K To 12 Curriculum Guide: English

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 7 to Grade 10)
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
BOHOL ISLAND STATE UNIVERSITY – BILAR CAMPUS In compliance to the Midterm Project in EDUC9 THE TEACHER AND SCHOOL CURRICULUM
College of Teacher Education
I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L 1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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.
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. 8
Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
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.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They unders tand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic
education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to
learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-
strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √
√ √
10. Vocabulary Development √ √ √
√ √
11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies
√ √ √
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √

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

literature
Study strategies
Viewing
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume
responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are
doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In
addition, it reports the success of the curriculum and provides teachers with a framework for organizing student’s works.
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
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.
Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
combinations, affixes and contractions
Fluency
Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling
Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition
Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting
Write legibly in manuscript or cursive writing
Grammar Awareness and  Demonstrate grammatical awareness by being able to read, speak and write correctly
Structure  Communicate effectively, in oral and written forms, using the correct grammatical structure of
English Acquire, study, and use English vocabulary words appropriately in relevant contexts
Vocabulary
Reading Comprehension and Study Strategies
Use of Content and Prior
Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies
Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text
Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning using oral and
written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between learning area texts
and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and
grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written texts and to
communicate meanings and feelings effectively.
GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-I-a-2.1: paragraphs using
points signalled by and slang Identify the the correct
1
volume, projection, 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
Week
RC LC VC V WC F G
LT
Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
2 Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-I-b-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that affect meaning the correct pitch
levels (high,
medium, low) when
reading lines of
poetry, sample
3 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
EN7LC-I-c-5.2: situations appreciation for sentences and
Note the changes in sensory images paragraphs
4 volume, projection, used
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph (primary, agreement
pitch, stress, trailer, news flash, variety of basic significant past. secondary, tertiary
intonation, juncture, internet-based interpersonal EN7LT-I-d-2.2.2: and weak) when
and rate of speech program, communicative Explain the literary reading passages
documentary, video, situations devices used
RC LC VC V
LT significant past WC paragraph
Week Reading Listening Viewing Vocabulary Writing and
Literature
Comprehension Comprehension Comprehension Development Compositio
EN7LC-I-d-5.2: etc.) n
Note the changes in
volume, projection,
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1:
Use non-linear Listen for important Identify the genre Select an Discover literature EN7WC-I-e-4.3:
visuals as points signalled by of a material viewed appropriate as a means of Identify basic
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a features and kinds
