.2 20.1 3.2. 9 1.6 Read 1.9 1.8.2 1.1.6.1 Plan a 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish text- aloud grade Assess Use two to Infer purposes politeness at all
sentences body 20.2 types according level credibility of compound threeparagraph of the visual times
heard in one’s movements/ Identify to features appropriate the sources of sentences to composition media
own words different (structural and text with an using an EN5A-IVc-17
Gestures information show
3 meanings of language) accuracy rate outline/other Show
problem-
content specific -Time-order of 95 – 100% graphic tactfulness
solution
words (sequence, organizers when
recounts, relationship of
(denotation communica-
process) ideas
and ting with others
connotation)
(Health)
EN5LC- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
IVd3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish text- Read grade Assess Use Compose a Analyze how politeness at all
sentences body 20.2 types according level text with credibility of compound threeparagraph visual and times
heard in one’s movements/ Identify to features 128 words sources of sentences to descriptive essay multimedia
own words Gestures different (structural and correct per information show on selfselected elements EN5A-IVd-17
4 meanings of language) minute topic Show
problem- contribute to
content specific -Time-order
solution the meaning of tactfulness
words (sequence,
relationship of a text when
(denotation recounts,
ideas communica-
and process)
ting with others
connotation)
(Health)

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
IVe3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 Use 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary complex Revise writing Analyze how politeness at all
5 sentences in a TV times
20.2 graphic level text with sources of sentences for clarity - visual and
heard in one’s broadcast Identify organizers in 128 words information to show correct spelling multimedia
own words different texts read correct per cause and elements EN5A-IVe-17

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
(denotation communica-
and ting with others
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 Use 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences threeparagraph that are times
from various broadcast Identify y to 128 words information to show descriptive explicitly used
different messages correct per cause and essay on to influence EN5A-IVf-17
text types
meanings of of different minute effect selfselected viewers Show
content specific authentic topic EN5VC- IVf- tactfulness
6 7.1
words texts when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 IVg2.12 Self-correct 2.3 1.9.2 Use 1.8.1/1.8.3 Determine Observe
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
different punctuation to influence EN5A-IVg-17
text types self-selected problem-
meanings of marks viewers
topic solution Show
unfamiliar -transition/ EN5VC- IVg-
relationship tactfulness
7 words signal words 7.1 when
of ideas
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas

EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
8
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
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 threeparagraph connections times
from various broadcast Identify 1.14 projects on a show descriptive between
text types different Observe self-selected problem- essay on information EN5A-IVh-17
meanings of accuracy, topic solution selfselected viewed and
Show
unfamiliar appropriate topic personal
relationship of tactfulness
words rate, proper experiences
ideas when
(denotation expressions communica-
and and correct
ting with others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations

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 K to 12 BASIC EDUCATION CURRICULUM
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
from various broadcast 1.14 projects on a between
Observe information EN5A-IVi-17
text types self-selected
accuracy, viewed and Show
topic
appropriate personal
9 tactfulness
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj EN5A-IVj-16

3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times
from various broadcast 1.14 projects on a between
10 Observe information EN5A-IVj-17
text types self-selected
accuracy, viewed and Show
topic
personal tactfulness
appropriate
experiences when
rate, proper
expressions communica-
and correct ting with others
LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
pronunciation
in dramatic
readings and
presentations

Grade 5 Tagged Materials

LEARNING COMPETENCY LEARNING MATERIALS

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 K to 12 BASIC EDUCATION CURRICULUM
http://lrmds.deped.gov.ph
LC - Listening Comprehension

1Q

Note significant details 1 MISOSA ENG5 – Noting Details.

. *English for You and Me (Language) 6. 2008. pp 3, 8, 14, 21, 37, 38, 44, 50, 54, 60, 64,
EN5LC-Ia-2.1
2 69, 77, 84, 91, 94, 100, 106, 112, 120, 127, 133, 139, 156, 162.
.
Identify the elements of literary texts EN5LC-Ib-2.17.1 1 *Fun in English 4. 1999. pp 20, 21, 22, 23.
EN5LC-Ic-2.17.2 . *English for You and Me (Language) 6. 2008. pp 100.
EN5LC-Id-2.17.3 2
.
Analyze sound devices (onomatopoeia, alliteration, EN5LC-Ie- *English for All Times 6. 1999. pp 105, 144-146.
assonance) 2.11.1/2.11.2/2.11.3
Infer the speaker’s tone, mood and purpose EN5LC-If- 1 *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8.3 . *English for All Times 5. 1999. pp 142, 184.
2
.
Distinguish reality from fantasy 1. *Fun in English 4. 1999. pp 185, 187.
EN5LC-Ig-2.3 2. *English for All Times 5. 1999. pp 171, 200.
EN5LC-Ih-2.3 3 *English for All Times 6. 1999. pp 72.
.
2Q

Identify informational text-types EN5LC-IIb-3.19 EN5LC- *English for All Times 5. 1999. pp 44.
IIc-3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-2.10 2. *English for All Times 5. 1999. pp 218-219.
EN5LC-IIe-2.10 3 *English for You and Me (Reading) 6. 2008. pp 31.
.
3Q

Distinguish fact from opinion 1. *English for All Times 5. 1999. pp 48-49, 75, 103-104.
EN5LC-IIIa-2.10
2. *English for You and Me (Reading) 6. 2008. pp 31.
Provide evidence to support understanding EN5LC-IIIa-2.15 *English for All Times 5. 1999. pp 7, 18, 31, 44, 65, 75, 82, 91-92, 103-104, 131-132,
EN5LC-IIIb-2.15 141142, 163, 173, 200, 211, 223.
EN5LC-IIIc-2.15
Infer the speaker’s tone, mood and purpose EN5LC-IIId- 1 *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8.3 . *English for All Times 5. 1999. pp 18, 184.
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 K to 12 BASIC EDUCATION CURRICULUM
2
.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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EN5LC-IIIe-
2.8.1/2.8.2/2.8.3
EN5LC-
IIIf2.8.1/2.8.2/2.8.3
Identify point-of-view EN5LC-IIIg-3.17 *English for All Times 5. 1999. pp 18, 184.
EN5LC-IIIh-3.17
EN5LC-IIIi-3.17
EN5LC-IIIj-3.17
4Q

Restate sentences heard in one’s own words EN5LC-IVa-3.11 *English for You and Me (Language) 6. 2008. pp 74, 158.
EN5LC-IVb-3.11
EN5LC-IVc-3.11
EN5LC-IVd-3.11
EN5LC-IVe-3.11
OL - Oral Language

2Q

Provide accurate instructions 1. *English for All Times 5. 1999. pp 175-177.

EN5OL-IIa-1.13.1
2. *English for You and Me 6 (Language). 2008. pp 26.
Give precise information on a given topic *English for All Times 5. 1999. pp 3, 16, 18, 42, 50, 63, 72, 80, 88, 98, 117, 128, 138, 150,
EN5OL-IIb-1.26
160, 171, 180, 194, 206, 220.
Ask questions to check understanding of information *English for You and Me 6 (Language). 2008. pp 3, 8, 14, 21, 37, 38, 40, 50, 54, 60, 64,
EN5OL-IIc-1.3.1
presented 69, 77, 84, 91, 94, 100, 106, 112, 120, 127, 133, 139, 156, 162.
Provide evidence to support opinion/fact EN5OL-IIf-3.5.1 *English for All Times 5. 1999. pp 75, 103-104.

V - Vocabulary Development

1Q

Infer the meaning of unfamiliar words (compound) based 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
on given context clues (synonyms, antonyms, word 2. BEAM-DLP5 Module 3 – Decoding Words with Prefixes.
parts) and other strategies 3. BEAM-DLP5 Module 4 – Decoding Words with Suffixes.
EN5V-Ia-12 and 13 4. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-Ib-12 and 13
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 K to 12 BASIC EDUCATION CURRICULUM
5. BEAM-DLP5 Module 9 – Using Antonyms.
6. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
7. *English for You and Me 4 (Reading). 2011. pp 38-42.

3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
173, 184, 200, 211.
8. *English for All Times 6. 1999. pp 35, 45, 46, 47, 51, 79, 117.

9. *English for You and Me 6 (Reading). 2008. pp 10, 12.

Infer the meaning of unfamiliar words (affixes) based on EN5V-Ic-12 and 13 *English for You and Me 4 (Reading). 2011. pp 32-36.
given context clues (synonyms, antonyms, word parts) EN5V-Id-12 and 13
and other strategies
Clarify meaning of words using dictionaries, thesaurus, EN5V-Ii-8.1/8.2/8.3 1. BEAM-DLP4 Module 6 – Using the Dictionary.
and/or online resources EN5V-Ij-8.1/8.2/8.3 2. BEAM-DLP5 Module 5 – Using the Dictionary (Guide Words; Multiple Meaning; Choosing the

LEARNING COMPETENCY
LEARNING MATERIALS
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Correct Word).

3. *Fun in English 4. 1999. pp 160-161, 204-205.

4. *English for You and Me 4 (Reading). 2011. pp 7-10.

5. *English for All Times 5. 1999. pp 53.

6. *English for All Times 6. 1999. pp 73, 74, 106, 107.

2Q

Identify different meanings of content specific words EN5V-IIg-20.1.3 1. *English for You and Me 4 (Reading). 2011. pp 16-21.
(denotation and connotation) EN5V-IIg-20.2.3
(Health) ---
EN5V-IIh-20.1.3
EN5V-IIh-20.2.3
3Q

Infer the meaning of unfamiliar words (compound, 1. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
affixed) based on EN5V-IIIa-20.3 2. *English for All Times 6. 1999. pp 45-47, 184.
EN5V-IIIb-20.3 3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
EN5V-IIIc-20.3 173, 184, 200, 211.
EN5V-IIId-20.3 4. *English for You and Me 6 (Language). 2008. pp 59.
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 K to 12 BASIC EDUCATION CURRICULUM
5. *English for You and Me 6 (Reading). 2008. pp 10, 12.

given context clues (Synonyms/Antonyms word parts) 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIa-20.4
and 2. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-IIIb-20.4
3. BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-IIIc-20.4
4. *English for All Times 6. 1999. pp 35, 51, 79, 117.
EN5V-IIId-20.4
5. *Fun in English 4. 1999. pp 96-97, 124.
given context clues (Synonyms/Antonyms word parts) 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIf-20.4 EN5V-
and 2. BEAM-DLP5 Module 8 – Using Synonyms.
IIIe-20.4
3. BEAM-DLP5 Module 9 – Using Antonyms.
RC - Reading Comprehension

1Q

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

EN5RC-Ib-2.9.1
2. *English for You and Me 4 (Reading). 2011. pp 31-32, 37-38.
Summarize narrative texts based on elements 1. *Fun in English 4. 1999. pp 23.
-Theme 2. *English for All Times 6. 1999. pp 51-55.
EN5RC-Ic-2.23 EN5RC-
-Setting 3. *English for You and Me 6 (Reading). 2008. pp 94.
Id-2.23
-Characters (Heroes and Villains)
-Plot (beginning, middle and ending)
Analyze a 2-stanza poem in terms of its elements 1. *English for You and Me 4 (Reading). 2011. pp 2-6, 67-68, 73-75.
(rhymes, sound devices, imagery and figurative EN5RC-Ie-6 2. *English for You and Me 6 (Reading). 2008. pp 94.
language)
Analyze figures of speech (simile, metaphor, EN5RC-If-2.3 *English for All Times 6. 1999. pp 210.
personification, hyperbole) in a given text EN5RC-Ig-2.3
EN5RC-Ih-2.3
2Q

LEARNING COMPETENCY
LEARNING MATERIALS
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Identify main idea, key sentences and supporting details 1. *Fun in English 4. 1999. pp 34, 35, 36, 41, 47, 50.
of a given paragraph EN5RC-IIa-2.21 2. *English for You and Me 4 (Reading). 2011. pp 46-51, 54-58.
EN5RC-IIb-2.21 3 *English for You and Me 6 (Reading). 2008. pp 103.
.
Distinguish text-types according to purpose EN5RC-IIc-3.2.1 1 *English for You and Me 4 (Language). 2011. pp 147-148.
-To classify or describe EN5RC-IId-3.2.1 . *English for You and Me 6 (Language). 2008. pp 4-5.
2
.
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 K to 12 BASIC EDUCATION CURRICULUM
-To recall a series of events/information EN5RC-IIe-3.2.2 *English for You and Me 4 (Language). 2011. pp 45-46, 111-112.

-To explain EN5RC-IIf-3.2.3 *English for You and Me 4 (Reading). 2011. pp 23-26.

Make an outline from a selection read EN5RC-IIh-2.15.1 1 *English for You and Me 4 (Reading). 2011. pp 96-97, 100.
EN5RC-IIi-2.15.1 . *English for All Times 6. 1999. pp 204-205.
3Q

Distinguish text-types according to features (structural EN5RC-IIIb-3.2.5 *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99,
and language) EN5RC-IIIc-3.2.5 119123, 136-137, 140, 160.
-Problem and solution EN5RC-IIId-3.2.4
-Cause and effect 1. *Fun in English 4. 1999. pp 97-101, 124-125.
EN5RC-IIIe-3.2.6 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
EN5RC-IIIf-3.2.6 3 *English for All Times 6. 1999. pp 60.
.
-Comparison and Contrast EN5RC-IIIg-3.2.7 *English for You and Me 4 (Language). 2011. pp 155-164.
EN5RC-IIIh-3.2.7
4Q

Distinguish text-types according to features EN5RC-IVa-3.2.8 *English for You and Me 4 (Language). 2011. pp 13, 18-19.
(structural and language) -Enumeration EN5RC-IVb-3.2.8
-Time-order (sequence, recounts, process) 1. *Fun in English 4. 1999. pp 70, 71-72.
EN5RC-IVc-3.2.9 2. *English for You and Me 4 (Language). 2011. pp 13, 18-19, 20-21.
EN5RC-IVd-3.2.9 3 *English for All Times 6. 1999. pp 236-237.
.
Use appropriate graphic organizers in texts read *English for You and Me 4 (Language). 2011. pp 43, 48, 78, 80, 85, 92, 94, 99-102, 143,
EN5RC-IVe-2.15.2
163, 176-177, 180-181.
F - Oral Reading Fluency

SS - Study Strategy

2Q

Use card catalog to locate resources 1. MISOSA English 6 – Using the Card Catalogue.
EN5SS-IIb-1.5.3
2. *English for All Times 6. 1999. pp 85-87.
-Dictionaries 1. BEAM-DLP4 Module 6 – Using the Dictionary.
EN5SS-IId-1.4
2. *English for All Times 6. 1999. pp 73-74, 106-107.
Organize information from primary sources in MISOSA English 6 – Organizing Ideas.
preparation for writing, reporting and similar academic EN5SS-IIh-1.8

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 K to 12 BASIC EDUCATION CURRICULUM
tasks in collaboration with others
G - Grammar

1Q

Compose clear and coherent sentences using EN5G-Ia-3.3 *English for You and Me 4 (Language). 2011. pp 120-125, 130-138.
appropriate

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
grammatical structures: EN5G-Ib-3.3
-Aspects of Verbs
2Q

-kinds of adjectives EN5G-IIe-5.3 *English for You and Me 4 (Language). 2011. pp 149-154.

-order of adjectives EN5G-IIf-5.5

-degrees of adjectives EN5G-IIg-5.2 *English for You and Me 4 (Language). 2011. pp 155-164.

-subordinate and coordinate conjunctions EN5G-IIh-8.3

3Q

Compose clear and coherent sentences using *English for You and Me 4 (Language). 2011. pp 173-178.
appropriate grammatical structures: -Prepositions EN5G-IIIa-7.3.1

-Prepositional phrases EN5G-IIIa-7.3.2 *English for You and Me 4 (Language). 2011. pp 173-178.

Use a particular kind of sentence for a specific *English for You and Me 4 (Language). 2011. pp 83-85, 90-95.
purpose and audience -asking permission EN5G-IIIa-1.8.1

-following and giving directions 1 BEAM-DLP4 Module 10 – Writing Sentences/Paragraphs Giving Simple Directions in Doing
. Something.
*Fun in English 4. 1999. pp 192, 193, 194, 197.
2
EN5G-IIIe-1.8.4 .
3 *English for You and Me 4 (Language). 2011. pp 12-17.
.
4 *English for All Times 6. 1999. pp 161-163.
.

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 K to 12 BASIC EDUCATION CURRICULUM
-giving information EN5G-IIIf-1.8.8 1 *English for You and Me 4 (Language). 2011. pp 90-95.
.
-making explanation EN5G-IIIg-1.8.9 1 *English for You and Me 4 (Language). 2011. pp 90-95.
.
4Q

Use compound sentences to show EN5G-IVa-1.8.1 1. *Fun in English 4. 1999. pp 97-101, 124-125.
-cause and effect EN5G-IVb-1.8.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
-problem – solution relationship of ideas EN5G-IVc-1.8.2 EN5G- 1 *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99,
IVd-1.8.2 . 119123, 136-137, 140, 160.
Use complex sentences to show EN5G-IVe-1.9.1 EN5G- 1. *Fun in English 4. 1999. pp 97-101, 124-125.
-cause and effect IVf-1.9.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
-problem – solution relationship of ideas EN5G-IVg-1.9.2 1 *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99,
EN5G-IVh-1.9.2 . 119123, 136-137, 140, 160.
WC - Writing/Composition

1Q

Plan a two to three-paragraph composition using an EN5WC-Ia-1.1.6.1 1. *English for You and Me 4 (Reading). 2011. pp 118.
outline/other graphic organizers EN5WC-Ib-1.1.6.1 2. *English for You and Me 4 (Language). 2011. pp 18-19, 110.
Revise writing for clarity 1 *English for You and Me 4 (Reading). 2011. pp 6.
- correct spelling . *English for You and Me 4 (Language). 2011. pp 6, 10.
EN5WC-Ie-1.8.2
2
.
-punctuation marks EN5WC-If-1.8.1 1 *English for You and Me 4 (Language). 2011. pp 8-9, 75-79, 81, 89.
.
2Q

Plan a two to three-paragraph composition using an EN5WC-IIa-1.1.6.1 1 *English for All Times 6. 1999. pp 172-179.
.