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past of paragraph
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: EN7WC-I-e-
Transcode orally and rate of speech program,documenta substitute for Explain the literary 2.8.1:
5 and in writing the ry, video, etc.) another word or devices used Recognize the parts
information EN7LC-I-e-5.2: expression of a simple
presented in Note the changes in paragraph
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1:
Transcode orally Listen for important Organize Select an Discover literature
and in writing the points signaled by information from a appropriate as a means of EN7WC-I-f-2.8.1:
information volume, projection, material viewed colloquial or connecting to a Recognize the parts
presented in pitch, stress, idiomatic word or significant past of a simple
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f- paragraph
table, graphs, etc. and rate of speech substitute for 2.2.3:
6 another word or Determine the tone,
EN7LC-I-f-5.2: expression mood, technique,
Note the changes in and purpose of the
volume, projection, author
pitch, stress,
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:
Give the meaning of Listen for important Organize Explain the EN7LT-I-g-1:
7 given signs and points signaled by information from a predominance of Discover literature EN7WC-I-g-4.4:
symbols (road volume, projection, material viewed colloquial and as a means of Sequence steps in
signs, prohibited pitch, stress, idiomatic connecting to a writing a simple
F and weak) when rising intonation G EN7G-I-e-11:
Or reading passages pattern with Gramma Observe
al Yes- No and tag EN7OL-I-g- r correct
La Awarene
questions; the 1.14.4: Use the subject-verb
ng ss EN7G-I-f-11:
ua rising-falling rising intonation agreement
intonation with pattern with Yes- Observe
ge
an information- No and tag correct
d EN7OL-I-e- seeking questions; subject-verb
agreement EN7G-I-g-11:
Fl 1.14.3: Use the questions, Observe correct
ue correct stress option questions
nc subject-verb
(primary, EN7OL-I-f- and with agreement
y
secondary, tertiary 1.14.4: Use the statements
RC LC volume, projection, VC material viewed V idiomatic expressions
Week Reading Listening pitch, stress, Viewing Vocabulary in oral
Comprehensio Comprehension intonation, Comprehension Development communication
n intonation, expressions in oral
9 juncture, and rate
signs, etc.) juncture, of speech that communication
and rate of affect meaning
speech EN7LC-I-i-5.1:
Listen for
EN7LC-I-g-5.2: important points
Note the signaled by
changes in volume, projection,
volume, pitch, stress,
projection, pitch, intonation,
stress, juncture, and rate EN7VC-I-h-10: EN7V-I-h-22.3:
EN7SS-I-h-1.2: intonation, of speech Determine the Explain the
Give the meaning juncture, and truthfulness and predominance of
of given signs and rate of speech EN7LC-I-i-5.2: accuracy of the colloquial and
symbols (road that affect Note the changes material viewed idiomatic
signs, prohibited meaning in volume, expressions in oral
signs, etc.) EN7LC-I-h-5.1: projection, pitch, communication
8 Listen for stress, intonation,
important points juncture, and rate
signaled by of speech
volume,
projection, pitch,
stress,
intonation,
juncture, and
rate of speech EN7VC-I-i-10: EN7V-I-i-22.3:
EN7RC-I-i-14: Determine the Explain the
Follow directions EN7LC-I-h-5.2: truthfulness and predominance of
using a map Note the accuracy of the colloquial and
changes in
L differences of the theme WC paragraphs F passages (prose G
T featured selections Writing Oral Language and or poetry) Grammar
L in relation to the and Fluency Awarene
i Compositi the rising-falling ss
theme
t on intonation with
e
EN7LT-I-i-1: information-
r
a Discover seeking questions,
t literature as a option questions
u EN7LT-I-h-1: means of and with statements
r Discover connecting to a EN7OL-I-i-
e EN7G-I-i-11:
literature as a significant past 1.14.5:
EN7 means of EN7WC-I-i-2.2: Observe and use Observe correct
LT- connecting to a EN7LT-I-i-3: Retell a chosen correct subject-verb
I-g- significant past Explain how a myth or legend in a EN7OL-I-h- juncture/phrasin agreement
EN7LT-I-h-2.3: selection may series of simple 1.14.5: Observe g and rate of EN7G-I-h-11:
2.3: EN7WC-I-h-
Draw similarities be influenced by paragraphs and use correct speech when Observe
Draw 2.2:
and differences of culture, history, juncture/phrasing reading sample correct
simila
Retell a chosen and rate of subject-verb