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 6
FIRST QUARTER

The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of various verbal elements in orally orally communicates information, opinions, and ideas effectively to
communicating information different audiences using a variety of literary activities
demonstrates understanding of various non-verbal elements in orally orally communicates information, opinions, and ideas effectively to
Oral Language communicating information different audiences for a variety of purposes
demonstrates understanding of the oral standards of English in order to prepares for and participates effectively in a range of conversations and
participate in various oral communication demands (situation, purpose and collaboration with diverse partners, building on others’ ideas and
audience) expressing their own clearly and persuasively
demonstrates understanding that English language is stress timed to
reads with sufficient accuracy and fluency to support comprehension
support comprehension
Fluency
demonstrates understanding that a change in stress entails a change of uses knowledge of stress and intonation of speech to appropriately
meaning to evaluate the speaker’s/ author’s purpose and meaning evaluate the speaker’s intention, purpose and meaning
demonstrates understanding of various linguistics nodes to comprehend analyzes text types to effectively understand information/ message(s)
various texts
Listening demonstrates understanding of text types to listen for different purposes uses linguistic cues to effectively construct meaning from a variety of texts
Comprehension from a variety of texts for a variety of purposes
uses literal information from texts heard to construct an appropriate
demonstrates understanding of text types in order construct feedback
feedback
demonstrates understanding that printed words are made up of
uses knowledge of phonics (analytic and synthetic) to effectively decode
interconnected letters with separate sounds that are blended together to
grade-appropriate words
form coherent pattern of sounds
Vocabulary demonstrates understanding that words are composed of different parts to uses strategies to decode correctly the meaning of words in isolation and
know that their meaning changes depending in context in context
demonstrates understanding of figurative language, word relationships uses figurative language appropriately in various contexts
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 K to 12 BASIC EDUCATION CURRICULUM
and nuances in word meanings to develop word consciousness
demonstrates understanding of various linguistics nodes to comprehend uses linguistic cues to appropriately construct meaning from a variety of
various texts texts for a variety of purposes
Reading
uses knowledge of text types to correctly distinguish literary from
Comprehension demonstrates understanding of text elements to comprehend various texts
informational texts
demonstrated understanding of writing styles to comprehend the author’s uses diction (choice of words) to accurately analyze author’s tone, mood,
Domain Content Standard Performance Standard
message and point of view

demonstrates understanding that reading a wide range of texts provides

uses literal information from texts to aptly infer and predict outcomes
pleasure and avenue for self-expression and personal development
drafts texts using appropriate text types for a variety of audiences and
demonstrates understanding of different formats to write for a variety of purposes
audiences and purposes edits texts using appropriate text types for a variety of audiences and
Writing and purposes
Composition rewrites/revises texts using appropriate text types for a variety of
express ideas effectively in formal and informal compositions to fulfil their audiences and purposes
own purposes for writing publishes texts using appropriate text types for a variety of audiences and
purposes
uses the correct function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in various discourse (oral and
demonstrates command of the conventions of standard English grammar
Grammar written)
and usage when writing or speaking
speaks and writes using good command of the conventions of standard
English
demonstrates understanding of non-verbal communication to applies knowledge of non-verbal skills to respectfully give the speaker
communicate with others undivided attention and acknowledge the message
Attitude
demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately
communication to respond back uses a variety of strategies to provide appropriate feedback
utilizes discrete techniques (general or specific) and applies appropriately
Study demonstrates understanding of library skills to research a variety of topics
them to all or most fields of study
Strategies/
demonstrates understanding of the research process to write a variety of uses a variety of research strategies to effectively write a variety of texts
Research
texts for various audiences and purposes
demonstrates understanding of the forms and conventions of print, applies knowledge of the various forms and conventions of print,
Viewing nonprint, and digital materials to appropriately comprehend print, non-
nonprint, and digital materials to understand various viewing texts
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 K to 12 BASIC EDUCATION CURRICULUM
print, film and moving texts
demonstrates understanding of the various forms and conventions of print, evaluates effectively the message constructed and conveyed in various
non-print, and digital materials viewing texts
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
materials to critically analyze the meaning constructed in print, non-print,
(deconstruct) constructed meaning in print, non-print and digital materials
and digital materials
demonstrates understanding of construction, deconstruction, and applies understanding of forms and conventions of viewing texts to
reconstruction of print, non-print and digital materials appropriately create and recreate meaning/ messages

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-Ia- EN6OL-Ia- EN6V- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 Ia12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Describe Observe
EN6LC-Ia- Relate an Infer EN6RC-Ia- when reading Compose clear Write a different forms politeness at all
2.3.3 experience meaning of 2.3.3 and coherent 3line and times
idiomatic sentences 4stanza conventions of
EN6LC-Ia- appropriate to EN6RC-Ia-
expressions using poem film and
2.3.2 the occasion 2.3.2
using appropriate moving
EN6LC-Ia- -context clues EN6RC-Ia- EN6A-Ia-17
grammatical pictures
2.3.6 2.3.9 Show
structures: (lights)
EN6LC-Ia- Analyze tactfulness when
-Pluralization of
2.3.8 sound communicating
regular nouns
1 EN6LC-Ia- devices with others
2.3.7 (onomatop
Analyze sound oeia, EN6A-Ia-18
devices alliteration, Show openness
(onomatopoeia, assonance, to criticism
alliteration, consonance
assonance, )
personification,
irony and
hyperbole) in a
text heard

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-Ib- EN6OL-Ib- EN6V- EN6RC-Ib-6.1 EN6F-Ib- EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 Ib12.4.2.1 EN6RC-Ib-6.2 1.6 Read 2.3.2 2.2.2 5.1.2 Describe Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 aloud grade Compose clear Write a different forms politeness at all
devices experience of idiomatic EN6RC-Ib- level and coherent 3line and times
(personification expressions 6.4 Analyze appropriate sentences 4stanza conventions of
appropriate to
) in a text using poem with 4 text with an using poem film and
the occasion EN6A-Ib-17
heard -affixes or more accuracy rate appropriate moving Show
stanzas in of 95 – 100% grammatical pictures tactfulness when
terms of its structures: (blocking) communicating
2
elements -Pluralization of with others
(rhymes, sound irregular nouns
devices, EN6A-Ib-18
imagery Show openness
and
to criticism
figurative
language)

EN6LC-Ic- EN6OL-Ic- EN6V- EN6RC-Ic-6.5 EN6F-Ic- EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16

2.3.8 1.17 Ic12.4.1.1 EN6RC-Ic-6.6 1.6 Read Compose clear 5.1.3 Observe
3 Infer meaning politeness at all
EN6LC-Ic- Relate an EN6RC-Ic-6.7 aloud grade and coherent Describe
level

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
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 -roots and purpose of accuracy appropriate conventions of EN6A-Ic-17
and hyperbole) the author rate grammatical film and Show
in a text heard of 95 – 100% structures: moving pictures tactfulness
-tenses of (direction) when
verbs communicating
with others

EN6A-Ic-18
Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id- EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id-6.9 1.6 Read Compose clear 5.1.4 Describe Observe
EN6LC-Id- Relate an EN6V-Id- Analyze aloud grade and coherent different forms politeness at all
2.11.2 experience 12.4.1.2 figures of level sentences and times
EN6LC-Id- appropriate to EN6V- speech appropriate using conventions of
Id12.4.2.2 (simile, text with an appropriate film and EN6A-Id-17
2.11.3 the occasion
Infer meaning metaphor) accuracy rate grammatical moving Show
Infer the
of figurative of 95 – 100% structures: pictures tactfulness
4 speaker’s
language using -aspects of (characterizatio when
tone, mood
-context verbs n) communicating
and
purpose clues -affixes with others
and roots
-other
EN6A-Id-18
strategies
Show openness
to criticism

EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16

2.11.1 12.3.2 6.10 1.8.1 Read Compose clear 5.1.5 Describe Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- with and coherent different forms politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences and times
EN6LC-Ie- EN6V- Analyze grade level using conventions of
2.11.3 Ie12.4.2.2 figures of frequently appropriate film and EN6A-Ie-17
Infer meaning speech occurring moving Show
Infer the grammatical
5 of figurative (hyperbole, content pictures tactfulness
speaker’s structures:
language using irony) area (acting) when
tone, mood -modals
-context words communicating
and
purpose clues -affixes with others
and roots
-other EN6A-Ie-18
strategies Show openness

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Describe Observe
EN6LC-If- Analyze automaticity EN6G-If- different forms politeness at all
2.11.2 figures of grade level 4.4.3 and times
EN6LC-If- speech frequently EN6G-If4.4.2 conventions of
(culturebased occurring Compose clear film and EN6A-If-17
2.11.3
euphemism content area and coherent moving Show
Infer the
) words sentences using pictures tactfulness
speaker’s
appropriate (dialog) when
tone, mood
6 and grammatical communicating
purpose structures: with others
-Pronounreferenc
e agreement
(number, case,
EN6A-If-18
gender)
Show openness
to criticism

EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16

2.24.1 1.8.1 Read 4.4.1 5.1.7 Describe Observe
EN6RC-Ig- with EN6G-Ig- different forms politeness at all
2.24.2 automaticity 4.4.3 and times
Evaluate grade level EN6G-Ig- conventions of
narratives frequently 4.4.2 film and EN6A-Ig-17
based on occurring moving Show
Compose clear
how the content pictures tactfulness
and coherent
author area (setting ) when
7 sentences using
developed words communicating
appropriate
the with others
elements: grammatical
-Setting structures:
EN6A-Ig-18
-Characters -Pronounreferenc
Show openness
(Heroes and e agreement
to criticism
Villains) (number, case,
gender)

EN6RC-Ih- EN6F-Ih- EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16

2.24.3 1.13 Read Compose clear 5.1.8 Observe
8 Evaluate grade level and coherent Describe politeness at all
narratives text with 135 sentences different times
words forms

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 K to 12 BASIC EDUCATION CURRICULUM

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
based on how the correct per using and
author developed the minute appropriate conventions of EN6A-Ih-17
elements: grammatical film and Show
-Plot structures: moving tactfulness
(chronologicalsequential -Subject-verb pictures when
, en medias res, agreement (set-up) communicating
flashback) with others

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6F-Ij- EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
1.13 Read Compose clear 3.3.1 Observe
grade level and coherent EN6VC-Ij- politeness at all
10 times
text with 135 sentences 3.3.2
words using EN6VC-Ij-
correct per

SECOND QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 Employ 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
1 actual text speaking, 12.4.2.3 Infer of the different information using (biodata, EN6A-IIa-17
adjusting meaning of authentic texts from various appropriate application Show
sources forms, etc.) tactfulness
language, borrowed grammatical
gestures, words and -glossary structures: when
-indices communicating
rate, and content -Order and
volume specific

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

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 K to 12 BASIC EDUCATION CURRICULUM
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 Employ 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
actual text speaking, 12.4.2.3 Infer texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting appropriate from various tasks Show
meaning of grammatical
language, rate and proper sources tactfulness
borrowed structures:
gestures, expression - when
3 rate, and words and -Adverbs of
-Almanac communicating
volume content intensity
-Encyclopedia with others
according to specific terms
audience and using -context
EN6A-IIc-18
purpose clues -affixes
Show openness
and roots
to criticism
-other
strategies
(Health)

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IId- EN6OL-IId-5 EN6V-IId- EN6RC-IId- EN6F-IId-1.6 EN6SS-IId- EN6G-IId-6.7 EN6WC-IId- EN6VC-IId- EN6A-IId-16
2.2 Share brief 12.3.3 5.5 EN6F-IId-1.3 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note significant EN6F-IId-1.7 Gather relevant and coherent Write a Infer purpose politeness at all
relevant remarks about 12.4.1.3 details of Read grade information sentences 4paragraph of the visual times
information topics of EN6V-IId- informational level text with from various using composition media
from text heard interest texts accuracy, sources appropriate showing EN6A-IId-17
12.4.2.3 Infer
appropriate -Online grammatical Show
meaning of
rate and proper references structures: tactfulness
borrowed -comparison
expression -Adverbs of when
4 words and frequency and contrast
communicating
content specific
with others
terms using
-context clues
EN6A-IId-18
-affixes and
Show openness
roots -other
to criticism
strategies
(Literary
terms)

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IIe- EN6OL-IIe-5 EN6V-IIe- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC-IIe- EN6A-IIe-16
2.2 Share brief 12.3.3 Self-correct Organize Compose clear 1.8.2 Observe
Note down impromptu EN6V-IIe- when reading information and coherent EN6WC-IIe- politeness at all
relevant remarks about 12.4.1.3 from primary sentences 1.8.1 times
information topics of EN6V-IIe- sources in using EN6WC-IIe-
from text heard interest preparation for appropriate
12.4.2.3 Infer 1.8.3 EN6A-IIe-17
writing, grammatical
meaning of Revise Show
reporting and structures: tactfulness
borrowed writing for
similar
5 words and clarity - when
academic tasks -Adverbs of correct communicating
content in collaboration manner spelling - with others
specific terms with others
appropriate
using -context
punctuation EN6A-IIe-18
clues -affixes
marks Show openness
and roots
-transition/ to criticism
-other
signal words
strategies (ICT
terms)
EN6OL-IIf-5 EN6V-IIf- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC-IIf- EN6A-IIf-16
Share brief 12.3.3 Self-correct Organize Compose clear 2.2.5 Observe
impromptu EN6V-IIf- when reading information and coherent Write a politeness at all
remarks about 12.4.1.3 from secondary sentences 4paragraph times
6 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

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
words and similar when
content academic tasks -Adverbs of communicating
specific terms in place with others
using -context collaboration and time
clues -affixes with others EN6A-IIf-18
and roots
Show openness
-other
to criticism
strategies
(EPP)

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 K to 12 BASIC EDUCATION CURRICULUM
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16
Share brief EN6F-IIg-1.3 7.3.1 1.8.2 Observe
impromptu EN6F-IIg-1.7 EN6G-IIg- EN6WC-IIg- politeness at all
remarks about Read grade 7.3.2 1.8.1 times
topics of level text with Compose clear EN6WC-IIg-
interest accuracy, and coherent 1.8.3 EN6A-IIg-17
appropriate sentences Revise Show
rate and proper writing for tactfulness
7 using
expression clarity - when
appropriate
correct communicating
grammatical
spelling - with others
structures:
appropriate
-Prepositions
punctuation EN6A-IIg-18
and
marks Show openness
prepositional
-transition/ to criticism
phrases
signal words
EN6OL-IIh-6 EN6F-IIh-1.6 EN6G-IIh-8.3 EN6WC-IIh- EN6A-IIh-16
React on the EN6F-IIh-1.3 EN6G-IIh-8.4 2.2.9 Observe
content of the EN6F-IIh-1.7 Compose clear Write a politeness at all
material Read grade and coherent 4paragraph times
presented level text with sentences composition
accuracy, using showing EN6A-IIh-17
appropriate appropriate -problem Show
8 rate and proper grammatical and tactfulness
expression structures: solution 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
9
React on the EN6F-IIi-1.3 EN6G-IIi-8.4 1.8.2 Observe
LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition

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 K to 12 BASIC EDUCATION CURRICULUM
content of the EN6F-IIi-1.7 Compose clear EN6WC-IIi- politeness at all
material Read grade and coherent 1.8.1 times
presented level text with sentences EN6WC-IIi-
accuracy, using 1.8.3 EN6A-IIi-17
appropriate appropriate Revise Show
rate and proper grammatical writing for tactfulness
expression structures: clarity - when
-Subordinate correct communicating
and coordinate spelling - with others
conjunctions appropriate
punctuation EN6A-IIi-18
marks Show openness
-transition/ to criticism
signal words
EN6G-IIj-8.3 EN6A-IIj-16
EN6G-IIj-8.4 Observe
Compose clear politeness at all
and coherent times
sentences
using EN6A-IIj-17
appropriate Show
10 grammatical tactfulness
structures: when
-Subordinate communicating
and coordinate with others
conjunctions
EN6A-IIj-18
Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER

The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IIIa- EN6OL- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 IIIa1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 Plan 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary particular kind composition 6.2 times
support Clarify meaning according to sources in of sentence using an Identify real or
opinions of words using purpose preparation for for a specific outline/other make-believe, EN6A-IIIa-17
dictionaries, and writing, purpose and graphic fact or non-fact Show
thesaurus language reporting and audience organizers
1 images tactfulness
features similar -asking
academic tasks when
-Enumeration permission
MISOSA Eng6
in collaboration communicating
Using a dictionary with others
with others

EN6A-IIIa-18
Show openness
to criticism
EN6LC- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC- EN6VC-IIIb- EN6A-IIIb-16
IIIb3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 IIIb2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a Write a EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary particular kind 3paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in of sentence editorial article Identify real or
speakers opinion purpose preparation for for a specific make-believe,
resources 1.7 EN6A-IIIb-17
and writing, purpose and fact or non-fact
Read grade Show
language reporting and audience
2 level text with images tactfulness
features similar -responding to
accuracy, when
-Time-order academic tasks questions
appropriate communicating
(sequence, in collaboration
rate and proper with others
recounts, with others
expression
process)
EN6A-IIIb-18
Show openness
to criticism
3 EN6LC-IIIc- EN6OL- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 IIIc1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe

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 K to 12 BASIC EDUCATION CURRICULUM
Detect biases Make a stand EN6V- IIIc - Distinguish text- EN6F-IIIc- information Use a EN6WC-IIIc- Identify the politeness at all
and propaganda based on 12.4.1.3 types according 1.3 from secondary particular kind 1.8.1 values times
devices used by informed Infer meaning to EN6F-IIIc- sources in of sentence EN6WC-IIIc- suggested in
for a

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
speakers opinion of borrowed purpose 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
words using and Read grade writing, purpose and Revise media Show
-context language level text with reporting and audience writing for tactfulness
clues -affixes features accuracy, similar -making clarity - when
and roots -Comparison appropriate academic tasks requests correct communicating
-other and contrast rate and proper in collaboration spelling - with others
strategies expression with others appropriate
punctuation EN6A-IIIc-18
marks Show openness
-transition/ to criticism
signal words
EN6LC- EN6OL- EN6V- IIId - EN6RC- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
IIId3.1.13 IIId3.7 Use 12.4.1.3 IIId2.15.2 3.5 Organize 1.8.4 1.1.6.1 Plan 7.1 Observe
Make a stand appropriate Infer meaning Use EN6F-IIId- information Use a a Identify the politeness at all
strategies to of borrowed appropriate 3.2 from secondary particular kind composition values times
keep a words using graphic EN6F-IIId- sources in of sentence using an suggested in
discussion roots organizers in preparation for for a specific outline/other the visual EN6A-IIId-17
3.6 Observe
going texts read writing, purpose and graphic media
accuracy, Show
reporting and audience organizers
4 appropriate tactfulness
similar -following and
rate and when
academic tasks giving
proper communicating
in collaboration directions
expressions in with others
with others
dialogs
EN6A-IIId-18
Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IIIe- EN6OL- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC- EN6A-IIIe-16
3.1.13 IIIe3.7 Use 12.4.2.3 3.5 Organize 1.8.10 IIIe2.2.10 Observe
Make a stand appropriate Infer meaning EN6F-IIIe- information Use a Write a politeness at all
strategies to of borrowed 3.2 from secondary particular kind 3paragraph times
keep a words using EN6F-IIIe- sources in of sentence editorial article
discussion prefix preparation for for a specific EN6A-IIIe-17
3.6 Observe
going writing, purpose and
accuracy, Show
reporting and audience
appropriate tactfulness
similar -expressing
5 rate and when
academic tasks opinions/
proper communicating
in collaboration Emotions
expressions in with others
with others
dialogs
EN6A-IIIe-18
Show openness
to criticism

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf-3.6 information Use a EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary particular kind 1.8.1 times
words using accuracy, sources in of sentence EN6WC-IIIf-
suffix appropriate preparation for for a specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise Show
expressions in reporting and audience
6 writing for tactfulness when
dialogs similar -asserting clarity - communicating
academic tasks
correct with others
in collaboration
spelling -
with others
appropriate EN6A-IIIf-18
punctuation Show openness
marks to criticism
-transition/
signal words

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 K to 12 BASIC EDUCATION CURRICULUM
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on preparation for
12.4.2.3 3.6 Observe EN6A-IIIg-17
differing writing,
Infer meaning accuracy, Show
7 viewpoints on reporting and
of content appropriate tactfulness when
an issue similar
specific terms rate and communicating
academic tasks
using proper with others
in collaboration
-context expressions in
with others
clues -affixes dialogs EN6A-IIIg-18
and roots Show openness
-other to criticism
strategies
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 Observe preparation for EN6A-IIIh-17
differing Infer meaning accuracy, writing, Show
8 viewpoints on of content tactfulness when
appropriate reporting and
an issue specific terms communicating
rate and similar
using with others
proper academic tasks
-context clues
expressions in in collaboration
-affixes and
dialogs with others
LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
roots -other EN6A-IIIh-18
strategies Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16
1.19 12.3.3 EN6F-IIIi-3.2 Organize Observe
Present a EN6V- IIIi - EN6F-IIIi-3.6 information from politeness at all
coherent, 12.4.1.3 Observe secondary times
comprehensive EN6V- IIIi - accuracy, sources in
appropriate rate preparation for
report on 12.4.2.3 Infer EN6A-IIIi-17
and proper writing,
differing meaning of Show
9 expressions in reporting and
viewpoints on content tactfulness when
dialogs similar academic
an issue specific terms communicating
tasks in
using with others
collaboration
-context clues
with others
-affixes and EN6A-IIIi-18
roots -other Show openness
strategies to criticism
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16
1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj-3.6 information from politeness at all
coherent, 12.4.1.3 Observe secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on appropriate rate preparation for
12.4.2.3 Infer EN6A-IIIj-17
differing and proper writing,
meaning of Show
10 viewpoints on expressions in reporting and
content tactfulness when
an issue dialogs similar academic
specific terms communicating
tasks in
using with others
collaboration
-context clues
with others
-affixes and EN6A-IIIj-18
roots -other Show openness
strategies to criticism

FOURTH QUARTER

Grade Level The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Standards various text types materials to serve learning needs in meeting a wide range of life’s purposes.