rities the featured environment, or passages (prose
myth or legend in speech when agreement
and selections in other factors or poetry)
a series of simple reading sample
relation to the
10 Culminating Task
SECOND QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for
GRADE LEVEL STANDARD a 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
Literature
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate listening strategies Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
the library for familiarity with the relationships of figurative in literary selections summary, precis, conversations, appropriately and
locating resources topic and levels of ideas and events language EN7V- and the need to and paraphrase dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short II-a- 10.1.1: resolve those interviews
Use the card texts listened to Classify sample conflicts in non- EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: texts into literal or violent ways Use appropriate
public access Extract information figurative EN7LT-II-a-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to distinguishing developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use
1.5.3: Use the card Recognize main/key Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and non- and sentences
public access relationships of literal or figurative in literary selections summary, precis, verbal cues when appropriately and
catalog, or ideas and events and the need to and paraphrase developing, meaningfully
2
electronic search resolve those maintaining and
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the
Week
RC LC the order of ideas/ VC V figures of LT in literary selections
Reading Listening Viewing Vocabulary speech that Literature
Comprehension Comprehension Comprehension Developmen show
t distinguishing
features of
poems and short
EN7SS-II-c-1.5.3: EN7LC-II-c- EN7VC-II-c-11: stories EN7LT-
Use the card 2.1/3.1: Note Narrate events EN7V-II-c- II-c-4:
catalog, the online specific chronologically/ 10.1.2: Discover the
public access details/elements of Arrange ideas Identify figures of conflicts presented
catalog, or the text listened to logically based on a speech that show in literary
3 electronic search material viewed comparison selections and the
engine to locate (simile metaphor, need to resolve
specific resources personification) those conflicts in
non- violent ways
EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
EN7SS-II-d- EN7LC-II-d- EN7VC-II-d-11: selection
1.3/1.4: Get 2.1/3.1: Note Narrate events EN7LT-II-d-4:
information from specific chronologically/ . EN7V-II-d- Discover the
the different parts details/elements of Arrange ideas 10.1.2: Identify conflicts presented
of a book and from the text listened to logically based on a figures of speech in literary
general references material viewed that show selections and the
in the library comparison need to resolve
(simile metaphor, those conflicts in
4 personification) non- violent ways
EN7LT-II-d-2.2:
Explain how the
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
5 EN7SS-II-e- EN7LC-II-e-4: EN7VC-II-e-11: used
1.3/1.4: Get Recognize signals/ Narrate events EN7LT-II-e-4:
information from cues to determine chronologically/ EN7V-II-e- Discover the
the different parts Arrange ideas 10.1.2: Identify conflicts presented
WC on F G
W Oral Language and Gramm
r Fluency EN7OL-II-d-2.7: . EN7OL-II-e-3.7: ar
i Awaren
Employ correct Use appropriate
t ess
EN7WC-II-c-5: turn-taking, turn- techniques and
i
n Extract information giving and topic strategies when EN7G-II-d-1:
g from a text using a EN7OL-II-c-2.7: control strategies in Use
summary, precis, Employ correct conversations and phrases,
and paraphrase turn-taking, dialogs EN7G-II-c-1: EN7G-II-e-1: Use
a clauses, and
turn- giving and Use phrases, clauses,
n sentences
topic phrases, and sentences
d appropriately
control strategies in clauses, and appropriately and
and
conversations and sentences
C meaningfully
dialogs appropriately
o
m and
p meaningfully
o
s
i
t EN7WC-II-e-
i .EN7WC-II-d-5.1: 5.1:
Identify key ideas Identify key ideas
RC LC VC V WC F G
LT
Literature
Comprehension Comprehension Comprehension Development Compositio Fluency Awareness
of a book and from events logically based on comparison (simile and the need to n asking questions meaningfully
general references a metaphor, resolve those and eliciting