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 K to 12 BASIC EDUCATION CURRICULUM

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa- EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 1.6 Read 1.8 1.8 1.1.6.1 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish aloud grade Take down Use various Plan a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types level relevant notes types and compositio 7.2 times
to clarify conveyed EN6V- IVa - according appropriate kinds of n using an EN6VC-IVa-
meaning through to purpose text with an sentences outline/oth
12.4.2.3 7.3 EN6A-IVa-17
discussion and accuracy rate for effective er graphic
Infer Determine Show
meaning of language of 95 – 100% communication organizers images/ideas tactfulness
1 borrowed features of information/ that are when
words using -Cause and ideas explicitly communicating
-context effect (compound used to with others
clues sentences) influence
-affixes and viewers EN6A-IVa-18
roots -other (Stereotypes Show openness
strategies ,
to criticism
Point of view,
Propagandas)
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb- EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 1.6 Read 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish aloud grade Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types level credibility of types and threeparagrap 7.2 times
to clarify conveyed EN6V- IVb - according appropriate sources of kinds of h persuasive EN6VC-IVb-
meaning through to purpose text with an information sentences essay on
12.4.2.3 7.3 EN6A-IVb-17
discussion and accuracy rate for effective selfselected
Infer Determine Show
meaning of language of 95 – 100% communication topic images/ideas tactfulness
2 borrowed features of information/ that are when
words using -Cause and ideas explicitly communicating
-context effect (complex used to with others
clues sentences) influence
-affixes and viewers
roots -other EN6A-IVb-18
(Stereotypes
strategies Show openness
,
to criticism
Point of view,
Propagandas)
3 EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 Use 1.8.2 7.1 Observe
Restate portions Summarize Infer Distinguish when reading and secondary various types EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information meaning of text-types sources of and kinds of 1.8.1 7.2 times
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 K to 12 BASIC EDUCATION CURRICULUM
to clarify conveyed borrowed according to information sentences EN6WC-IVc- EN6VC-IVc-
words using

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise Determine Show
features for of information/ writing for images/ideas tactfulness
-Problem and correctness/vali ideas clarity - that are when
solution dy of (compound, correct explicitly used communicating
information complex spelling - to influence with others
sentences) appropriate viewers
punctuation (Stereotypes,
EN6A-IVc-18
marks Point of view,
Show openness
-transition/ Propagandas)
to criticism
signal words
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 Use 1.1.6.1 Plan 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct various types a Make politeness at all
information from information of borrowed text-types level text short and kinds of composition connections times
a text heard conveyed words using according to with 145 research sentences for using an between
through Prefix purpose words correct projects on a effective outline/other information EN6A-IVd-17
discussion and per relevant issue communication graphic viewed and Show
language minute of information/ organizers personal
4 tactfulness
features ideas experiences when
(compound,
communicating
-Problem and complex with others
solution sentences)

EN6A-IVd-18
Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 IVe2.15.2 1.13 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct various types Compose a Make politeness at all
information from information of borrowed appropriate level text short and kinds of threeparagraph connections times
a text heard conveyed words using graphic with 145 research sentences for persuasive between
through Suffix organizers in words correct projects on a effective essay on information EN6A-IVe-17
discussion texts read per relevant issue communication selfselected viewed and
Show
minute of information/ topic personal
5 tactfulness
ideas experiences
(compound, when
communicating
complex
with others
sentences)

EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf1.4 EN6A-IVf-16
6 2.23 3.6 12.3.3 IVf2.15.2 EN6F- IVf 3.2 2.3 1.10 1.8.2 Make Observe
Summarize the Summarize EN6V- IVf - Use Conduct short Use various EN6WC-IVf- politeness at all

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
information from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise viewed and Show
of Observe of information/ writing for personal tactfulness
contentspecific accuracy, ideas clarity - experiences when
terms using appropriate (compound, correct communicating
-context rate, proper complex spelling - with others
clues -affixes expressions sentences) appropriate
and roots and correct punctuation EN6A-IVf-18
-other pronunciation marks Show openness
strategies in oral -transition/ to criticism
communication signal words
group task

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 K to 12 BASIC EDUCATION CURRICULUM
EN6OL-IVg- EN6V-IVg- EN6RC- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 IVg2.15.2 EN6F- IVg - 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct various types Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVg - short and kinds of threeparagraph connections times
conveyed EN6V- IVg - graphic 3.6 research sentences persuasive between
through organizers in projects on a for effective essay on information EN6A-IVg-17
12.4.2.3 EN6F- IVg
discussion texts read relevant issue communication selfselected viewed and
Infer meaning 3.11 Show
of Observe of information/ topic personal tactfulness
7 contentspecific accuracy, ideas experiences when
terms using appropriate (compound,
communicating
-context rate, proper complex with others
clues -affixes expressions sentences)
and roots and correct EN6A-IVg-18
-other pronunciation
Show openness
strategies in oral
to criticism
communication
group task
EN6OL-IVh- EN6V-IVh- EN6RC- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 IVh2.15.2 EN6F- IVh - 2.3 1.10 Use 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use 3.2 Conduct various types EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - short and kinds of 1.8.1 connections times
conveyed EN6V- IVh - graphic 3.6 research sentences EN6WC-IVh- between
through organizers in projects on a for effective information
12.4.2.3 EN6F- IVh 1.8.3 EN6A-IVh-17
8 discussion texts read relevant issue communication viewed and
Infer meaning 3.11 Revise Show
of of information/ personal
Observe writing for tactfulness
contentspecific ideas experiences
accuracy, clarity - when
terms using (compound,
appropriate correct communicating
-context clues complex
rate, proper spelling - with others
appropriate

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 6 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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LC - Listening Comprehension

1Q

Analyze sound devices (onomatopoeia, alliteration, EN6LC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 144-146.
assonance, personification, irony and hyperbole) in a EN6LC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
text heard EN6LC-Ia-2.3.2 3 *English Arts I. 2000. pp 40-44, 187.
EN6LC-Ia-2.3.6 .
EN6LC-Ia-2.3.8
EN6LC-Ia-2.3.7
Analyze sound devices (personification) in a text heard 1 *English for You and Me 6 (Reading). 2011. pp 51.
. *English Arts I. 2000. pp 40, 43-44, 186-188.
EN6LC-Ib-2.3.6
2
.
Analyze sound devices (irony and hyperbole) in a text 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
heard EN6LC-Ic-2.3.7 2. *English for You and Me 6 (Reading). 2011. pp 52.
EN6LC-Ic-2.3.8 3 *English Arts I. 2000. pp 44.
.
Infer the speaker’s tone, mood and purpose EN6LC-Id-2.11.1 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
EN6LC-Id-2.11.2 2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
EN6LC-Id-2.11.3 3. MISOSA English 6 – Determining the Purpose of the Author.
--- 4. *English for All Times 5. 1999. pp 135.
EN6LC-Ie-2.11.2 5. *English Expressways 5. 2010. pp 137.
EN6LC-Ie-2.11.3 6 *English Arts I. 2000. pp 26, 27, 249.
--- .
EN6LC-If-2.11.1
EN6LC-If-2.11.2
EN6LC-If-2.11.3
OL - Oral Language

V - Vocabulary Development

1Q

Infer meaning of idiomatic expressions using 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context. BEAM-
-context clues EN6V-Ia-12.3.1 2. DLP6 Module 12 – Common Idioms.

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 K to 12 BASIC EDUCATION CURRICULUM
3 *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149.
.
-affixes 1. BEAM-DLP6 Module 5 – Words with Affixes – Prefixes. BEAM-
EN6V-Ib-12.4.2.1 2. DLP6 Module 6 – Words with Affixes – Suffixes.
3 *English Arts I. 2000. pp. 205-207
.
Infer meaning of figurative language using EN6V-Id-12.3.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
-context clues EN6VIe-12.3.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-affixes and roots EN6V-Id-12.4.1.2 1 BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-12.4.1.2 . *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
2
.
-other strategies EN6V-Id-12.4.2.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.

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2Q

Infer meaning of borrowed words and content *English Arts I. 2000. pp 46-47, 118-120.
specific terms using (Math) -context clues EN6V-IIa-12.3.3

-affixes and roots EN6V-IIa-12.4.1.3 *English Arts I. 2000. pp 46-47, 118-120.

-other strategies EN6V-IIa-12.4.2.3 *English Arts I. 2000. pp 46-47, 118-120.

3Q

Clarify meaning of words using dictionaries, thesaurus EN6V-IIIa-8.1 1 MISOSA ENG6 – Using a Dictionary.
EN6V-IIIa-8.2 . *English Expressways 5. 2010. pp 45, 46, 113.
2
.
Infer meaning of borrowed words using 1 *English for All Times 6. 1999. pp 28, 29, 94-95.
-context clues EN6V-IIIc-12.3.3 EN6V- . *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
-affixes and roots IIIc-12.4.1.3 2
-other strategies .
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
2. *English Expressways 5. 2010. pp 78-79.
3 *English for All Times 6. 1999. pp 94-95.
EN6V-IIIe-12.4.2.3 .

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 K to 12 BASIC EDUCATION CURRICULUM
4 *English for You and Me 6 (Reading). 2011. pp 9-10.
.
-suffix 1. *English for All Times 5. 1999. pp. 110, 166.
2. *English Expressways 5. 2010. pp 109, 110.
3 *English for All Times 6. 1999. pp 28-29.
EN6V-IIIf-12.4.2.3 .
4 *English for You and Me 6 (Reading). 2011. pp 11-12.
.
Infer meaning of content specific terms using EN6V-IIIg-12.3.3 1 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
-context clues EN6V-IIIh-12.3.3 . *English for All Times 6. 1999. pp 184-185.
EN6V-IIIi-12.3.3 2
EN6V-IIIj-12.3.3 .
-affixes and roots EN6V-IIIg-12.4.1.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IIIh-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IIIi-12.4.1.3 3 *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
EN6V-IIIj-12.4.1.3 .
-other strategies EN6V-IIIg-12.4.2.3 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IIIh-12.4.2.3
EN6V-IIIi-12.4.2.3
EN6V-IIIj-12.4.2.3
4Q

-affixes and roots EN6V-IVa-12.4.1.3 1. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVb-12.4.1.3 2. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
2. *English Expressways 5. 2010. pp 78-79.
3 *English for All Times 6. 1999. pp 94-95.
EN6V-IVd-12.4.2.3 .
4 *English for You and Me 6 (Reading). 2011. pp 9-10.
.
-suffix EN6V-IVe-12.4.2.3 1 *English for All Times 5. 1999. pp. 110, 166.
.

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2 *English Expressways 5. 2010. pp 109, 110.
.
3 *English for All Times 6. 1999. pp 28-29.
.

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 K to 12 BASIC EDUCATION CURRICULUM
4 *English for You and Me 6 (Reading). 2011. pp 11-12.
.
Infer meaning of content-specific terms using EN6V-IVf-12.3.3 1 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
-context clues EN6V- . *English for All Times 6. 1999. pp 184-185.
IVg-12.3.3 2
EN6V-IVh-12.3.3 .
EN6V-IVi-12.3.3
EN6V-IVj-12.3.3
-affixes and roots EN6V-IVf-12.4.1.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IVg-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVh-12.4.1.3 3 *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
EN6V-IVi-12.4.1.3 .
EN6V-IVj-12.4.1.3
-other strategies EN6V-IVf-12.4.2.3 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IVg-12.4.2.3
EN6V-IVh-12.4.2.3
EN6V-IVi-12.4.2.3
EN6V-IVj-12.4.2.3
RC - Reading Comprehension

1Q

Analyze sound devices (onomatopoeia, alliteration, EN6RC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 103, 145.
assonance, consonance) EN6RC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN6RC-Ia-2.3.2 3 *English Arts I. 2000. pp 40, 42.
EN6RC-Ia-2.3.9 .
Analyze poem with 4 or more stanzas in terms of its EN6RC-Ib-6.1 *English Arts I. 2000. pp 40-44, 244-247.
elements (rhymes, sound devices, imagery and EN6RC-Ib-6.2
figurative language) EN6RC-Ib-6.3
EN6RC-Ib-6.4
Determine tone, mood, and purpose of the author 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
3. MISOSA ENG6 – Determining the Purpose of the Author.
EN6RC-Ic-6.5 4. *English for All Times 5. 1999. pp 18, 135.
EN6RC-Ic-6.6 5 *English Expressways 5. 2010. pp 137.
EN6RC-Ic-6.7 .
6 *English Arts I. 2000. pp 26, 27, 249.
.
Analyze figures of speech (simile, metaphor) 1. BEAM-DLP6 Module 2 – Using Figurative Language.
2. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6RC-Id-6.8
3. MISOSA ENG6 – Using Figures of Speech.
EN6RC-Id-6.9
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 K to 12 BASIC EDUCATION CURRICULUM
4 *English for All Times 5. 1999. pp 190, 191.
.
5 *English for You and Me 6 (Reading). 2011. pp 51.
.
6 *English Arts I. 2000. pp 43, 186, 187.
.
Analyze figures of speech (hyperbole, irony) EN6RC-Ie-6.10 1 BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
.

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EN6RC-Ie-6.11 2. *English for You and Me 6 (Reading). 2011. pp 52.

3. *English Arts I. 2000. pp 44.

Analyze figures of speech (culture-based euphemism) EN6RC-If- 6.12

Evaluate narratives based on how the author 1. BEAM-DLP5 Module 37 – Evaluating and Making Judgments on Oral Texts.
developed the elements: EN6RC-Ig-2.24.1 2. *English Arts I. 2000. pp 28.
-Setting EN6RC-Ig-2.24.2
-Characters (Heroes and Villains)
Evaluate narratives based on how the author 1. MISOSA ENG6 – Identifying the Plot of a Story.
developed the elements: 2. *English for You and Me 6 (Reading). 2011. pp 73.
-Plot (chronological-sequential, en medias res, EN6RC-Ih-2.24.3
3 *English Arts I. 2000. pp 28.
flashback) .
2Q

Respond appropriately to the messages of the different EN6RC-IIa-5.5 1. *English for All Times 5. 1999. pp 160-165.
authentic texts EN6RC-IIb-5.5 2. *English Expressways 5. 2010. pp 160-162, 164, 165.
3Q

-Comparison and Contrast EN6RC-IIIc-3.2.7 *English Arts I. 2000. pp 261, 262.

4Q

Distinguish text-types according to purpose and 1. *English for You and Me 6 (Reading). 2011. pp 122-123.
EN6RC-IVa-3.2.6
language features 2. *English Arts I. 2000. pp 30, 219, 220.
EN6RC-IVb-3.2.6
-Cause and effect
F - Oral Reading Fluency

SS - Study Strategy Research

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 K to 12 BASIC EDUCATION CURRICULUM
2Q

Gather relevant information from various sources 1. *English for All Times 5. 1999. pp 12, 13.
-Glossary EN6SS-IIa-1.3 2. *English Expressways 5. 2010. pp 10.
3. *New Horizons in Learning English I. 1999. pp 30-31.

-Indices 1. *English for All Times 5. 1999. pp 12, 13.

EN6SS-IIa-1.4 2. *English Expressways 5. 2010. pp 10.
3. *New Horizons in Learning English I. 1999. pp 30-31.

-Dictionary 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
2. *English Expressways 5. 2010. pp 113.
EN6SS-IIb-1.4 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
4. *English for You and Me 6 (Reading). 2011. pp 46.

5. *English Arts I. 2000. pp 13, 20-25.

-Thesaurus 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
2. *English Expressways 5. 2010. pp 113.
EN6SS-IIb-1.4.1 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
4. *English for You and Me 6 (Reading). 2011. pp 46.

5. *English Arts I. 2000. pp 13, 20-25.

-Almanac EN6SS-IIc-1.4.2 1. *English for All Times 5. 1999. pp. 111-113.

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2 *English Expressways 5. 2010. pp 111-112.
.
3 *English for All Times 6. 1999. pp 84-87.
.
-Encyclopedia 1 *English for All Times 5. 1999. pp. 111-113.
. *English Expressways 5. 2010. pp 111-112.
2
EN6SS-IIc-1.4.3 .
3 *English for All Times 6. 1999. pp 84-87.
.
G - Grammar

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 K to 12 BASIC EDUCATION CURRICULUM
1Q

Compose clear and coherent sentences using 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
appropriate grammatical structures: -pluralization of EN6G-Ia-2.3.1 2. *English Arts I. 2000. pp 155, 156, 159.
regular nouns EN6G-Ib-2.3.2 3 *English for You and Me 6 (Language). 2011. pp 46-47.
.
Compose clear and coherent sentences using 1. MISOSA ENG5 Module 5 – Using the Plural Form of Nouns.
appropriate grammatical structures: 2. *English for You and Me 6 (Language). 2011. pp 46-47.
-pluralization of irregular nouns 3 *New Horizons in Learning English I. 1999. pp 194-195.
.
4 *English Arts I. 2000. pp 157, 158.
.
-tenses of verbs 1 *English for You and Me 6 (Language). 2011. pp 92.
. *New Horizons in Learning English I. 1999. pp 15, 92-93, 222.
2
EN6G-Ic-3.2 .
3 *English Arts I. 2000. pp 104-107.
.
-modals EN6G-Ie-3.6 *English Arts I. 2000. pp 261.

-Subject-verb agreement EN6G-Ih-3.9 *English Arts I. 2000. pp 136-139.

EN6G-Ii-3.9
EN6G-Ij-3.9
2Q

Compose clear and coherent sentences using EN6G-IIa-5.5 1. BEAM-DLP6 Module 11 – Using Adjectives in Series.
appropriate grammatical structures: EN6G-IIa-5.2 2. *New Horizons in Learning English I. 1999. pp 194-195.
-Order and degrees of regular adjectives --- 3 *English Arts I. 2000. pp 221-228.
EN6G-IIb-5.5.1 .
EN6G-IIb-5.2.1
-Adverbs of frequency 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IId-6.7
2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IIe-6.8
2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of place and time 1 MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
EN6G-IIf-6.5
.
-Prepositions and prepositional phrases 1. BEAM-DLP5 Module 40 – Using Prepositions and Prepositional Phrase.
2. BEAM-DLP6 Module 57 – Using Prepositions and Prepositional Phrase.
3. MISOSA 5 Module 6 – Using Prepositions and Prepositional Phrase.
EN6G-IIg-7.3.1 4 *English for You and Me 6 (Language). 2011. pp 152-153.
EN6G-IIg-7.3.2 .
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 K to 12 BASIC EDUCATION CURRICULUM
4 *New Horizons in Learning English I. 1999. pp 165.
.
5 *English Arts I. 2000. pp 251-252.
.
-Subordinate and coordinate conjunctions EN6G-IIh-8.3 1 *New Horizons in Learning English I. 1999. pp 245-246.
EN6G-IIh-8.4 .

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---
EN6G-IIi-8.3
EN6G-IIi-8.4
---
EN6G-IIj-8.3
EN6G-IIj-8.4
3Q

-following and giving directions 1 BEAM-DLP6 Module 10 – Following Series of Directions.