in the library material viewed personification) conflicts in non- answers
violent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used
EN7SS-II-f- media current

EN7LC-II-f- EN7VC-II-f-1.3:
1.3/1.4: Get EN7SS- informa EN7LC-II-g-
7 2.13: Determine Predict the gist of the
information from II-g-2.1: tion 2.8.3: Infer the
the tone and mood EN7LC-II-h-2.5: material viewed based
the different parts Gather from purpose of the
of the speaker or Make predictions on the title, pictures,
of a book and from current 8 text listened to
characters in the about the contents and excerpts of the
general references informatio narrative listened to of the texts listened material viewed
6 in the library n from newspaper
newspape s and to
rs and other print
other EN7SS- and non-
print and II-h-2.1: print
non- print Gather media
EN7VC-II-g-1.3:
EN7V-II-f- EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use
Predict the gist of the
10.1.3: Discover the Identify supporting Use appropriate phrases,
material viewed based on the
Identify figures of conflicts presented details techniques and clauses, and
title, pictures, and excerpts
speech that show in literary strategies when sentences
of the material viewed
contrast (irony, selections and the asking appropriately
oxymoron, need to resolve questions and and
paradox) those conflicts in eliciting meaningfully
non- violent ways answers
EN7LT-II-f-
2.2.3:
Determine tone,
mood, technique,
EN7VC-II-h-12: and purpose of
Raise questions about a the author EN7WC-II-g-5.2:
material viewed EN7LT-II-g-4: Identify supporting EN7OL-II-g-
.EN7V-II-g- Discover the details 2.6.2: Observe EN7G-II-g-1:
10.1.3: Identify conflicts presented and use the Use
figures of speech in literary appropriate phrases,
that show selections and the gestures (hand- clauses, and
contrast (irony, need to resolve body) that sentences
oxymoron, those conflicts in accompany oral appropriately
paradox) non- violent ways language and
EN7LT-II-g-2.3: meaningfully
Draw similarities
and differences of
the featured
selections in
relation to the EN7WC-II-h-5.3:
theme EN7LT-II- Simplify ideas
h-4: EN7OL-II-h-
EN7V-II-h- Discover the 1.14:
10.1.3: Identify conflicts presented Use the correct
figures of speech in literary pitch, juncture, EN7G-II-h-1:
that show selections and the stress, volume Use
contrast (irony, need to resolve and projection phrases,
oxymoron, those conflicts in and rate/speed of clauses, and
paradox) non- speech in sentences
appropriately
and
meaningfully
RC LC VC V WC F G
LT
Literature
violent ways conversations and
EN7LT-II-h-3: dialogs
Explain how a
selection may be
influenced by culture,
history, environment,
or other factors
. EN7LT-II-i-4:
EN7SS-II-i-2.1: EN7LC-II-i-6.2: EN7VC-II-i-12: EN7V-II-h- Discover the conflicts 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 presented in literary Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material figures of speech selections and the pitch, juncture, and sentences
newspapers and in the text listened viewed that show contrast need to resolve those stress, volume and appropriately and
other print and non- to (irony, oxymoron, conflicts in non- projection and meaningfully
print media paradox) violent ways EN7LT- rate/speed of
II-0-3: speech in
9 Explain how a conversations and
selection may be dialogs
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
PROGRAM STANDARD deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
RC LC VC V LT
Identify the WC F
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and
Comprehension Comprehension Comprehension Developmen Compositio Fluency
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: t EN7LT-III-a-5: n EN7OL-III-a-1.3:
Use one’s schema Use different Determine the key EN7V-III-a- Discover literature EN7WC-III-a-2.2: Express ideas,
to better listening strategies message conveyed 13.11: Categorize as a tool to assert Compose opinions, feelings
understand a text based on purpose, in the material words or one’s unique simple and emotions
EN7RC-III-a-8.1: topic and levels of viewed expressions identity and to narrative texts during interviews,
Use one’s schema difficulty of simple according to better understand EN7WC-III- group/panel
as basis for informative and shades of meaning other people a- discussions,
conjectures made short narrative EN7V-III-a- EN7LT-III-a- 2.2.12: Identify forums/fora,
1 13.11.1: Identify features of
about a text texts EN7LC-III- 5.1: debates, etc.
a- collocations used in Identify the narrative writing EN7OL-III-a-5:
2.1/3.1: Note a selection distinguishing Use the appropriate
specific details of features of prosodic features of
the text listened to literature during the speech during
Period of interviews,
Emergence discussions and
forums
EN7RC-III-b- EN7VC-III-b-13: EN7OL-III-b-3:
8.1: Use one’s EN7LC-III-b- Determine the key EN7V-III-b- EN7LT-III-b-5: Employ the
schema as basis 3.3/3.3.1: message conveyed 13.11.1: Identify Discover literature appropriate oral
Recognize main in the material collocations used in as a tool to assert EN7WC-III-b- language and stance
for conjectures
points and viewed a selection one’s unique 2.1: in an interview, a
2 made about a Compose personal
supporting ideas identity and to panel discussion, in
text in the text listened better understand and factual a forum and in a
to other people recounts debate
EN7LT-III-b-5.2:
G mmar Link sentences chronological EN7G-III-b-1: signal
G Awaren using logical and logical Link sentences chronological and
r ess connectors that sequence and using logical logical sequence
a EN7G-III-a-1: signal summation connectors that and summation
RC LC VC V selection LT as a tool to WC
Week Reading Listening Viewing Vocabulary Literature assert one’s Writing and
Comprehension Comprehension Comprehension Development unique identity Composition
distinguishing and to better
features of understand
revolutionary other people
songs, poems, EN7LT-III-e-
short stories, 2.2.2: Explain
drama, and novels literary devices
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: used EN7WC-III-c-
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal
one’s schema in the text listened in the material a selection one’s unique entries
to viewed identity and to
better understand
other people
3
EN7LT-III-c-
2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
EN7RC-III-d-8.2: EN7LC-III-d- EN7VC-III-d-13: EN7V-III-d-13.8: particular literary EN7WC-III-d-
Use the universe of 3.18: Determine Determine the key Determine words or selection 2.2.13: Compose an
the text to activate the order of ideas message conveyed expressions with EN7LT-III-d-5: anecdote based on a
one’s schema as signaled by cues in the material genus-species Discover significant personal
viewed (hyponymous) literature as a experience.
4 relations in a tool to assert
selection one’s unique
identity and to
better understand
other people
EN7WC-III-e-
EN7LT-III-d-
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: 2.2.13: Compose an
Make predictions Follow steps in a Make a stand on the Determine words or 2.2.2: Explain anecdote based on a
about the text process material viewed expressions with literary devices significant personal
genus-species used EN7LT-III- experience
(hyponymous) e-5:
5
relations in a Discover literature
F discussion, in a a forum and in a G Use
Oral forum and in a debate Gramma the passive
Lan debate r and active
EN7OL-III-c-3:
gua Awarene
Employ the voice
ge ss
and appropriate oral meaningfully
Flue language and .EN7OL-III-d-3: in varied EN7G-III-d-2:
EN7OL-III-e-3:
ncy stance in an Employ the contexts Use the passive
Employ the EN7G-III-e-3:
interview, a panel appropriate oral and active voice
appropriate oral Use direct and
discussion, in a language and meaningfully in
language and stance reported speech
forum and in a stance in an varied contexts
in an interview, a appropriately in
debate interview, a panel
panel discussion, in EN7G-III-c-2: varied contexts
RC fantasy from reality LC and addressed, and V the material viewed V
Week Reading in the text Listening the stand of the C Vocabulary
Comprehension Comprehension speaker based on Viewing Development
8 EN7RC-III-f- EN7LC-III- explicit statements Comprehension EN7V-III-f-13.8:
2.8: f- made EN7VC-III-f- Determine words or
Make predictions 2.7: Sequence a 14: expressions with
about the text series of events Make a stand on genus-species
mentioned in the material viewed (hyponymous)
the listened to relations in a
6 selection
9 EN7RC-III-i- EN7LC-III-i-2.5:
2.1.7: React to Formulate EN7VC-III-i-14:
Make a stand on the
EN7V-III-g-
EN7RC-III-g-9: EN7LC-III-g-7.1: 13.11.2: Identify
Identify the Identify the EN7VC-III-g-14: words or expressions
author’s intentions persons speaking Make a stand on with part-whole
for writing and addressed, and the material viewed (partitive) relations