. BEAM-DLP6 Module 15 – Writing Specific Directions on Given Situations.
EN6G-IIId-1.8.4
2
.
4Q

Use various types and kinds of sentences for 1. BEAM-DLP5 Module 23 – Using Variety of Sentences According To Structure.
effective communication of information/ideas 2. BEAM-DLP6 Module 32 – Using Compound Sentences.
(compound sentences) 3 MISOSA ENG6 – Using Compound Sentences.
EN6G-IVa-1.8 .
4 *English for You and Me 6 (Language). 2011. pp 61-63.
.
5 *English Arts I. 2000. pp 33, 34.
.
Use various types and kinds of sentences for 1. BEAM-DLP6 Module 33 – Using Complex Sentences.
effective communication of information/ideas 2. *English for You and Me 6 (Language). 2011. pp 65-67.
(complex sentences) 3 *New Horizons in Learning English I. 1999. pp 271-272.
EN6G-IVb-1.9 .
4 *English Arts I. 2000. pp 35, 36.
.
Use various types and kinds of sentences for EN6G-IVc-1.10 1 *English for You and Me 6 (Language). 2011. pp 61-69.
effective communication of information/ideas EN6G-IVd-1.10 . *New Horizons in Learning English I. 1999. pp 271-272.
(compound, complex sentences) EN6G-IVe-1.10 2
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 K to 12 BASIC EDUCATION CURRICULUM
EN6G-IVf-1.10 .
EN6G-IVg-1.10
EN6G-IVh-1.10
EN6G-IVi-1.10
EN6G-IVj-1.10
WC - Writing/Composition

1Q

Write a 3-line 4-stanza poem EN6WC-Ia-2.2.2 *English for All Times 6 (Reading). 1999. pp 104.
EN6WC-Ib-2.2.2
2Q

Fill-out forms accurately and efficiently (bio data, 1. BEAM-DLP5 Module 12 – Filling out Forms Correctly.
application forms, etc.) EN6WC-IIa-3.7 2. *English Expressways 5. 2010. pp 13-15.
3 *English for All Times 6. 1999. pp 141.
.
Plan a composition using an outline/other graphic *English for You and Me 6 (Reading). 2011. pp 66-67.
EN6WC-IIb-1.1.6.1
organizers
Write a 4-paragraph composition showing 1. *New Horizons in Learning English. 1999. pp 201-202.
EN6WC-IId-2.2.6
-comparison and contrast 2. *English Arts I. 2000. pp 261, 262.
Revise writing for clarity EN6WC-IIe-1.8.2 *New Horizons in Learning English. 1999. pp 42.
-correct spelling EN6WC-IIg-1.8.2

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM
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 to Distinguish Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, determine the between slang and as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of colloquial connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or expressions in significant past sounds, diphthongs,
reading, intensive juncture, and expressions from conversations EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of EN7V-I-a-22.1: different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning Distinguish features genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: pre-colonial period sentences and
of colloquial
information Listen for important language (fillers, EN7LT-I-a-2.1: paragraphs using
points signalled by Identify the the correct
1 contractions, etc.)
volume, projection, and slang distinguishing production of vowel
pitch, stress, features of and consonant
intonation, juncture, proverbs, myths, sounds, diphthongs,
and rate of speech and legends blends and glides
EN7LC-I-a-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

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
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
2 speech in differing
Note the changes in a genre contribute
volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that affect meaning the correct pitch
levels (high,

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 K to 12 BASIC EDUCATION CURRICULUM
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,
intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
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, variety of basic significant past. secondary, tertiary
trailer, news flash,
intonation, juncture, interpersonal EN7LT-I-d-2.2.2: and weak) when
internet-based
and rate of speech communicative Explain the literary reading passages
program,
situations devices used
documentary, video,

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
EN7LC-I-d-5.2: etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

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 K to 12 BASIC EDUCATION CURRICULUM
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,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past YesNo and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the tone, rising-falling
6 another word or mood, technique, intonation with
EN7LC-I-f-5.2: expression and purpose of the information-
Note the changes in author seeking
questions, option
volume, projection,
questions and
pitch, stress,
with statements
intonation, juncture,
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
7 given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;

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

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 K to 12 BASIC EDUCATION CURRICULUM
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication Draw similarities intonation with
and differences of information- seeking
the featured questions, option
EN7LC-I-g-5.2:
selections in relation questions and with
Note the changes in
to the theme statements
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:
Give the meaning 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
intonation, juncture, EN7LT-I-h-2.3: when reading
signs, etc.) expressions in oral
and rate of speech Draw similarities sample passages
communication
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,
intonation, juncture,
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 EN7LT-I-i-3:
communication 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
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 K to 12 BASIC EDUCATION CURRICULUM
SECOND 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: 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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate listening strategies Note details, Discriminate Discover the conflicts Extract Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and presented in literary information from a verbal cues in and sentences
the library for familiarity with the relationships of figurative language selections and the text using a conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-II-a10.1.1: need to resolve summary, precis, dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short Classify sample those conflicts in and paraphrase interviews
Use the card texts listened to texts into literal or nonviolent ways EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: figurative EN7LT-II-a-4.1: Use appropriate
public access Extract information Identify the verbal and nonverbal
catalog, or from the text distinguishin cues when
electronic search listened to g features of developing,
engine to locate literature during the maintaining and
specific resources Period of ending
Apprenticeship conversations and
dialogs

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 K to 12 BASIC EDUCATION CURRICULUM
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use
1.5.3: Use the card Recognize main/key Note details, 10.1.1: Classify Discover the conflicts Extract Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into presented in literary information from a verbal and and sentences
public access relationships of literal or figurative selections and the text using a nonverbal cues appropriately and
catalog, or ideas and events need to resolve summary, precis, when developing, meaningfully
2
those conflicts in and paraphrase
electronic search maintaining and
nonviolent ways
engine to locate ending
EN7LT-II-0-4.2:
specific resources Identify the conversations and
dialogs

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
distinguishing
features of poems
and short stories
EN7SS-II-c-1.5.3: EN7LC-II- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use
Use the card c2.1/3.1: Note Narrate events Identify figures of Discover the Extract Employ correct turn- phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented information from a taking, turngiving and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections text using a and topic control appropriately and
catalog, or the text listened to logically based on a metaphor, and the need to summary, precis, strategies in meaningfully
material viewed personification) resolve those and paraphrase conversations and
electronic search
conflicts in dialogs
engine to locate
3 nonviolent ways
specific resources EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-II- EN7LC-II- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use
d1.3/1.4: Get d2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct turn- phrases, clauses,
information from specific chronologically/ figures of speech conflicts presented taking, turngiving and sentences
the different parts details/elements of Arrange ideas that show in literary selections and topic control appropriately and
of a book and from the text listened to logically based on a comparison (simile and the need to strategies in meaningfully
4 general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in dialogs
nonviolent ways
EN7LT-II-d-2.2:
Explain how the
elements specific to
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 K to 12 BASIC EDUCATION CURRICULUM
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
used
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
e1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5 information from cues to determine chronologically/ figures of conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas speech that in literary selections strategies when appropriately and
show

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
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
in the library personification) conflicts in answers
nonviolent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used

EN7SS-II- EN7LC-II- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use

f1.3/1.4: Get f2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the 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
6 in the library material viewed conflicts in answers
nonviolent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

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 K to 12 BASIC EDUCATION CURRICULUM
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use
Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures (handbody) appropriately and
other print and pictures, and (irony, oxymoron, and the need to that accompany oral meaningfully
nonprint media excerpts of the paradox) resolve those
language
material viewed conflicts in
7 nonviolent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from about the contents about a material figures of speech conflicts presented pitch, juncture, and sentences
8 newspapers and of the texts listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, and the need to projection and meaningfully
nonprint media paradox) resolve those rate/speed of
conflicts in non- speech in
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
violent ways conversations and
EN7LT-II-h-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN7SS-II-i-2.1: EN7LC-II-i-6.2: EN7VC-II-i-12: EN7V-II-h- . EN7LT-II-i-4: EN7WC-II-i-5.3: EN7OL-II-i-1.14: EN7G-II-i-1: Use
Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed in about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and the text listened to viewed that show contrast in literary selections stress, volume and appropriately and
other print and (irony, oxymoron, and the need to projection and meaningfully
9 nonprint media paradox) resolve those rate/speed of speech
conflicts in in conversations and
nonviolent ways dialogs
EN7LT-II-0-3:

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 K to 12 BASIC EDUCATION CURRICULUM
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors

10 Culminating Task

THIRD 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: 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.

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-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 using
to better listening strategies message conveyed words or as a tool to assert narrative texts opinions, feelings logical connectors
understand a text based on purpose, in the material expressions one’s unique EN7WC-III-a- and emotions that signal
EN7RC-III-a-8.1: topic and levels viewed according to identity and to 2.2.12: Identify during interviews, chronological and
Use one’s schema of difficulty of shades of meaning better understand features of group/panel logical sequence
as basis for simple informative EN7V-III-a- other people narrative writing discussions, and
conjectures made and 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation
1 about a text short narrative texts Identify the debates, etc.
collocations used
EN7LC-III- in a selection distinguishing EN7OL-III-a-5:
a2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:
8.1: Use one’s b3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences using
schema as basis Recognize main message conveyed collocations used as a tool to assert and factual recounts appropriate oral logical connectors
points and in the material in a selection one’s unique language and that signal
for conjectures
supporting ideas viewed identity and to stance in an chronological and
2 made about a in the text listened interview, a panel logical sequence
better understand
text to other people discussion, in a and
forum and in a summation
debate
EN7LT-III-b-5.2:
Identify the

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels

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 K to 12 BASIC EDUCATION CURRICULUM
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 as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material in 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- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of d3.18: Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate Determine the message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema order of ideas in the material genus-species one’s unique on a significant language and meaningfully in
as signaled by cues viewed (hyponymous) identity and to personal stance in an varied contexts
relations in a better understand experience.
4 interview, a panel
selection other people
discussion, in a
forum and in a
EN7LT-III- debate
d2.2.2: Explain
literary devices
used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3: Use
Make predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the direct and reported
about the text process material viewed expressions with as a tool to assert an anecdote appropriate oral speech
genus-species one’s unique based on a language and appropriately in
(hyponymous) identity and to significant stance in an varied contexts
5 relations in a personal experience interview, a panel
better understand
selection discussion, in a
other people forum and in a
EN7LT-III-e2.2.2: debate
Explain literary
devices used

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-III-f-2.8: EN7LC-III-f2.7: EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f3.4.1: EN7G-III-f-3: Use
Make predictions Sequence a series of Make a stand on the Determine words or Discover literature 2.2.14: Compose a Express ideas and direct and reported
about the text events mentioned in material viewed expressions with as a tool to assert travelogue opinions based on speech
the genus-species one’s unique text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
6 selection other people
EN7LT-III-f2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III- EN7G-III-g-3: Use

Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a g3.4.1: Express direct and reported
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
7 fact from opinion, explicit statements other people
fantasy from reality made EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3: Use
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 the past and past
fact from opinion, speaking and material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations in public
better understand
explicit statements forums/panel
made other people
8 discussions, etc.
EN7LT-III-h-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use
9
2.1.7: React to Formulate Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
K to 12 English Curriculum Guide May 2016 Page 214 of 321
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
assertions made by predictions about material viewed words or expressions as a tool to assert personal letter to a sensible, challenging perfect tenses
the author in the the contents of the with part-whole one’s unique identity friend, relative, and thought provoking correctly in varied
text text (partitive) relations and to better other people questions contexts
understand other in public
people EN7LT-III- forums/panel
i-3: Explain how a discussions, etc.
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task

FOURTH QUARTER
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: 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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
1 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 contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to based on a material understanding the need to work EN7WC-IV-a- language, stance giving instructions
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, persuasive) and expressions features of
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 K to 12 BASIC EDUCATION CURRICULUM
Determine the responsibly in personal essays giving information,
intentions of today’s global instructions, making
speakers by village explanations, and

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
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to on a material in understanding the need to work a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical instructions in
10.1: Give and intentions of today’s global sketch, varied oral
2 follow instructions speakers by village. and feature article 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

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use
Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
possible effects on and radio)
3 Supply other words today’s global and non-verbal cues
the speakers
or expressions that village
complete an EN7LT-IV-c2.2.1:
analogy Express appreciation
for sensory images
used

EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use

4
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices used
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate information and
information mentioned in the other sources of identified the need to work of a person multimedia making
text listened to information (print homonymous or cooperatively and interviewed resources when explanations
and radio) polysemous words responsibly in orally giving
or expressions today’s global information,
5 village instructions, making
EN7LT-IV-e- explanations and
2.2.3: Determine narrating events in
tone, mood, personal or factual
technique, and recounts
purpose of the
author

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate meaningful
thoughts and based on a material identified the need to work of a person multimedia expressions
feelings expressed viewed homonymous or cooperatively and interviewed resources when EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in orally giving Formulate who,
6
to or expressions today’s global information, what, when, where,
village instructions, making why, and how
explanations and questions
narrating events in
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:
10.4: Cite evidence Determine the 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 what, when, where,
statement mentioned in the based on a material a selection that the need to work based on a personal multimedia why, and how
7 text listened to viewed show varying cooperatively and interview and resources when questions
shades of meaning responsibly in background orally giving
(gradients)
EN7RC-IV- today’s global research information,
g3.1.13: Make a village instructions, making
explanations and
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities and personal or factual
differences of the recounts
featured selections
in relation to the
theme

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
into an outline texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in background research information,
the today’s global village instructions, making
8 punch lines EN7LT-IV-h-3:
explanations and
Explain how a
narrating events in
selection may be
personal and factual
influenced by
recounts
culture, history,
environment, orother
factors
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: Use EN7G-IV-i-6.1:
Narrate events Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a correct and Formulate short
for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in information,
background research
the today’s global instructions, making
punch lines village explanations and
narrating events in
9 personal and factual
EN7LT-IV-0-7:
recounts
Explain the
contributions of
national artists for
literature in elevating
Philippine Literature
in English in the
global village

10 Culminating Task

Grade 7 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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RC - Reading Comprehension

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 K to 12 BASIC EDUCATION CURRICULUM
1Q

1. BEAM ENG7 Module 3 – Using Gambits.

Use the appropriate reading style (scanning, skimming, 2. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
speed reading, intensive reading, etc.) for one’s purpose 3 *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
.
1. BEAM ENG7 Module 3 – Using Gambits.
2. BEAM ENG7 Module 15 – Gathering Information.
3 *English Arts I. 2000. pp 11, 12.
Scan for specific information EN7RC-I-a-1.5.2 .
4 *English Expressways II. 2007. pp 72, 118, 165-166, 216.
.
1 BEAM ENG7 Module 3 – Using Gambits.
. *English Arts I. 2000. pp 31.
2
Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 .
3 *English Expressways II. 2007. pp 56, 216.
.
EN7RC-I-c-7.1 EN7RC- 1 BEAM ENG7 Module 1 – Asking and Answering Questions.
I-d-7.1 . *English Expressways II. 2007. pp 216-217.
Read intensively to find answers to specific questions
2
.
Use non-linear visuals as comprehensive aids in content 1 *English Expressways II. 2007. pp 150-151, 227-229, 247.
EN7RC-I-e-2.15
texts .
1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
2. *English Arts I. 2000. pp 175, 176, 177, 179.
Transcode orally and in writing the information 3 *New Horizons in Learning English I. 1999. pp 55-56.
presented in diagrams, charts, table, graphs, etc. EN7RC -I-e-1.2 .
4 *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
.
1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
Transcode orally and in writing the information 2. *English for All Times 6. 1999. pp 185-187.
presented in diagrams, charts, table, graphs, etc. 3 *English for You and Me 6 (Reading). 2011. pp 161, 186.
EN7RC -I-f-1.2 .
4 *English Arts I. 2000. pp 171, 172, 173, 174, 178.
.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
Give the meaning of given signs and symbols (road EN7RC -I-g-1.2 2. *English for All Times 6. 1999. pp 161-162.
signs, prohibited signs, etc.) EN7RC -I-h-1.2 3 *English Arts I. 2000. pp 150, 151.
.
Follow directions using a map EN7RC-I-i-14: 1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
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 K to 12 BASIC EDUCATION CURRICULUM
1. *English Arts I.2000. pp 190, 191, 192.
2Q

Use appropriate mechanisms/tools in the library for 1 BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
locating resources EN7RC-II-a-1 . 2. BEAM ENG7 Module 15 – Gathering Information.

Use the card catalog, the online public access catalog, or 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
electronic search engine to locate specific resources 2. BEAM ENG7 Module 15 – Gathering Information.
3 *English for All Times 6. 1999. pp 85-87.
EN7RC-II-a-1.5.3 .
4 *English for You and Me 6 (Reading). 2011. pp 198-199.
.
5 *English Arts I. 2000. pp 13.
.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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Get information from the different parts of a book and 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library 3. BEAM ENG7 Module 15 – Gathering Information.
4 *English Arts I. 2000. pp 249, 250.
EN7RC-II-d-1.3/1.4 .
6 *English Expressways II. 2007. pp 57.
.
Get information from the different parts of a book and 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-e-1.3/1.4 3 BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-f-1.3/1.4 .
4 *English for All Times 6. 1999. pp 84-85.
.
5 *English for You and Me 6 (Reading). 2011. pp 200-202.
.
Gather current information from newspapers and other 1. BEAM ENG7 Module 15 – Gathering Information.
print and non-print media EN7RC-II-g-2.1 2. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1 3. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1 4 *English Expressways II. 2007. pp 74-77.
.
3Q

Use one’s schema to better understand a text EN7RC-III-a-8 1 BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
.

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 K to 12 BASIC EDUCATION CURRICULUM
Use one’s schema as basis for conjectures made about a EN7RC-III-a-8.1 1 BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text EN7RC-III-b-8.1 .
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 2 BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-d-8.2 .
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8 2. *English for All Times 6. 1999. pp 113.
EN7RC-III-f-2.8 3 *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
.
Identify the author’s intentions for writing 1 *English for All Times 6. 1999. pp 130.
. *English Expressways II. 2007. pp 114-117, 200-201, 260-261.
EN7RC-III-g-9
2
.
Distinguish fact from opinion, fantasy from reality in the 1. BEAM ENG 7 - Appreciation of Various Literary Types.
text 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
EN7RC-III-g-2.13 3 *English for You and Me 6 (Reading). 2011. pp 31-32.
EN7RC-III-h-2.13 .
4 *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
.
1. BEAM ENG 7 – Assertions and Observations.
React to assertions made by the author in the text EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
4Q

Classify text types (narrative, expository, explanation, EN7RC-IV-a-3.2 1 *English Expressways II. 2007. pp 83-89, 130-133, 159.
recount, persuasive) .
Use appropriate reading strategies for various text types EN7RC-IV-b-10 1 *English Expressways II. 2007. pp 120-121, 202, 243-244.
.
Give and follow instructions and directions EN7RC-IV-b-10.1 1 *English Arts I. 2000. pp 47, 48.
.
Make generalizations from different text types 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7RC-IV-c-2.12
2. *English Expressways II. 2007. pp 68-71, 190-195.
Distinguish between general and specific statements EN7RC-IV-d-10.2 1 *English Expressways II. 2007. pp 203, 240-241, 254-255.
.
Sequence/reorganize ideas or information EN7RC-IV-e-2.10 1 *English Arts I. 2000. pp 47, 101, 102.
EN7RC-IV-i-10.5 .
Make a stand EN7RC-IV-g-3.1.13 1 BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
.

LEARNING COMPETENCY
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 K to 12 BASIC EDUCATION CURRICULUM
2. BEAM ENG 7 Module 1 – Life's Values.

3. *English Arts I. 2000. pp 237, 238.

Organize information read into an outline 1. *English for All Times 6. 1999. pp 172-179.
EN7RC-IV-h-2.15.1 2. *English Arts I. 2000. pp 197, 198.
3. *English Expressways II. 2007. pp 91-95, 238-239.

LC - Listening Comprehension

1Q

Recognize prosodic features: volume, projection, pitch, 1. *English for You and Me 6 (Language). 2011. pp 2-3.
stress, intonation, juncture, and speech rate that serve EN7LC-I-a-5 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
as carriers of meaning
Listen for important points signalled by volume, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5.1
speech
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-a-5.2
meaning
Listen for important points signalled by volume, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.1
projection, pitch, stress, intonation, juncture, and rate of
speech
Note the changes in volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.2
intonation, juncture, and rate of speech that affect
meaning
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-d-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
projection, pitch, stress, intonation, juncture, and rate of
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
speech
4. *English Arts I. 2000. pp 10, 11.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-d-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
intonation, juncture, and rate of speech that affect
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
meaning
4. *English Arts I. 2000. pp 10, 11.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-e-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
projection, pitch, stress, intonation, juncture, and rate of
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
speech
4. *English Arts I. 2000. pp. 10, 11, 238, 239.
Note the changes in volume, projection, pitch, stress, EN7LC-I-e-5.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
intonation, juncture, and rate of speech that affect 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
meaning 3. *English for You and Me 6 (Reading). 2011. pp 2-3.
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 K to 12 BASIC EDUCATION CURRICULUM
4. *English Arts I. 2000. pp 11, 31, 32.
Listen for important points signaled by volume, EN7LC-I-f-5.1 1. *English for You and Me 6 (Reading). 2011. pp 2-3
projection, pitch, stress, intonation, juncture, and rate of
speech
Note the changes in volume, projection, pitch, stress, EN7LC-I-f-5.2 1. *English for You and Me 6 (Reading). 2011. pp 2-3

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intonation, juncture, and rate of speech that affect
meaning
Listen for important points signaled by volume, projection, EN7LC-I-g-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
pitch, stress, intonation, juncture, and rate of speech
1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Note the changes in volume, projection, pitch, stress, EN7LC-I-g-5.2
intonation, juncture, and rate of speech that affect
meaning
EN7LC-I-h-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Listen for important points signaled by volume, projection,
EN7LC-I-i-5.1 2. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
pitch, stress, intonation, juncture, and rate of speech

Note the changes in volume, projection, pitch, stress, EN7LC-I-h-5.2 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-i-5.2
meaning
2Q

Use listening strategies based on purpose, familiarity with 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN7LC-II-a-6
the topic and levels of difficulty of short texts listened to
Extract information from the text listened to EN7LC-II-a-6.1 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.

Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104.
EN7LC-II-b-3.3
2. *English Expressways II. 2007. pp 98.
Note specific details/elements of the text listened to EN7LC-II-c-2.1/3.1 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
EN7LC-II-d-2.1/3.1 2. *English Expressways II. 2007. pp 78-79.
Recognize signals/ cues to determine the order of ideas/ 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
events 2. *English Expressways II. 2007. pp 98.
Determine the tone and mood of the speaker or 1. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN7LC-II-f-2.13
characters in the narrative listened to
Infer the purpose of the text listened to EN7LC-II-g-2.8.3 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
Make predictions about the contents of the texts listened 1. BEAM ENG 7 Module 1 – Life's Values.
to EN7LC-II-h-2.5 2. *English for All Times 6. 1999. pp 113.
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 K to 12 BASIC EDUCATION CURRICULUM
3. *English Expressways II. 2007. pp 99, 140-141.

Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
to
3Q

Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
to
Determine the order of ideas as signalled by cues 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-III-d-3.18
2. *English Expressways II. 2007. pp 98.
Sequence a series of events mentioned in the text 1. *English Arts I.2000.pp.101,102
EN7LC-III-f-2.7
listened to
Identify the persons speaking and addressed, and the EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270.

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stand of the speaker based on explicit statements made EN7LC-III-h-7.1

1. *English for All Times 6. 1999. pp 113.

Formulate predictions about the contents of the text EN7LC-III-i-2.5
2. *English Expressways II. 2007. pp 99, 140-141.
4Q

Process information mentioned in the text listened to EN7LC-IV-a-8 EN7LC- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
IV-b-8
Determine the intentions of speakers by focusing on EN7LC-IV-a-8.1 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
their unique verbal and non-verbal cues EN7LCIV-b-8.1
Predict the outcomes of a verbal exchange listened to 1. *English Expressways II. 2007. pp 99, 140-141.
EN7LC-IV-c-2.5
and their possible effects on the speakers
Make simple inferences about thoughts and feelings 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-f-2.8
expressed in the text listened to 2. *English Expressways II. 2007. pp 12, 98, 140.
Determine the worth of ideas mentioned in the text 1. *English Expressways II. 2007. pp 78-79, 109-110.
EN7LC-IV-g-8.2
listened to
Express appreciation for entertaining texts (anecdotes, 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LC-IV-h-8.3 EN7LC-
jokes, fables, myths, tales) by recognizing the punch 2. BEAM ENG 7 - Appreciation of Various Literary Types.
IV-i-8.3
lines 3. *English Arts I. 2000. pp 45, 46, 259.
VC - Viewing Comprehension

1Q

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 K to 12 BASIC EDUCATION CURRICULUM
EN7VC-I-a-8 1. *English Arts I. 2000. pp 116, 117, 131, 132.
Use structural analysis to determine the meaning of
EN7VC-I-b-8
unfamiliar words or expressions from the material viewed

Give the meaning of given signs and symbols (road 1. *English for All Times 6. 1999. pp 161-162.
EN7VC-I-c-3.1.3
signs, prohibited signs, etc.) 2. *English Arts I. 2000. pp 150, 151.
2Q

Note details, sequence, and relationships of ideas and 1. *English for You and Me 6 (Reading). 2011. pp 66.
EN7VC-II-a-1/2
events 2. *English Arts I. 2000. pp 101.
Narrate events chronologically/ Arrange ideas logically 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
EN7VC-II-c-11
based on a material viewed
Narrate events chronologically/ Arrange ideas logically EN7VC-II-d-11 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
based on a material viewed EN7VC-II-e-11
3Q

EN7VC-III-a-13 1. *English Expressways II. 2007. pp 78-79, 109-110.

Determine the key message conveyed in the material EN7VC-III-b-13
viewed EN7VC-III-c-13
EN7VC-III-d-13
EN7VC-III-e-14 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
EN7VC-III-f-14 2. BEAM ENG 7 Module 1 – Life's Values.
Make a stand on the material viewed
EN7VC-III-g-14 3. *English Arts I. 2000. pp 237, 238.
EN7VC-III-h-14
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EN7VC-III-i-14

4Q

1. BEAM ENG 7 - Appreciation of Various Literary Types.

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

V - Vocabulary Development

1Q

Use appropriate idiomatic expressions in a variety of basic EN7V-I-c-10.2 EN7V-I-d- 1. *English for All Times 6. 1999. pp 228-229.
interpersonal communicative situations 10.2 2. *English Arts I. 2000. pp 148, 149.
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 K to 12 BASIC EDUCATION CURRICULUM
3. *English Expressways II. 2007. pp 293.
Select an appropriate colloquial or idiomatic word or EN7V-I-e-22.2 EN7V-I-f- 1. *English for All Times 6. 1999. pp 228-229.
expression as a substitute for another word or 22.2 2. *English Arts I. 2000. pp 148, 149.
expres sion
2Q

Discriminate between literal and figurative language EN7V-II-a-10.1 1. *English Expressways II. 2007. pp 153, 191-195.

Classify sample texts into literal or figurative EN7V-II-a-10.1.1 1. *English Expressways II. 2007. pp 153, 191-195.
EN7V-II-b-10.1.1
Identify figures of speech that show comparison le 1. *English for All Times 6. 1999. pp 144.
(simi metaphor, personification) 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN7V-II-c-10.1.2 3. *English Arts I. 2000. 43, 245.
4. *English Expressways II. 2007. pp 273.

le 1. *English for All Times 6. 1999. pp 145.

Identify figures of speech that show comparison
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
(simi metaphor, personification)
3. *English Arts I. 2000. 43, 245.
le 5. *English for All Times 6. 1999. pp 144.
Identify figures of speech that show comparison
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
(simi metaphor, personification)
1. *English Arts I. 2000. 43, 245.
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-f-10.1.3
oxymoron, paradox)
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-i-10.1.3
oxymoron, paradox)
3Q

Categorize words or expressions according to of 1. *English Expressways II. 2007. pp 179-180.

EN7V-III-a-13.11
shades meaning
Identify collocations used in a selection EN7V-III-a-13.11.1 1. *English Arts I. 2000. pp 258, 259.
EN7V-III-b-13.11.1
EN7V-III-c-13.11.1
Determine words or expressions with genus-species EN7V-III-d-13.8 1. *English Expressways II. 2007. pp 180.
(hyponymous) relations in a selection EN7V-III-e-13.8

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EN7V-III-f-13.8

4Q

Use lexical and contextual cues in understanding EN7V-IV-a-12.3 1 *English Arts I. 2000. pp 80, 99, 100, 101, 148.
unfamiliar words and expressions EN7V-IV-b-12.3 .
Create or expand word clines EN7V-IV-h-23.2 EN7V- 1 *English Arts I. 2000. pp 189.
IV-i-23.2 .
LT – Literary

1Q

Describe the different literary genres during the 1 *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
precolonial period .
Identify the distinguishing features of proverbs, s, 1 *English Arts I. 2000. pp 90, 91, 92.
EN7LT-I-a-2.1
myth and legends .
Express appreciation for sensory images used 1 BEAM ENG7 Module 3 – Using Gambits.
. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7LT-I-c-2.2.1
2
.
Explain the literary devices used EN7LT-I-d-2.2.2 2 BEAM ENG 7 - Appreciation of Various Literary Types.
EN7LT-I-e-2.2.2 . BEAM ENG 7 – Using Appropriate Rhetorical Function.
3
.
Determine the tone, mood, technique, and f 1 *English Arts I. 2000. pp 218.
EN7LT-I-f-2.2.3
purpose o author the .
2Q

Identify the distinguishing features of poems and rt 1 *English Arts I. 2000. pp 90, 91, 92.
sho stories EN7LT-II-0-4.2 .
1 BEAM ENG7 Module 3 – Using Gambits.
. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Express appreciation for sensory images used EN7LT-II-d-2.2.1
2
.
Explain the literary devices used EN7LT-II-0-2.2.2 4 BEAM ENG 7 - Appreciation of Various Literary Types.
. BEAM ENG 7 – Using Appropriate Rhetorical Function.

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 K to 12 BASIC EDUCATION CURRICULUM
5
.
Determine tone, mood, technique, and purpose of 1 *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
the author .
3Q

EN7LT-III-d-2.2.2 1 BEAM ENG 7 - Appreciation of Various Literary Types.

EN7LT-III-e-2.2.2 . BEAM ENG 7 – Using Appropriate Rhetorical Function.
Explain literary devices used
1
.
Determine tone, mood, technique, and purpose of 1 *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
the author .
4Q

Express appreciation for sensory images used 1 BEAM ENG7 Module 3 – Using Gambits.
. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7LT-IV-c-2.2.1
2
.
Explain the literary devices used EN7LT-IV-d-2.2.2 1 BEAM ENG 7 - Appreciation of Various Literary Types.
.
Determine tone, mood, technique, and purpose of 1 *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
the author .
EN7LT-IV-e-2.2.3

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WC – Writing and Composition

1Q

Distinguish between oral and written language use EN7WC-I-a-4

Recognize the common purposes for writing EN7WC-I-a-4.1 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201, 260-261.
.
EN7WC-I-b-4.2 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
EN7WC-I-c-4.2 .
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs EN7WC-I-i-2.2 .
2Q

EN7WC-II-d-5.1 1 *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
EN7WC-II-e-5.1 . *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
Identify key ideas
2
.
EN7WC-II-f-5.2 1 *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
EN7WC-II-g-5.2 . *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
Identify supporting details
2
.
EN7WC-II-h-5.3 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82.
Simplify ideas
EN7WC-II-i-5.3 .
3Q

1 *English Arts I. 2000. pp 218.English Arts I. 2000. pp 36, 37.

. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113, 175.
Compose simple narrative texts EN7WC-III-a-2.2
2
.
Identify features of narrative writing EN7WC-III-a-2.2.12 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 203.
.
Compose personal and factual recounts EN7WC-III-b-2.1 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100, 175.
.
Compose a series of journal entries EN7WC-III-c-2.8.5 1 *English Arts I. 2000. pp 218.English Arts I. 2000. pp 20, 21.
.
Compose an anecdote based on a significant personal EN7WC-III-d-2.2.13 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 109.
experience EN7WC-III-e-2.2.13 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 175.

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 K to 12 BASIC EDUCATION CURRICULUM
EN7WC-III-f-2.2.14 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 30-31.
Compose a travelogue
EN7WC-III-g-2.2.14 .
Compose a personal letter to a friend, relative, and EN7WC-III-h-2.2.15 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 124, 125, 140, 141.
other people EN7WC-III-i-2.2.15 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100.
4Q

1 *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 147-148.
Compose simple informative texts EN7WC-IV-a-2.2 . 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 81-82, 158.

Identify features of personal essays EN7WC-IV-a-2.8.4 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 68-70.
.
Distinguish between and among a capsule biography, 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152, 242.
EN7WC-IV-b. 2.8.6
biographical sketch, and feature article .
Organize information about a chosen subject using a 1 *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 67.
graphic organizer EN7WC-IV-c-1.3 .

Organize information about a chosen subject using a 1 *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
one step topic outline . *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 85, 86.
2
EN7WC-IV-d-1.1.6 .
3 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 94-95, 283-289.
.
*English Arts I. 2000. pp 218.Compose a biographical EN7WC-IV-g-2.8.6.2 1 *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
.

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sketch based on a personal interview and background EN7WC-IV-h-2.8.6.2
research EN7WC-IV-i-2.8.6.2
F – Oral Language and Fluency

1Q

Observe the correct production of vowel and consonant 1. New Horizons in Learning English I. 1999. pp 4-6, 25-26, 56-58, 82-83, 131-132, 157-158,
sounds EN7F-I-a-3.11 186-187, 208, 210, 235-238, 261-263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 79-80.

Read words phrases 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 7, 27, 58-59, 83,
EN7F-I-a-3.11.1 131-133, 157-158, 187-188, 210-211, 237-238, 263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 155, 196-197, 245.

Use appropriate prosodic features of speech like pitch, 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11.
stress, juncture, intonation, volume and projection and 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65,
EN7F-I-b1.14
rate/speed of speech in differing oral communication 184186, 211, 269.
situations
Observe the correct pitch levels (high, medium, low) 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10.
when reading lines of poetry, sample sentences and EN7F-I-b-1.14.2
paragraphs
Use the correct stress (primary, secondary, tertiary and EN7F-I-d-1.14.3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10, 11.
weak) when reading passages EN7F-I-e-1.14.3 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 28-30, 44-45, 185, 269.
Use the rising intonation pattern with Yes-No and tag 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-108.
EN7F-I-f-1.14.4 EN7F-I-
questions; the rising-falling intonation with information- 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
g-1.14.4
seeking questions, option questions and with statements 3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-27.
2Q

Use verbal and non verbal cues in conversations EN7F-II-a-4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
Use the correct pitch, juncture, stress, volume and 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65,
EN7F-II-h-1.14 EN7F-II-
projection and rate/speed of speech in conversations and 184186, 211, 269.
i-1.14
dialogs
3Q

Express ideas, opinions, feelings and emotions during 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-176, 208-209, 276-277.
interviews, group/panel discussions, forums/fora, EN7F-III-a-1.3
debates, etc.
Employ the appropriate oral language and stance in an EN7F-III-b-3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 151, 152.
interview, a panel discussion, in a forum and in a debate
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EN7F-III-f-3.4.1 EN7F- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209, 276-277.
Express ideas and opinions based on text listened to
III-g-3.4.1
G - Grammar Awareness

1Q

EN7G-I-a-11 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 136, 137, 138, 139.
EN7G-I-b-11 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 106-107.
Observe correct subject-verb agreement
EN7G-I-c-11
EN7G-I-d-11

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 8
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 Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
PERFORMANCE STANDARD
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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
1 collocations Identify the graphic
distinguishing organizers
features of
notable African
chants, poems,
folktales, and
short stories
2 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 African writers one-step word, an informative speech
noting context
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 K to 12 BASIC EDUCATION CURRICULUM
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
collocations Identify the sentence outline
distinguishing forms
features of

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
notable African
chants, poems,
folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, to determine the idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ic-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
3 theme of a
particular literary
selection
EN8LT-Ic-
2.2.1: Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2: Explain
the literary
devices used.

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 K to 12 BASIC EDUCATION CURRICULUM
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships selfcomposed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
4 collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary notes taken prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres from an speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by expository text delivering lines devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers EN8WC-Ie-6.1: an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: Arrange notes
meaning expressions Explain how the using a variety of
elements specific graphic organizers
5 to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
K to 12 English Curriculum Guide May 2016 Page 237 of 321
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 K to 12 BASIC EDUCATION CURRICULUM
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
6 reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech
local culture by the human being Arrange notes an informative speech
purpose that affect meaning
noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize Deliver a parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary notes taken selfcomposed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres from an informative speech appropriate cohesive
7 intonation, juncture, same topic in that reflect the contributed by expository text EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing African writers EN8WC-Ig-6.2: Use the correct
local culture by an informative speech
that affect meaning genres EN8LT-Ig-2.3: Arrange notes in stance and
noting context
clues Draw similarities one-step word, behavior
phrase, and

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND 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 Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
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,
PERFORMANCE STANDARD
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 or
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when expressions suitable
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an to each pattern of
Relate content or excerpts dramatic types of East Asian writers entertainment idea development:
narrative texts
theme to previous EN8VC-IIa-17: irony and give EN8LT-IIa-9.2: speech • general to
EN8LC-IIa-7.2:
1 experiences and Discern positive examples of each Identify the particular
Employ projective
background knowledge and negative distinguishing • claim and
listening strategies messages conveyed features of counterclaim
with longer stories in a material notable East • problemsolution
viewed Asian poems, • cause-effect
folktales, and • and others
short stories
2 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 or
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when expressions suitable
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an to each pattern of
Relate content or excerpts dramatic types of East Asian writers variety of idea development:
narrative texts entertainment
theme to previous EN8VC-IIb-17: irony and give EN8LT-IIb-9.2: techniques to • general to
EN8LC-IIb-6.2: speech
experiences and Discern positive examples of each Identify the introduce a topic particular
K to 12 English Curriculum Guide May 2016 Page 240 of 321
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 K to 12 BASIC EDUCATION CURRICULUM
background knowledge Infer dominant and negative distinguishing • claim and
thoughts and feelings messages conveyed features of
expressed in the text in a material
listened to

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
viewed notable East counterclaim
Asian poems, • problemsolution
folktales, and • cause-effect
short stories • and others

EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use

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

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 K to 12 BASIC EDUCATION CURRICULUM
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 or
text strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively expressions suitable
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an to each pattern of
narrative texts excerpts dramatic types of theme of a variety of idea development:
entertainment
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to • general to
speech
4 Determine the tone Discern positive examples of each selection formulate a particular
and mood of the and negative EN8LT-IId- • claim and
conclusion
speaker or characters messages conveyed 2.2.2: Explain counterclaim
in the narrative in a material the literary • problemsolution
listened to viewed devices used • cause-effect
• and others

EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use

Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate Develop Use appropriate appropriate
5
relationships illustrated listening skills and the material viewed between literal literature as an paragraphs that non-verbal cues grammatical signals or
in tables, graphs, and strategies suited to based on the title, art form inspired illustrate each text when delivering expressions

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
information maps found long descriptive and pictures, and and figurative and influenced type (narrative in lines in an suitable to each
in expository texts narrative texts excerpts language by nature literature, entertainment pattern of idea
EN8RC-IIe-11: EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech development:
Transcode information Infer the theme of Discern positive explanatory, factual • general to
from linear to nonlinear the text listened to and negative and personal particular
texts and viceversa messages conveyed recount, • claim and
in a material persuasive) counterclaim
viewed • problemsolution
• cause-effect
• and others

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 K to 12 BASIC EDUCATION CURRICULUM
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 or
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text when delivering expressions suitable
information maps found long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an to each pattern of
in expository texts narrative texts excerpts (hyperbole and theme of a literature, idea development:
entertainment
EN8RC-IIf-11: EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, • general to
speech
6 Transcode information Formulate predictions Discern positive selection explanatory, factual particular
from linear to nonlinear about the contents of and negative EN8LT-IIf- and personal • claim and
texts and viceversa messages conveyed 2.2.3: Determine recount, counterclaim
the listening text.
in a material tone, mood, persuasive) • problemsolution
viewed technique, and • cause-effect
purpose of the • and others
author

EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use

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

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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 K to 12 BASIC EDUCATION CURRICULUM
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 appropriate
relationships illustrated listening skills and the material viewed figures of speech and differences paragraphs that selfcomposed grammatical signals or
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment expressions suitable
information maps found long descriptive and pictures, and emphasis selections in type (narrative in speech using all the to each pattern of
in expository texts narrative texts excerpts (hyperbole and relation to the literature, idea development:
needed speech
EN8RC-IIh-2.15: EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, • general to
conventions
8 Organize information in Employ projective Discern positive explanatory, factual particular
tables, graphs, and listening strategies and negative and personal • claim and
maps with longer stories messages conveyed recount, counterclaim
in a material persuasive) • problemsolution
viewed • 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 appropriate
relationships illustrated listening skills and the material viewed between literal selection may be paragraphs that selfcomposed grammatical signals or
in tables, graphs, and strategies suited to based on the title, influenced by illustrate each text entertainment expressions suitable
and figurative
information maps found long descriptive and pictures, and culture, history, type (narrative in speech using all the to each pattern of
narrative texts language literature, idea development:
in expository texts excerpts environment, or needed speech
EN8RC-IIi-2.15: EN8LC-IIi-7.2: EN8VC-IIi-17: expository, • general to
other factors conventions
Organize information in Employ projective Discern positive explanatory, factual particular
9
tables, graphs, and listening strategies and negative and personal • claim and
maps with longer stories messages conveyed recount, counterclaim
in a material persuasive) • problemsolution
viewed • cause-effect
• and others

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM
THIRD
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 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.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa3.11: EN8RC-IIIa-10:
Recognize propaganda Determine the target IIIa3.4/4.4/5.4: Explain the Identify the Organize Use the correct Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a sounds of English opinion-marking
given text listening text and the target audience of word through genres chosen subject during speech signals
objective/s of the a material viewed structural analysis contributed by using a graphic delivery EN8G-IIIa-3.6: Use
Southeast Asian organizer modals appropriately
speaker (prefixes, roots,
writers
suffixes)
EN8LT-IIIa-
11.1: Identify
1 the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
2 EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance IIIb3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
K to 12 English Curriculum Guide May 2016 Page 245 of 321
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 K to 12 BASIC EDUCATION CURRICULUM
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

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
suffixes) writers
EN8LT-IIIb-
11.1: Identify the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of a secondary sources persuasive speech appropriate
particular literary documentation EN8G-
3 listening text suffixes)
selection IIIc-3.6: Use modals
EN8LT-
appropriately
IIIc2.2.1:
Express
appreciation for
sensory images
used
4 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: Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements Compose an correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a informative 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
particular literary
selection
EN8LT-IIId-

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 K to 12 BASIC EDUCATION CURRICULUM
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- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for IIIe1.14: Use modals appropriately
5 asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property appropriate EN8G-IIIe-12: Use
in a text given issue presented presented in the clues mirror to a rights by persuasive emphasis markers for
in the text listened to material viewed shared heritage acknowledging devices persuasive purposes

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of people with citations made in
diverse an informative
backgrounds essay EN8SS-
IIIe1.6.3:
Acknowledge
sources by creating
a bibliography

EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6:

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL- EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain Show respect for IIIg1.14: Use Share ideas using
against) made by the listening strategies relevance and of words or how the intellectual appropriate opinion-marking
author suited to the topic, worth of ideas expressions used elements property rights by persuasive devices signals
purpose, and level of presented in the in propaganda specific to a acknowledging EN8G-IIIg-3.6: Use
material viewed genre contribute citations made in modals appropriately.
difficulty of the techniques
to the theme of an informative EN8G-IIIg-12: Use
7 listening text
a particular essay emphasis markers for
literary selection EN8SS-IIIg- persuasive purposes
EN8LT-IIIg- 1.6.4: Use
2.2.5: Determine conventions in
key ideas, tone, citing sources
and purposes of
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual selfcomposed opinion-marking
author economic issues worth of ideas expressions used differences of the property rights by persuasive speech signals
discussed in the text presented in the in propaganda featured acknowledging EN8G-IIIh-3.6:
8 material viewed selections
listened to techniques citations made in Use modals
an informative appropriately
essay EN8G-IIIh-12:
Use emphasis
markers for
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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- EN8OL-IIIi-4.1:EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the Use appropriate Explain how a IIIi2.2.16: Use appropriateShare ideas using
strategies to process social, moral, and relevance and strategies for selection is Compose an verbal and opinion-marking
information in a text economic issues worth of ideas unlocking influenced by informative essay nonverbal cues signals
discussed in the text presented in the unfamiliar words culture, history, EN8G-IIIi-11: Use
when delivering a
material viewed appropriate
9 listened to environment persuasive speech
documentation
EN8G-IIIi-3.6: Use
modals appropriately
EN8G-IIIi-12: Use
emphasis markers for
persuasive purposes
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 K to 12 BASIC EDUCATION CURRICULUM
10 Culminating Task

FOURTH 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: 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.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
1
topic sentence follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
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 K to 12 BASIC EDUCATION CURRICULUM
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence a text listened to aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
viewed meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVb- memorized speech tenses in journalistic
feature article, and
13.1: Identify in an oration, in a writing
sports news article)
2 the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers manuscript or appropriate modifiers
3 opinion article,
material viewed EN8LT-IVc- memorized speech
feature article, and
13.1: Identify in an oration, in a
sports news article)
the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
drama, and short
stories
contributed by
South and West
Asian writers

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

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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

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 K to 12 BASIC EDUCATION CURRICULUM

Grade 8 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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RC - Reading Comprehension

1Q

Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2 EN8RC- 2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
Ib-7.2 3 *English Expressways III. 2007. pp 238-239.
.
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
2. *New Horizons in Learning English I. 1999. pp 29-34.
EN8RC-Ic-1.5.1 EN8RC- 3 *English Expressways II. 2007. pp 56, 216.
Id-1.5.1 .
4 *English Expressways III. 2007. pp 44-45, 113.
.
Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 EN8RC- 1 *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose If-7 .
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 EN8RC- 1. *English Expressways II. 2007. pp 216-217.
Ih-7.1 2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming, EN8RC-Ii-7 1 BEAM ENG 8 Module 1 – Noting Cultural Differences.
speed reading, intensive reading etc.) for one’s purpose . *English Expressways III. 2007. pp 286-287.

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 K to 12 BASIC EDUCATION CURRICULUM
1
.
2Q

Relate content or theme to previous experiences and 1 BEAM ENG8 Module 6 – Making Outlines.
background knowledge . *English Expressways III. 2007. pp 250.
EN8RC-IIa-2.18
2
.
Relate content or theme to previous experiences and 1 BEAM ENG8 Module 6 – Making Outlines.
background knowledge . *English Expressways III. 2007. pp 250.
EN8RC-IIb-2.18
2
.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 174, 175, 178.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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3 *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
.
Transcode information from linear to non-linear texts EN8RC-IIe-11 1 BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
and vice-versa EN8RC-IIf-11 . *English Expressways III. 2007. pp 76-78.
EN8RC-IIg-11 2
.
Explain visual-verbal relationships illustrated in tables, 1 BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
graphs, and information maps found in expository texts . *English Arts I. 2000. pp 171-173.
EN8RC-IIf-1.2
2
.
Explain visual-verbal relationships illustrated in tables, 1 BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts . *English Arts I. 2000. pp 182, 183.
EN8RC-IIg-1.2
2
.
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2 EN8RC- 1 BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts IIi-1.2 .
Organize information in tables, graphs, and maps 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
3. *English Arts I. 2000. pp 171-179, 182, 183.
EN8RC-IIh-2.15 EN8RC- 4 *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
IIi-2.15 .
5 *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
.
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 K to 12 BASIC EDUCATION CURRICULUM
6 *English Expressways III. 2007. pp 77.
.
3Q

Recognize propaganda techniques used in a given text EN8RC-IIIa-12.1 1 *English Expressways II. 2007. pp 45-46.
EN8RC-IIIb-12.1 . *English Arts III. 2000. pp 156-158.
2
.
Differentiate facts from opinions 1 BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
. and Attitudes.
BEAM ENG8 – Social Issues Affecting the Community.
2
EN8RC-IIIc-2.13 .
3 *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
.
Utilize coping reading strategies to process information EN8RC-IIId-12 EN8RC- 1 *English Expressways II. 2007. pp 120-121, 202, 243-244.
in a text IIIi-12 .
React to what is asserted or expressed in a text 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN8RC-IIIe-2.1.7
2. *English Expressways III. 2007. pp 116-117.
Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
EN8RC-IIIh-3.1.12
4Q

Identify positions of a topic sentence EN8RC-IVa-2.21.1 1 *English Expressways II. 2007. pp 82, 91.
.
Identify details that support the topic sentence EN8RC-IVb-2.21.2 1 *English Expressways II. 2007. pp 82, 91, 200-201.
.
Note explicit and implicit signals (like cohesive devices) 1. BEAM ENG8 – Social Issues Affecting the Community.
used by the writer EN8RC-IVc-13.1 2. *English Expressways II. 2007. pp 153-154, 195.
3 *English Expressways III. 2007. pp 92-94.
.
Interpret and follow instructions, directions, notices, 1 *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
rules and regulations .
Use text type knowledge (narrative in literature, 1 *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal recount, EN8RC-IVe-13 .
persuasive, expository) to process information in a text
Distinguish between general and specific statements EN8RC-IVf-10.2 1 *English Expressways II. 2007. pp 68-71, 190-195.
.

LEARNING COMPETENCY LEARNING MATERIALS

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 K to 12 BASIC EDUCATION CURRICULUM
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Draw conclusions from a set of details EN8RC-IVh-2.12 1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension

1Q

Listen for important points signaled by volume, 1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
projection, pitch, stress, intonation, juncture, and rate of EN8LC-Ia-5.1 2. *English Expressways III. 2007. pp 38.
speech
Listen for important points signaled by volume, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
projection, pitch, stress, intonation, juncture, and rate of 2. *English Arts I. 2000. pp 10, 11.
speech EN8LC-Ib-5.1 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
4. *English Expressways III. 2007. pp 106-107, 120-121.

Listen for important points signaled by volume, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
projection, pitch, stress, intonation, juncture, and rate of 2. *English Arts I. 2000. pp 31, 32, 238, 239.
speech EN8LC-Ic-5.1 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.

5. *English Expressways III. 2007. pp 105-107, 120-121.

Listen for important points signaled by volume, 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
projection, pitch, stress, intonation, juncture, and rate of EN8LC-Id-5.1 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
speech
Determine how volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10, 11.
intonation, juncture, and speech rate serve as carriers of EN8LC-Ie-9 2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2 2. *English Arts I. 2000. pp 10, 11.
meaning 3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress, 1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect 2. *English Arts I. 2000. pp. 31, 32, 238, 239.
meaning EN8LC-Ih-5.2 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways III. 2007. pp 105-107.

Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning

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 K to 12 BASIC EDUCATION CURRICULUM
2Q

Employ appropriate listening skills and strategies suited EN8LC-IIa-7 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
to long descriptive and narrative texts EN8LC-IIb-7
EN8LC-IIc-7
EN8LC-IId-7
EN8LC-IIe-7
Employ projective listening strategies with longer stories EN8LC-IIa-7.2 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN8LC-IIh-7.2 EN8LC-
IIi-7.2

LEARNING COMPETENCY
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Infer dominant thoughts and feelings expressed in the 1 *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
text listened to .
Determine the tone and mood of the speaker or EN8LC-IIc-2.13 EN8LC- 1 *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to IId-2.13 . *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
2
.
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1 *English Expressways II. 2007. pp 12, 98, 140.
.
Formulate predictions about the contents of the listening 1 BEAM ENG8 Module 6 – Making Outlines.
text . *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IIf-2.5
2
.
Listen to paraphrase information/ideas 1 *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
. *English Arts III. 2000. pp 94, 113-114.
EN8LC-IIg-3.12
2
.
Employ appropriate listening skills and strategies suited 1 *English Arts I. 2000. pp 218, 236.
to long descriptive and narrative texts . *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN8LC-IIi-7
2
.
3Q

Determine the target audience of a listening text and the 1 *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN8LC-IIIa-7.3
objective/s of the speaker .
Judge the relevance and worth of ideas presented in the EN8LC-IIIb-8.2 1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IIId-8.2 2. *English Expressways II. 2007. pp 78-79, 109-110.
3 *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
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 K to 12 BASIC EDUCATION CURRICULUM
.
Determine the stand of the speaker on a given issue 1 *English Arts I. 2000. pp 237, 238.
presented in the text listened to . *English Expressways II. 2007. pp 270.
2
EN8LC-IIIe-7.1 .
3 *English Expressways III. 2007. pp 36-37.
.
Distinguish facts from opinion cited in the text listened to EN8LC-IIIf-2.10 1 *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
.
4Q

Predict what is to follow after a segment of a text 1 *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
listened to .
Infer thoughts and feelings expressed in a text listened EN8LC-IVb-6.2
to
Judge the relevance and worth of ideas presented in the EN8LC-IVd-8.2 1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IVg-8.2 2. *English Expressways III. 2007. pp 128-131, 288-289.
Summarize information from the text listened to. EN8LC-IVe-3.14 EN8LC- 1 *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
IVi-3.14 .
Process speech delivered by making inferences from EN8LC-IVf-10 EN8LC- 1. *English Expressways II. 2007. pp 12, 98, 140.
what has been listened to IVh-10 2. *English Expressways III. 2007. pp 288-289, 327-329.
VC- Viewing Comprehension

1Q

Use context clues from the material viewed to determine 1 BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
the meaning of unfamiliar words or expressions .
Use context clues from the material viewed to determine 1 BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ib-8
the meaning of unfamiliar words or expressions .
Use context clues from the material viewed to determine 1 BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ic-8
the meaning of unfamiliar words or expressions .
2Q

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Predict the gist of the material viewed based on the title, EN8VC-IIa-1.3 1. *English Expressways III. 2007. pp 271-272.
pictures, and excerpts EN8VC-IId-1.3
EN8VC-IIg-1.3
Determine the issue and stand presented in the material EN8VC-IIId-18 1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions and Values.
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 K to 12 BASIC EDUCATION CURRICULUM
viewed
4Q

Analyze the elements that make up reality and fantasy EN8VC-IVa-20

based on a material viewed EN8VC-IVd-20
EN8VC-IVg-20
V- Vocabulary Development

1Q

Determine the meaning of idiomatic expressions by 1. BEAM ENG8 Module 15 – Getting Meaning of Idioms.
noting context clues and collocations 2. *English Arts I. 2000. pp 148, 149.
EN8V-Ia-10.2 3. *English Expressways II. 2007. pp 153, 179-180, 191-195, 273.
4. *English Arts III. 2000. pp 11-12, 235-236.

5. *English Expressways III. 2007. pp 144, 157, 251.

Determine the meaning of idiomatic expressions by 1. *English Arts I. 2000. pp 80, 81, 99, 100, 101.
noting context clues and collocations EN8V-Ib-10.2 2. *English Arts III. 2000. pp 11-12.
3. *English Expressways III. 2007. pp 45-47, 172, 350.

Determine the meaning of idiomatic expressions by EN8V-Ic-10.2 EN8V-Id- 1. *English Arts I. 2000. pp 258, 259.
noting context clues and collocations 10.2 2. *English Expressways III. 2007. pp 207, 305.
Use appropriate strategies in unlocking the meaning of 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
unfamiliar words and idiomatic expressions 2. *English Expressways II. 2007. pp 179-180.
EN8V-Ie-4 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
4. *English Expressways III. 2007. pp 157, 287.

2Q

Discriminate between literal and figurative language EN8V-IIe-24 EN8V-IIi- 1. *English Expressways II. 2007. pp 153, 166, 191-195.
24
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIf-10.1.4
and litotes) 2. *English Arts III. 2000. pp 54, 103-104.
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIh-10.1.4
and litotes)
3Q

Explain the meaning of a word through structural 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
analysis (prefixes, roots, suffixes) 2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3 3. *English Arts III. 2000. pp 113.
4. *English Expressways III. 2007. pp 29-30, 114-115.

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 K to 12 BASIC EDUCATION CURRICULUM
Explain the meaning of a word through structural 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
analysis (prefixes, roots, suffixes) EN8V-IIIb-15.3 2. *English Arts III. 2000. pp 113.
3. *English Expressways III. 2007. pp 114-115.

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Explain the meaning of a word through structural 1 *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
analysis (prefixes, roots, suffixes) . *English Expressways III. 2007. pp 30, 114-115.
EN8V-IIIc-15.3
2
.
Use appropriate strategies for unlocking unfamiliar 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 116, 117, 131, 132, 148, 149.
words 2. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.
3. *English Expressways II. 2007. pp 179-180.
EN8V-IIId-25 EN8V- 4 *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
IIIi-25 .
5 *English Expressways III. 2007. pp 287.
.
Arrive at meanings through context clues 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.
2. *New Horizons in Learning English I. 1999. pp 109, 228-230.
3. *English Expressways II. 2007. pp 153, 191-195.
EN8V-IIIe-12.3 EN8V- 4 *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
IIIf-12.3 .
5 *English Expressways III. 2007. pp 45-47, 172, 350.
.
Analyze intention of words or expressions used in EN8V-IIIg-26 1 *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-26 .
Use appropriate strategies for unlocking unfamiliar EN8V-IIIi-25 1 *English Expressways III. 2007. pp 157, 287.
words .
4Q

Use various strategies in decoding the meaning of words EN8V-IVa-15 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb-15 2. *English Expressways II. 2007. pp 179-180.
EN8V-IVc-15 3 *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8V-IVd-15 .
EN8V-IVe-15
EN8V-IVf-15
EN8V-IVg-15
EN8V-IVh-15
EN8V-IVi-15
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 K to 12 BASIC EDUCATION CURRICULUM
LT- Literature

1Q

Express appreciation for sensory images used 1. *English Arts I. 2000. pp 246, 247.
EN8LT-Ic-2.2.1
2. *English Expressways III. 2007. pp 180-181, 281-285.
Explain the literary devices used. EN8LT-Ic-2.2.2

Determine tone, mood, technique, and purpose of the 1 BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
author EN8LT-Id-2.2.3 . and Attitudes.
2 *English Arts I. 2000. pp 218, 236.
.
Determine tone, mood, technique, and purpose of the 1 BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
author . and Attitudes.
*English Arts I. 2000. pp 7, 8, 9, 218.
2
EN8LT-Ie-2.2.3 .
3 *English Expressways III. 2007. pp 9-11, 206-207.
.
Explain how a selection may be influenced by culture, 1 *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
history, environment, or other factors .
2Q

Express appreciation for sensory images used EN8LT-IIc-2.2.1 1 *English Arts I. 2000. pp. 246, 247.
.

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2. *English Expressways III. 2007. pp 180-181, 281-285.

Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
author EN8LT-IIf-2.2.3 and Attitudes.
2. *English Arts I. 2000. pp 218, 236.

Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
author and Attitudes.
EN8LT-IIg-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
history, environment, or other factors
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 K to 12 BASIC EDUCATION CURRICULUM
3Q

Identify the distinguishing features of notable poems, 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
short stories, dramas, and novels contributed by EN8LT-IIIa-11.1
Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
EN8LT-IIIf-2.2.5
and Attitudes.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
and Attitudes.
EN8LT-IIIg-2.2.5 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

4Q

Express appreciation for sensory images used EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings
EN8LT-IVg-2.2.5 and Attitudes.
2. *English Expressways III. 2007. pp 9-11, 206-207.

WC- Writing and Composition

1Q

Present ideas using a variety of graphic organizers 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-
EN8WC-Ia-1.1.6.1
2. 270. *English Expressways II. 2007. pp 14-18, 150-152, 242.
Organize ideas in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
Arrange notes using a variety of graphic organizers EN8WC-Ie-6.1 EN8WC- 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-
If-6.1 2. 270. *English Expressways II. 2007. pp 14-18, 150-152, 242.

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 K to 12 BASIC EDUCATION CURRICULUM
3 *English Expressways III. 2007. pp 290-291.
.
Arrange notes in one-step word, phrase, and sentence 1 *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
outline forms .
Arrange notes in one-step word, phrase, and sentence 1 *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
outline forms .
Arrange notes in one-step word, phrase, and sentence 1 *English Arts I. 2000. pp 197-199.
outline forms . *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ii-6.2
2
.
2Q

Compose effective paragraphs EN8WC-IIa-2.8 1. *English Arts I. 2000. pp. 228-230.

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

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 K to 12 BASIC EDUCATION CURRICULUM
3Q

Organize information about a chosen subject using a 1 *English Expressways II. 2007. pp 94-95, 283-284.
graphic organizer . *English Expressways III. 2007. pp 290-291.
EN8WC-IIIa-1.10
2
.
Transcode information from a graphic organizer to a 1 *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
topic or sentence outline .
Compose an informative essay 1. *English Arts I. 2000. pp 69.
EN8WC-IIId-2.2.16
2. *English Expressways II. 2007. pp 81-82, 158.
EN8WC-IIIi-2.2.16

Acknowledge sources by creating a bibliography EN8WC-IIIe-1.6.3 1 *English Expressways III. 2007. pp 230-231.
EN8WC-IIIf-1.6.3 .
4Q

Distinguish among types of journalistic writing (news EN8WC-IVb-3.4.2 1 *English Expressways II. 2007. pp 81-82, 158.
.

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report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news 1 *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVc-3.4.2 .
article)
Distinguish among types of journalistic writing (news 1 *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVd-3.4.2 .
article)
F- Oral Language and Fluency

1Q

Use the correct sounds of English EN8F-Ia-3.11 1 *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211, 269.
EN8F-Ib-3.11 . *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ic-3.11 2
.
2Q

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 K to 12 BASIC EDUCATION CURRICULUM
Deliver a self-composed entertainment speech using all EN8F-IIg-3 1 *English Arts III. 2000. pp 178-180.
the needed speech conventions EN8F-IIh-3 .
EN8F-IIi-3
Maintain the interest of the audience by delivering 1 BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIh-3.13
punch lines effectively .
3Q

Observe the use of correct stress, pitch, and juncture 1 *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
EN8F-IIIb-5
when delivering a persuasive speech .
Deliver a self-composed persuasive speech EN8F-IIIf-3 EN8F- 1 *English Arts III. 2000. pp 33-34.
IIIh-3 .
G- Grammar Awareness

1Q

Use parallel structures EN8G-Ia-7 1 *English Expressways II. 2007. pp 208-210.

EN8G-Ib-7 .
EN8G-Ic-7
EN8G-Id-7
EN8G-Ie-7
EN8G-If-7
EN8G-Ig-7
EN8G-Ih-7
EN8G-Ii-7
Use appropriate cohesive devices in composing an EN8G-Ia-8 1 *English Expressways II. 2007. pp 212-213, 271.
informative speech EN8G-Ib-8 . *English Expressways III. 2007. pp 280.
EN8G-Ic-8 2
EN8G-Id-8 .
EN8G-Ie-8

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EN8G-If-8
EN8G-Ig-8
EN8G-Ih-8
EN8G-Ii-8
2Q

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 K to 12 BASIC EDUCATION CURRICULUM
Use appropriate grammatical signals or expressions 1 *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development: .
• general to particular
EN8G-IIg-9
• claim and counterclaim
EN8G-IIh-9
• problem-solution
• cause-effect
• and others
3Q

Share ideas using opinion-marking signals EN8G-IIIa-10 1 *English Expressways II. 2007. pp 208-210.
EN8G-IIIb-10 .
EN8G-IIIc-10
EN8G-IIIg-10
EN8G-IIIh-10
EN8G-IIIi-10
Use modals appropriately EN8G-IIIa-3.6 1 *English Arts I. 2000. pp 261.
EN8G-IIIb-3.6 . *English Expressways II. 2007. pp 256-258.
EN8G-IIIc-3.6 2
EN8G-IIId-3.6 .
EN8G-IIIe-3.6
EN8G-IIIf-3.6
EN8G-IIIg-3.6
EN8G-IIIh-3.6
EN8G-IIIi-3.6
4Q

Use appropriate modifiers EN8G-IVa-15 1 *English Arts III. 2000. pp 53-54, 82-83.
EN8G-IVc-15 .
EN8G-IVe-15
EN8G-IVg-15
EN8G-IVi-15
Use appropriate logical connectors for emphasis EN8G-IVa-16 1 *English Expressways II. 2007. pp 64-65.
EN8G-IVf-16 .
EN8G-IVg-16
EN8G-IVi-16
Use active and passive constructions in journalistic EN8G-IVb-13 1 *English Expressways II. 2007. pp 77-78.
contexts EN8G-IVf-13 .
EN8G-IVh-13
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 K to 12 BASIC EDUCATION CURRICULUM
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EN8G-IVi-13

Use past and past perfect tenses in journalistic writing EN8G-IVb-3 1 *English Expressways II. 2007. pp 39-42.
EN8G-IVd-3 . *English Arts III. 2000. pp 66-68.
EN8G-IVe-3 2
EN8G-IVi-3 .
Use direct and reported speech in journalistic writing EN8G-IVc-14 1 *English Arts III. 2000. pp 97-99.
EN8G-IVd-14 .
EN8G-IVe-14
EN8G-IVg-14
EN8G-IVh-14
EN8G-IVi-14

GRADE 9

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 K to 12 BASIC EDUCATION CURRICULUM
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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.

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
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self suprasegmentals or EN9G-Ia-1.6/1.7:
journalistic, and
Perform a task by EN9LT-Ia-14.1: prosodic features of Use appropriate
literary writing.
following instructions Identify the speech when punctuation marks and
distinguishing delivering lines of capitalization to
1
features of poetry and prose in convey meaning
a speech choir, jazz EN9G-Ia-18: Use
notable
interjections to
AngloAmerican chants and raps.
convey meaning
lyric poetry,
songs, poems,
sermons, and
allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior Infer thoughts, Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a feelings and feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic intentions of the intentions in the appropriate for a discovering the among informative, of English) and the writing
2 speaker material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to

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 K to 12 BASIC EDUCATION CURRICULUM
to a selection poetry and prose in convey meaning

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
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the among informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3 poetry and prose in convey meaning
to a genre
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to convey
particular literary EN9F-Ic-3.1: meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN9LT-Id- Use appropriate
volume and
4 mentioned 2.2.1: Express punctuation marks and
projection when
appreciation for capitalization to
delivering lines of convey meaning
sensory images
poetry and prose in EN9G-Id-18: Use
used
dramatic and interjections to convey
conventional meaning.
speech choirs
5 EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
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 K to 12 BASIC EDUCATION CURRICULUM
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:
blending, EN9LT-Ie- volume and Use appropriate
acronymy, 2.2.2: Explain projection when punctuation marks

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
compounding, folk the literary delivering lines of and capitalization to
etymology, etc.) devices used poetry and prose in convey meaning
dramatic and EN9G-Ie-18: Use
conventional interjections to convey
speech choirs meaning
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use
Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the appropriate normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. gestures (hand, word order in creative
author’s purpose. presented worth of ideas word formation discovering the face, and body) writing
presented in the (clipping, self EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If- Use appropriate
6
acronymy, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization to
etymology, etc.) convey meaning
technique, and
EN9G-If-18: Use
purpose of the
interjections to convey
author.
meaning
EN9RC-Ig-17: Make EN9LC-Ig-8.7: EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use
a connection Draw generalizations Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
between the present and conclusions from relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
text and the worth of ideas (restatement, discovering the face, and body) writing
previously read texts material listened to presented in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. convey meaning.
technique, and
EN9G-I-0-18: Use
purpose of the
interjections to convey
author
meaning

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech EN9G-Ih-1.6/1.7:
synonyms, EN9LT-Ih-2.3: choir presentations. Use appropriate
8 antonyms) used Draw similarities punctuation marks
for a given word and differences and capitalization to
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to convey
theme
meaning

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
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii1.5/2.5: EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
subtitles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
etc. given in a text the material viewed definition, self EN9G-Ii-1.6/1.7:
expected of speech
synonyms, EN9LT-Ii-3: Use appropriate
9 choir presentations
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
EN9G-Ii-18: Use
culture, history,
interjections to convey
environment, or
meaning
other factors

10 Culminating Task

SECOND 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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.

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 K to 12 BASIC EDUCATION CURRICULUM
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
PERFORMANCE STANDARD
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa19:
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied Use adverbs in
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and narration.
presented in different based on topic, these lead to the communicative other people and poetry and in nonverbal
texts. purpose, and level of ending of a material. styles for various their various prose. strategies to
difficulty of the situations circumstances in create impact on
the audience

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use adverbs
various print media information from information contained appropriate a means of valuing features present in verbal and in narration.
like brochures, argumentative/ in the material viewed. communicative other people and nonverbal
poetry and in
pamphlets, periodicals, persuasive texts. styles for various their various strategies to
and audio-video prose. create impact on
EN9LC-IIb-2.8: situations circumstances in
recordings. Make inferences from (intimate, casual, life. the audience while
what was said. conversational, delivering lines in
consultative, EN9LT-II-0-14.2: a Readers Theatre
frozen). or in a
Explain how the
Chamber Theatre.
elements specific to
a selection build its
theme.

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 K to 12 BASIC EDUCATION CURRICULUM
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
Get information from 3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use adverbs
various print media paraphrase and information contained appropriate a means of valuing features present in correct production in
like brochures, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
pamphlets, periodicals, from persuasive texts. styles for various their various prose. vowels sounds,
and audio-video situations circumstances in consonant sounds,
recordings. (intimate, casual, life. diphthongs, etc.
conversational,
consultative, EN9LT-IIc-2.2:
frozen). Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use adverbs
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production in narration.
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds:

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
pamphlets, purpose. styles a situation their various prose. vowels sounds,
periodicals, and audio- (intimate, casual, circumstances in consonant sounds,
video recordings. conversational, life. diphthongs, etc.
consultative,
frozen). EN9LT-IId-2.2.1:
Express appreciation
for sensory images
used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-
information from Make a stand based Agree or disagree with Give the Analyze literature as Distinguish the Use the IIe20: Use
various print media on the text listened the ideas presented in appropriate a means of valuing features present in appropriate conditionals in
like brochures, to. the material viewed. communicative other people and poetry and in prosodic features expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments
and audio-video situations circumstances in delivering lines in
recordings. (intimate, casual, life. a Readers Theatre
conversational, EN9LT-IIe-2.2.2: or in a Chamber
consultative, Explain the literary Theatre.
frozen). devices used.

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 K to 12 BASIC EDUCATION CURRICULUM
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf20:
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals in
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features expressing
of a communicative their various 9.2: Identify of speech when arguments.
circumstances in types and delivering lines in
style.
life. features of a Readers Theatre
EN9LT-IIf-2.2.3: short prose. or in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals in
texts such as the ideas listened to. presented in the jargons expected other people and EN9WC-IIg- non-verbal expressing
diagrams, maps, material viewed. of a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of a Readers or
EN9LT-IIg-2.2.3: short prose. Chamber Theatre.
Determine tone,
mood, technique,
and purpose of the
author.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the appropriate 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
write-ups. utterances in presented in the jargons expected of other people and EN9WC-IIh- of speech when expressing
persuasive texts. material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
circumstances in devices and Readers Theatre or
style.
life. techniques to in a Chamber
EN9LT-IIh-2.3: craft short Theatre.
Draw similarities and prose forms.
differences of the
featured selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi20:
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate Use

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 K to 12 BASIC EDUCATION CURRICULUM
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
(outlining, graphic, presented. presented in the jargons expected of other people and EN9WC-IIi- of speech when expressing
representations, etc.) material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
style. circumstances in devices and Readers Theatre or
life. techniques to in a Chamber
EN9LT-IIi-3: craft short Theatre.
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

THIRD QUARTER
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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
CONTENT STANDARD
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.

The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
PERFORMANCE STANDARD
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.

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

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 K to 12 BASIC EDUCATION CURRICULUM
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: Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies Interpret the the technical as a means of literary writing verbal and
EN9LT-IIIa-20.1: suited to type of text message vocabulary for connecting to the EN9WC-IIIa-9.4: nonverbal strategies
Explain how the EN9LC-IIIa-6.1: conveyed in a drama and theatre world. Identify types and while performing in
elements specific to a Extract important material viewed (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify synopsis. EN9F-IIIa-3.11:
1 contribute to the argumentative/persua the distinguishing Produce the English
development of its sive texts features of Anglo- sounds correctly
theme American one-act and effectively
plays when delivering
lines in a one-act
play.

EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId2.3: features of a play one-act play
4 used directions) Draw similarities synopsis
EN9LT-IIId-20.2: and differences of
Explain the literary the featured
devices used selections in
relation to the
theme

EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use

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

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
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT- and techniques to strategies
used directions) IIIf2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
Explain the literary differences of
devices used the featured
selections in
relation to the
K to 12 English Curriculum Guide May 2016 Page 277 of 321
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 K to 12 BASIC EDUCATION CURRICULUM
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, opinion about the feedback to the the technical as a means of literary writing appropriate
and purpose of the ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: nonverbal
author the material drama and theatre world Use literary devices communication
(like stage EN9LT-IIIg-3: and techniques to strategies
7 viewed
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh- EN9WC-IIIh-9: EN9OL- EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with 16: Compose forms of IIIh3.10: Use verbals.
mood, technique, and feeling levels of feedback to the the technical Analyze literature literary writing appropriate
and utterances in idea presented in vocabulary for as a means of EN9WC-IIIh-9.5: multimedia
purpose of the author persuasive texts the material drama and theatre connecting to the Use literary devices resources to
viewed (like stage world and techniques to accompany the
8 directions) EN9LT-IIIh-3: craft a play
oral delivery of
Explain how a synopsis
lines
selection may be
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 worth of feedback to the the technical as a means of literary writing multi-media
and information/ ideas idea presented in vocabulary for connecting to the EN9WC-IIIi-9.5: resources to
purpose of the author EN9LC-IIIi-8.6: the material drama and world Use literary devices accompany the oral
9 Form decisions based theatre EN9LT-IIIi-3: and techniques to delivery of lines
viewed
on the ideas (like stage Explain how a craft a play
mentioned directions) selection may be synopsis
influenced by

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

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 K to 12 BASIC EDUCATION CURRICULUM
culture, history,
environment, or
other factors

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM
FOURTH 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 British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
PERFORMANCE STANDARD
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 Listen to lay value Determine the Get familiar with Analyze Compose a play Use varied verbal active and passive
to particular social judgment on critical relevance and the the technical literature as a review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for means of communication
dispositions in real life sound analysis and ideas presented in drama and theater understanding strategies when
call for prompt the material viewed (like stage unchanging performing in a
actions directions) values in a fulllength play
1 changing world EN9F-IVa-3.11:
EN9LT-IVa- Produce the
17.1: Explain sounds of English
how the effectively when
elements delivering lines in
specific to full- a
length

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
plays build its full-length play
theme

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 K to 12 BASIC EDUCATION CURRICULUM
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 Get the different Determine the Get familiar with Analyze Compose a play Produce the active and passive
to particular social sides of social, relevance and the the technical literature as a review. sounds of English constructions
issues, concerns, or moral, and truthfulness of the vocabulary for means of effectively when
dispositions in real economic issues ideas presented in drama and theater understanding delivering lines in
life affecting the nation the material viewed (like stage unchanging a
directions) values in a full-length play
changing world
2
EN9LT-IVb-
17.1: Explain
how the
elements
specific to full-
length
plays build its
theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:
Relate text content Employ analytical Determine the Get familiar with Analyze Compose a play Employ effective Express permission,
to particular social listening to make relevance and the the technical literature as a review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for means of non-verbal prohibition.
dispositions in real ideas presented in drama and theater understanding communication
life the material viewed (like stage unchanging strategies
3 directions) values in a
changing world
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content Analyze the stand of IVd1.3/2.3: Get familiar with Analyze Compose a play Employ effective Express permission,
to particular social the speaker based on Formulate the technical literature as a review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for means of non-verbal prohibition.
dispositions in real life made on the material drama and theater understanding communication
viewed (like stage unchanging strategies
4 values in a
directions)
changing world
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
5 EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
IVe1.3/2.3:
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 K to 12 BASIC EDUCATION CURRICULUM
Relate text content to Compare and contrast Formulate Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social ideas listened to the technical as a means of review and appropriate obligation, and

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
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition writing
dispositions in real life on the material drama and theater unchanging communication an evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used

EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change

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

EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:

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

EN9LT-IVg-
2.2.3: Determine
tone, mood,
technique, and
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 K to 12 BASIC EDUCATION CURRICULUM
purpose of the
author

EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24: Use

8 Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media evaluation
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging values appropriately,
effectiveness of the (like stage in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme

EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: Get EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

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

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM

Grade 9 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension

1Q

Share prior knowledge about a text topic EN9RC-Ia-16 EN9RC- *English Expressways II. 2007. pp 190-191.
Ib-16
Take note of sequence signals or connectors to 1 *English Expressways II. 2007. pp 118-119.
determine patterns of idea development given in a text . *English Expressways IV. 2007. pp 121-122.
EN9RC-Ic-13.2
2
.
Scan sequence signals or connectors to determine 1 *English Arts III. 2000. pp 79.
patterns of idea development . *English Expressways III. 2007. pp 238, 239.
2
EN9RC-Id-13.2 .
3 *English Expressways IV. 2007. pp 121-122.
.
Skim to determine key ideas and author’s purpose EN9RC-Ie-1.5.1 EN9RC- 1 *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
If-1.5.1 . *English Expressways IV. 2007. pp 74-75, 104, 294.
2
.
Make a connection between the present text and EN9RC-Ig-17 1 *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih-17 . *English Expressways III. 2007. pp 208-210, 306.
2
.
Identify advance organizers, titles, sub-titles, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
illustrations, etc. given in a text

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 K to 12 BASIC EDUCATION CURRICULUM
2Q

Compare and contrast similar information presented in *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
different texts.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3 *English Expressways IV. 2007. pp 34-35.
.
Get information from various print media like brochures, *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
pamphlets, periodicals, and audio-video recordings.
Sense the difference between linear and non-linear 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1
texts. 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Interpret information found in non-linear texts such as 1. *English Expressways II. 2007. pp 134-135, 247.
diagrams, maps, charts, etc 2. *English Arts III. 2000. pp 205-209.
3 *English Expressways III. 2007. pp 77.
EN9RC-IIg-5 .
4 *English Expressways IV. 2007. pp 172, 194-196.
.
Match diagrams with their corresponding write-ups. 1. *English Expressways II. 2007. pp 128-129.
EN9RC-IIh-11.1.1
2. *English Expressways III. 2007. pp 183, 184.
Organize information in various ways(outlining, graphic, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
representations, etc.) EN9RC-IIi-2.15 2. *English Arts III. 2000. pp 205-209.
3 *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181, 222-223.
.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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3Q

Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe-2.1.5 2. *English Expressways III. 2007. pp 180, 181, 281-285.
EN9RC-IIIf-2.1.5 3 *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
.
Explain the literary devices used EN9RC-IIId-20.2 *English Arts III. 2000. pp 153-154.
EN9RC-IIIe-20.2

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIIf-20.2
Determine tone, mood, technique, and purpose of the EN9RC-IIIg-2.11 1 *English Expressways III. 2007. pp 9-11, 96.
author EN9RC-IIIh-2.11 . *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
EN9RC-IIIi-2.11 2
.
4Q

Judge the relevance and worth of ideas, soundness of EN9RC-IVf-2.22 *English Arts III. 2000. pp 104, 156, 255.
author’s reasoning, and the effectiveness of the EN9RC-IVg-2.22
presentation EN9RC-IVh-2.22
EN9RC-IVi-2.22
LC- Listening Comprehension

1Q

Infer thoughts, feelings and intentions of the speaker EN9LC-Ib-6.2 *English Expressways II. 2007. pp 210-211.

Paraphrase the text listened to EN9LC-Ic-3.12 *English Arts III. 2000. pp 89-90, 94, 113-114.

Agree or disagree with the ideas of the speaker EN9LC-Id-8.4 *English Expressways II. 2007. pp 109, 208-209.

Judge the relevance and worth of ideas presented *English Arts III. 2000. pp 104, 156, 255.
EN9LC-If-8.2
*English Expressways III. 2007. pp 128-131, 158-159.
Draw generalizations and conclusions from the material 1 *English Expressways II. 2007. pp 136-137.
listened to . *English Expressways IV. 2007. pp 133-135.
EN9LC-Ig-8.7
2
.
Compare and contrast information listened to EN9LC-Ih-8.8 *English Expressways II. 2007. pp 136-137, 138-139.

Summarize information from the text listened to EN9LC-Ii-3.14

2Q

Shift from one listening strategy to another based on *English Expressways II. 2007. pp 280-281.
topic, purpose, and level of difficulty of the EN9LC-IIa-11
argumentative or persuasive text.
Make inferences from what was said. EN9LC-IIb-2.8 *English Expressways II. 2007. pp 104-105.

Listen to paraphrase and summarize information from *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14
persuasive texts.

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 K to 12 BASIC EDUCATION CURRICULUM
React and share personal opinion about the ideas *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIg-3.13
listened to.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIh-12.1
persuasive texts.
Judge the relevance and worth of ideas presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255.

3Q

Employ appropriate listening strategies suited to type of EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.

LEARNING COMPETENCY
LEARNING MATERIALS
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text

Extract important information from *English Arts III. 2000. pp 33-34.

EN9LC-IIIa-6.1
argumentative/persuasive texts
Reflect on the ideas of the speaker EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.

Provide appropriate and critical feedback/ reaction to a EN9LC-IIIe-3.13 *English Expressways II. 2007. pp 174-175, 208-209.
specific context or situation EN9LC-IIIf-3.13
Share personal opinion about the ideas listened to 1 *English Expressways II. 2007. pp 174-175, 208-209.
. *English Arts III. 2000. pp 256.
EN9LC-IIIg-2.10
2
.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIIh-12.1
persuasive texts
Judge the relevance and worth of information/ ideas 1 *English Arts III. 2000. pp 104, 156, 255.
. *English Expressways III. 2007. pp 128-131, 158-159.
EN9LC-IIIi-8.2
2
.
4Q

Analyze the stand of the speaker based on the explicit *English Expressways II. 2007. pp 109, 258, 270.
EN9LC-IVd-7.2
statement made
VC- Viewing Comprehension

1Q

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 K to 12 BASIC EDUCATION CURRICULUM
Infer thoughts, feelings, and intentions in the material EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.
viewed EN9VC-Ib-3.8
EN9VC-Ic-3.8
Assess the relevance and worth of ideas presented in the EN9VC-If-19 EN9VC-Ig- 1 *English Arts III. 2000. pp 104, 156, 255.
material viewed. 19 . *English Expressways III. 2007. pp 128-131.
2
.
Draw generalizations and conclusions from the material EN9VC-Ih-1.5/2.5
viewed EN9VC-Ii-1.5/2.5
2Q

Share personal opinion about the ideas presented in the EN9VC-IIf-23 EN9VC- *English Arts III. 2000. pp 256.
material viewed. IIg-23
Judge the relevance and worth of ideas presented in the EN9VC-IIh-19 EN9VC- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. IIi-19 2. *English Expressways III. 2007. pp 128-131.
3Q

Interpret the message conveyed in a material viewed EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIIb-1.2/2.2
EN9VC-IIIc-1.2/2.2
Interpret the message conveyed in a poster EN9VC-IIId-4.3/5.3 *English Arts III. 2000. pp 46.
Analyze the information contained in the material viewed EN9VC-IIIe-4.3/5.3
EN9VC-IIIf-4.3/5.3
V- Vocabulary Development

1Q

Note types of context clue (restatement, definition, EN9V-Ig-12.3 *English Expressways II. 2007. pp 92, 114, 153, 203.
synonyms, antonyms) used for a given word or EN9V-Ih-12.3

LEARNING COMPETENCY
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expression. EN9V-Ii-12.3

3Q

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 K to 12 BASIC EDUCATION CURRICULUM
Get familiar with the technical vocabulary for drama and EN9V-IIIa-29 1 *English Arts III. 2000. pp 234-235.
theatre (like stage directions) EN9V-IIIb-29 . *English Expressways III. 2007. pp 340-347.
EN9V-IIIc-29 2
EN9V-IIId-29 .
EN9V-IIIe-29
EN9V-IIIf-29
EN9V-IIIg-29
EN9V-IIIh-29
EN9V-IIIi-29
4Q

Get familiar with the technical vocabulary for drama and EN9V-IVa-29 1 *English Arts III. 2000. pp 234-235.
theater (like stage directions) EN9V-IVb-29 . *English Expressways III. 2007. pp 340-347.
EN9V-IVc-29 2
EN9V-IVd-29 .
EN9V-IVe-29
EN9V-IVf-29
EN9V-IVg-29
EN9V-IVh-29
EN9V-IVi-29
LT- Literature

1Q

Analyze literature as a means of discovering the self EN9LT-Ia-14 *English Arts III. 2000. pp 75.
EN9LT-Ib-14
EN9LT-Id-14
EN9LT-Ie-14
EN9LT-If-14
EN9LT-Ig-14
EN9LT-Ih-14
EN9LT-Ii-14
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-Id-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-Ie-2.2.2 *English Arts III. 2000. pp 153-154, 203-204.

Determine tone, mood, technique, and purpose of the EN9LT-If-2.2.3 EN9LT- 1 *English Expressways III. 2007. pp 9-11, 96.
author. Ig-2.2.3 . *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2
.

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 K to 12 BASIC EDUCATION CURRICULUM
2Q

Analyze literature as a means of valuing other people EN9LT-IIa-15 *English Arts III. 2000. pp 75.
and their various circumstances in life. EN9LT-IIb-15
EN9LT-IIc-15
EN9LT-IId-15

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-15
EN9LT-IIh-15
EN9LT-IIi-15
Identify the distinguishing features of notable *English Arts III. 2000. pp 123.
AngloAmerican sonnets, dramatic poetry, vignettes, and EN9LT-IIa-15.1
short stories.
Express appreciation for sensory images used. 1 *English Expressways III. 2007. pp 180-181, 281-285.
. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
EN9LT-IId-2.2.1
2
.
Explain the literary devices used EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.

Determine tone, mood, technique, and purpose of the EN9LT-IIf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author. IIg-2.2.3
3Q

Analyze literature as a means of connecting to the EN9LT-IIIa-16 *English Arts III. 2000. pp 75.
world. EN9LT-IIIb-16
EN9LT-IIIc-16
EN9LT-IIId-16
EN9LT-IIIe-16
EN9LT-IIIf-16
EN9LT-IIIg-16
EN9LT-IIIh-16
EN9LT-IIIi-16
4Q

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 K to 12 BASIC EDUCATION CURRICULUM
Analyze literature as a means of understanding EN9LT-IVa-17 *English Arts III. 2000. pp 75.
unchanging values in a changing world EN9LT-IVb-17
EN9LT-IVc-17
EN9LT-IVd-17
EN9LT-IVe-17
EN9LT-IVf-17
EN9LT-IVg-17
EN9LT-IVh-17
EN9LTIVi-17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
author EN9LT-IVg-2.2.3
WC- Writing and Composition

1Q

Distinguish between and among informative, *English Expressways IV. 2007. pp 6.

EN9WC-Ia-8
journalistic, and literary writing
Distinguish between and among informative, *English Expressways IV. 2007. pp 57-59.
EN9WC-Ib-8
journalistic, and literary writing

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 EN9WC- *English Arts III. 2000. pp 153, 201, 203.
Ii-3.6
2Q
Compose forms of literary writing. EN9WC-IIf-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIg-9
EN9WC-IIh-9
EN9WC-IIi-9
3Q
Compose forms of literary writing EN9WC-IIIa-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIIb-9
EN9WC-IIIc-9
EN9WC-IIId-9
EN9WC-IIIe-9
EN9WC-IIIf-9
EN9WC-IIIg-9
EN9WC-IIIh-9

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 K to 12 BASIC EDUCATION CURRICULUM
EN9WC-IIIi-9
4Q
Compose a play review EN9WC-IVa-11 *English Arts III. 2000. pp 234.
EN9WC-IVb-11
EN9WC-IVc-11
EN9WC-IVd-11
EN9WC-IVe-11
EN9WC-IVf-11
EN9WC-IVg-11
EN9WC-IVh-11
EN9WC-IVi-11
F- Oral Language and Fluency
1Q
Use the appropriate segmental (sounds of English) and *English Arts III. 2000. pp 190-191.
the supra segmental or prosodic features of speech when
EN9F-Ia-1.15
delivering lines of poetry and prose in a speech choir, jazz
chants and raps
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 28-30, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Id-1.14
poetry and prose in dramatic and conventional speech
choirs
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Ie-1.14
poetry and prose in dramatic and conventional speech
choirs

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 10
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 literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1 news reports, definitions of
titles, non-linear to the totality of a to a selection
speeches, informative words
illustrations, etc. on material viewed build its theme
talks, panel
the understanding of
discussions, etc.
a text
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib- EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify 3.15: Describe reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of and interpret the intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts ethics
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the of public speaking
illustrations, etc. on words theme of a
used by the speaker material viewed
2 the understanding of particular literary
to highlight significant
a text selection
points EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
3 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

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 K to 12 BASIC EDUCATION CURRICULUM
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the speaking
illustrations, etc. on used by the speaker material viewed words theme of a
the understanding of to highlight significant particular literary
a text points selection

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

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 K to 12 BASIC EDUCATION CURRICULUM
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 techniques in public
6
learnings (e.g. conjunctions, presented in the informal to a genre of three speaking in a
gambits, adverbs) in material viewed definitions of contribute to the paragraphs sample public
expressing one’s
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
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations Ig1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
7 learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for Ih1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
8 learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken Ii1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
9 learnings be repaired or conclusions based informal way of using a variety speaking in a
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND 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 literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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 K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, intonation, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate IIb5:Employ Observe correct
from linear to effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 nonlinear texts and material listened to ideas presented in operational elements specific policy, and stress, juncture, definitions
vice taking into account the material viewed definitions to a selection value intonation, etc.
versa the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc3.11: EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns Use the correct Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of sound of English grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an when delivering definitions
the material viewed genre contribute argumentative impromptu and
to the theme of a extemporaneous
taking into account claim
3 particular literary speech
its purpose
selection
EN10LT-
IIc2.2.1:
Express
appreciation
for

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
sensory images
used
4 EN10SS-IId-1.5.2: EN10LC- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed IId3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
particular literary
extemporaneous
selection
speech
EN10LT-IId-
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 K to 12 BASIC EDUCATION CURRICULUM
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 expressions
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection eye contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf1.6.6: EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how Use quotation Observe the correct words and expressions
explicitly and listening in problem prejudice in the operational the elements marks or hanging stance and proper that
implicitly stated solving material viewed definitions specific to a indentations for stage behavior as affirm or negate
information genre contribute direct quotes deemed necessary
to the theme of a EN10OL-IIf-
particular literary 2.6.2: Establish
6 selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg2.3: EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give Draw similarities 1.6.5: Use in-text Demonstrate words and expressions
explicitly and implicitly prejudices experiences as technical and and differences of citations confidence and ease that
stated information scaffold to the operational the featured of delivery affirm or negate
7 message conveyed definitions selections in
by a material relation to the
viewed theme

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 K to 12 BASIC EDUCATION CURRICULUM

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28: Use

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8 culture, history,
a set of criteria exaggerations message conveyed definitions
by a material environment, or
viewed other factors

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

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

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 K to 12 BASIC EDUCATION CURRICULUM
THIRD 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 literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.

PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how IIIa14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, synthesize, clarify issues expanded the elements ideas using correct stage effectively
elements of the and evaluate covered in the definitions of specific to a principles of stance and
selection information to expand, material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) review, or to the theme of a coherence giving a roast and a
update knowledge particular literary toast and when
1 selection paying tribute to
EN10LT- someone in a
IIIa2.2.1: eulogy
Express
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
underlying or important points from based on the expanded the elements variety of correct stage effectively
overarching issue less important ones in ideas presented in definitions of specific to a informative, stance and
concerning human a text listened to the words genre contribute persuasive, and behavior when
2 experience (moralist) materials viewed to the theme of a argumentative giving a roast and a
particular literary writing techniques
toast and when
selection
paying tribute to
EN10LT-IIIb-
someone in a
2.2.2: Explain the
eulogy
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 K to 12 BASIC EDUCATION CURRICULUM
literary devices
used

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

Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the pronouns effectively
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate
the text listened to contained in the definitions of technique, and rights by prosodic features of
material viewed in words purpose of the acknowledging speech
author citations made in
3 terms of accuracy
the critique
and effectiveness
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5 (historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe-
delivering welcome
1.6.5: Use in-text
and closing
citations
remarks
6 EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf13.9: EN10LT-IIIf-3: EN10SS- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints Give expanded Explain how a IIIf1.6.3: Use the correct and Use structures of
the selection to the soundness of an based on the ideas definitions of selection may be Acknowledge appropriate modification
argument words language when
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 K to 12 BASIC EDUCATION CURRICULUM
reader (readerresponse) presented in the influenced by sources by giving a toast or a
materials viewed culture, history, preparing a
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
environment, or bibliography tribute to someone
other factors and when
delivering welcome
and closing remarks

EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg14: EN10OL-IIIg- EN10G-IIIg-30:

Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (readerresponse) etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
material viewed in words in expressing and selection speeches, tributes,
terms of accuracy resolving conflicts welcome and
7 between closing remarks,
and effectiveness
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT- EN10WC-IIIh14: EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give IIIh2.3: Draw Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed words featured selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi13.9: EN10LT-IIIi20: EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the Give expanded Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal definitions of literature as a independent critique special speeches modification
listened to significance of a words source of wisdom of a chosen like toast and roast
material viewed in expressing and selection speeches, tributes,
resolving conflicts welcome and
9 between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied

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 K to 12 BASIC EDUCATION CURRICULUM
speech situations
10 Culminating Activity

FOURTH 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 how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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 K to 12 BASIC EDUCATION CURRICULUM
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 materials viewed genre contribute cohesion and advocacies
with outside campaign
information information to to the theme of a coherence
expand, review, sources of particular literary speeches.
1
or update knowledge 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 campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and when advocacies
Distinguish the with outside to the theme of a argumentative delivering
2 important points from particular literary campaign speeches
sources of writing techniques
less important ones selection
information in
in EN10LT-IV-b-
terms of
any listening text 2.2.2: Explain
accessibility and
the literary
effectiveness
devices used

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
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

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 K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith IVd2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4 featured effectively
characterization in sources advocacies
selections in
a material viewed
relation to the
to achieve the
theme
writer’s purpose
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the elements ideas using prosodic features of of research,
issues discussed in up reality and used in research specific to a principles of speech campaigns, and
the text listened to fantasy affect selection cohesion and advocacies
viewing habit build its theme coherence

6 EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
7 preparing a
materials viewed culture, history, resources that advocacies
with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
1.6.4: Use writing
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 K to 12 BASIC EDUCATION CURRICULUM
information in conventions to
terms of acknowledge
accessibility and sources
effectiveness
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with IVh2.3: Draw Compose a Deliver Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on selfcomposed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns

EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

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

10 Culminating Activity

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 K to 12 BASIC EDUCATION CURRICULUM

Grade 10 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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RC - Reading Comprehension

1Q

Determine the effect of textual aids like advance EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on the EN10RC-Ib-2.15.2
understanding of a text EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-2.15.2
Compare new insights with previous learnings EN10RC-If-21 *English Expressways III. 2007. pp 306.
EN10RC-Ig-21
EN10RC-Ih-21
EN10RC-Ii-21
2Q

Transcode information from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
vice versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Present information using tables, graphs, and maps 1. *English Arts III. 2000. pp 205-210, 236-237.
EN10RC-IIc-5.4
2. *English Expressways IV. 2007. pp 11-12, 27, 165-166, 172.

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 K to 12 BASIC EDUCATION CURRICULUM
Scan for needed information 1. *English Arts III. 2000. pp 48-49.
EN10RC-IId-1.5.2 2. *English Expressways III. 2007. pp 92-94, 156, 157.
3. *English Expressways IV. 2007. pp 89, 128-129.

Read closely to get the author’s purpose 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
2. *English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly stated EN10RC-IIf-13.1 1. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg-13.1 2. *English Expressways IV. 2007. pp 102-103, 295-297.
3Q

Treatment of underlying or overarching issue concerning *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
human experience (moralist)
4Q

Use locational skills to gather information from primary *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
and secondary sources of information
Get vital information from various websites on the EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.
internet
Draw conclusions from the set of details EN10RC-IVf-2.12 *English Expressways IV. 2007. pp 133-135.
EN10RC-IVg-2.12
LC- Listening Comprehension

1Q

Get information that can be used in everyday life from 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
EN10LC-Ia-11.1
news reports, speeches, informative talks, panel 2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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discussions, etc.

Determine the implicit and explicit signals, verbal, as 1 *English Expressways III. 2007. pp 36, 37.
well as non-verbal, used by the speaker to highlight EN10LC-Ib-4 EN10LC- . *English Expressways IV. 2007. pp 102-103.
significant points Ic-4 2
.
Determine the roles of discourse markers (e.g. *English Expressways IV. 2007. pp 133-135, 230-232.
conjunctions, gambits, adverbs) in signaling the EN10LC-If-14.2
functions of statements made
Show appreciation for songs, poems, and other listening EN10LC-Ih-14.3 1 *English Arts III. 2000. pp 131-132.
texts . *English Expressways III. 2007. pp 110, 111.
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 K to 12 BASIC EDUCATION CURRICULUM
2
.
2Q

Assess the effectiveness of a material listened to taking *English Expressways IV. 2007. pp 179.
EN10LC-IIb-15.1
into account the speaker’s purpose
Assess whether the speaker’s purpose is achieved or not EN10LC-IIc-15.2 *English Expressways IV. 2007. pp 284-285.

3Q

Show appreciation for songs, poems, plays, etc. 1 *English Arts III. 2000. pp 131-132.
. *English Expressways III. 2007. pp 110, 111, 340-347.
EN10LC-IIIg-14.3
2
.
Describe the emotional appeal of a listening text EN10LC-IIIh-6.5

4Q

Show appreciation for songs, poems, plays, etc. 1 *English Arts III. 2000. pp 131-132.
. *English Expressways III. 2007. pp 110, 111, 340-347.
EN10LC-IVh-14.3
2
.
VC- Viewing Comprehension

V- Vocabulary Development

1Q

Differentiate formal from informal definitions of words EN10V-Ia-13.9 *English Expressways IV. 2007. pp 35-36, 56, 196, 209, 224, 244, 259, 277.
EN10V-Ib-13.9
EN10V-Ic-13.9
EN10V-Id-13.9
EN10V-Ie-13.9
EN10V-If-13.9
EN10V-Ig-13.9
EN10V-Ih-13.9
EN10V-Ii-13.9
LT- Literature

1Q

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 K to 12 BASIC EDUCATION CURRICULUM
Express appreciation for sensory images used 1 *English Expressways III. 2007. pp 180, 181, 281-285.
. *English Expressways IV. 2007. pp 113-115,
EN10LT-Ib-2.2.1
2
.
Determine tone, mood, technique, and purpose of the EN10LT-Ie-2.2.3 1. *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-If-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293
2Q

Express appreciation for sensory images used EN10LT-IIc-2.2.1 1 *English Expressways III. 2007. pp 180, 181, 281-285.
.
LEARNING COMPETENCY
LEARNING MATERIALS
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2 *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
.
Determine tone, mood, technique, and purpose of the EN10LT-IIe-2.2.3 1 *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-IIf-2.2.3 . *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2
.
3Q

Express appreciation for sensory images used 1 *English Expressways III. 2007. pp 180, 181, 281-285.
. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
EN10LT-IIIa-2.2.1
2
.
Determine tone, mood, technique, and purpose of the 1 *English Expressways III. 2007. pp 9, 10, 11.
author . *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
EN10LT-IIIc-2.2.3
2
.
4Q

Determine tone, mood, technique, and purpose of the 1 *English Expressways III. 2007. pp 9, 10, 11.
author . *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
EN10LT-IVc-2.2.3
2
.
WC- Writing and Composition

1Q

Formulate a statement of opinion or assertion EN10WC-Ic-12.2 1 *English Expressways III. 2007. pp 121, 122, 292, 293.
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 K to 12 BASIC EDUCATION CURRICULUM
EN10WC-Id-12.2 . *English Expressways IV. 2007. pp 78-80, 147-149.
EN10WC-Ie-12.2 2
.
2Q

Acknowledge citations by preparing a bibliography EN10WC-IId-1.6.3 *English Expressways III. 2007. pp 230, 231.

3Q

Expand ideas using principles of cohesion and coherence EN10WC-IIIa-14.1.1 *English Expressways III. 2007. pp 17, 18.

Acknowledge sources by preparing a bibliography EN10WC-IIIf-1.6.3 *English Expressways III. 2007. pp 230, 231.

4Q

Expand ideas using principles of cohesion and coherence EN10WC-IVa-14.1.1 *English Expressways III. 2007. pp 17, 18.
EN10WC-IVf-14.1.1
Acknowledge sources by preparing a bibliography EN10WC-IVc-1.6.3 *English Expressways III. 2007. pp 230, 231.
EN10WC-IVg-1.6.3
F- Oral Language and Fluency

1Q

Identify the factors of public speaking EN10F-Ia-3.14 *English Arts III. 2000. pp 158-159.

2Q

Employ appropriate pitch, stress, juncture, intonation, EN10F-IIa5 EN10F- *English Expressways III. 2007. pp 106, 107, 120, 121.
etc IIb-5
G- Grammar Awareness

1Q

Use modals EN10G-If-3.6 *English Expressways IV. 2007. pp 298-300.

EN10G-Ig-3.6
EN10G-Ih-3.6
EN10G-Ii-3.6

GLOSSARY

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 K to 12 BASIC EDUCATION CURRICULUM
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

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 K to 12 BASIC EDUCATION CURRICULUM
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

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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.
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 K to 12 BASIC EDUCATION CURRICULUM
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

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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

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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

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 K to 12 BASIC EDUCATION CURRICULUM
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

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 K to 12 BASIC EDUCATION CURRICULUM

Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK

First Entry EN4 Fluency F

Grade Level Grade 4 Grammar G

Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
-
Phonics and Word Recognition PWR

Roman Numeral Phonological Awareness PA

Quarter First Quarter I
*Zero if no specific quarter
Reading Comprehension RC
Lowercase Letter/s
*Put a hyphen (-) in between
Spelling S
letters to indicate more than Week Week six f
a
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

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REFERENCES

Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in Basic
Education, (Manitoba: Alberta Education, 1998)

Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)

Bureau of Secondary Education, Department of Education Basic Education Curriculum. Pasig City, 2002.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum . Pasig City, 1991.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies .
Pasig City, 1998.

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.

Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1,
(USA: Oxford, 1980.)

Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)

Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)

Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)

Second Language Studies, Standard Course of Study and Grade Level Competencies ., (Public School of Carolina: State Board of Education-Department of Instruction,
2004)

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