EN7RC-III-g- the stand of the
7 2.13: Distinguish speaker based on
fact from opinion, explicit statements
fantasy from reality made
in the text
EN7V-III-h-
13.11.2: Identify
EN7RC-III-h- EN7LC-III-h-7.1: words or expressions
2.13: Distinguish Identify the EN7VC-III-h-14: with part-whole
fact from opinion, persons speaking Make a stand on (partitive) relations
LT environment, WC F G
Literature and other factors Writing and Oral Language Gramma
EN7LT-III-i-5: Composition and Fluency r
EN7LT-III-f-5: Discover literature EN7WC-III-f- EN7OL-III-f- Awarene EN7G-III-i-3:
Discover 2.2.14: Compose a 3.4.1: Express ss
Use
literature as a travelogue ideas and opinions EN7G-III-f-3: Use the past and past
tool to assert based on text direct and
one’s unique listened to reported speech
identity and to appropriately in
EN7V
better understand varied contexts
-III-
i- other people
13.1 EN7LT-III-f-
1.2: 2.2.3: Determine
Identi tone, mood,
fy technique, and
purpose of the
author EN7WC-III-g- EN7OL-III-g-
EN7LT-III-g-5: 2.2.14: Compose a 3.4.1: Express
Discover literature travelogue ideas and opinions EN7G-III-g-3:
as a tool to assert based on text Use direct and
one’s unique listened to reported
identity and to speech
better understand appropriately
other people in varied
EN7LT-III-g- contexts
2.3:
Draw similarities
and differences of
the featured
selections in EN7WC-III-h- EN7OL-III-h-
relation to the 2.2.15: Compose a 1.3.1: Raise
theme EN7LT-III- personal letter to a sensible,
h-5: friend, relative, and challenging thought
Discover other people provoking EN7G-III-h-3:
literature as a questions in public Use the past and
tool to assert forums/panel past perfect
one’s unique discussions, etc. tenses correctly
identity and to in varied contexts
better understand
other people
EN7LT-III-h-3:
Explain how a
selection may be
influenced by EN7WC-III-i- EN7OL-III-i-
culture, history, 2.2.15: Compose a 1.3.1: Raise
RC LC VC V LT WC F G
WeekReading Comprehension Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Awareness
assertions made by the author Comprehension Comprehension Development Composition Fluency perfect tenses
in the text predictions about material viewed words or as a tool to assert personal letter to a sensible, challenging correctly in varied
the contents of the expressions with one’s unique friend, relative, and thought provoking contexts
text part-whole identity and to other people questions in public
(partitive) relations better understand forums/panel
other people discussions, etc.
EN7LT-III-i-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for
GRADE LEVEL STANDARD a 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
WeekReading Comprehension Listening Viewing Comprehension Vocabulary Development Writing and Composition Oral Language and Grammar Awareness
erat
Liture
EN7RC-IV-a-3.2: Comprehension EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6:EN7WC-IV-a-2.2: Fluency EN7G-IV-a-4: Use
Classify text types (narrative, EN7LC-IV-a-8: Differentiate reality Use lexical and Discover throughCompose simple Philippine EN7OL-IV-a 3: imperatives and
expository, explanation, recount, Process information from fantasy based contextual cues in literatureinformative texts the need to Observe and use the prepositions when
persuasive) mentioned in the on a material viewed understanding workEN7WC-IV-a- cooperatively and2.8.4: appropriate oral giving instructions
text listened to unfamiliar words and Identify responsibly infeatures of personal language, stance and
1
EN7LC-IV-a-8.1: expressions today’s globalessays village behavior when giving
Determine the information,
intentions of instructions, making
speakers by explanations, and
RC 10.2: Distinguish LC EN7LC-IV-d-2.7: VC V
LT
WC
Week Reading Listening Sequence a series Viewing Vocabulary Writing and
Literature
Comprehension Comprehension Comprehension Development Composition
focusing on their EN7LT-IV-a-6.1:
unique verbal Identify the
and non-verbal distinguishing
cues features of selected
literary genres
during the
Contemporary
Period
EN7RC-IV-b-10: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b.

Use appropriate EN7LC-IV-b-8: Differentiate reality 12.3: Use lexical Discover through 2.8.6 : Distinguish
reading strategies Process information from fantasy based and contextual cues Philippine literature between and among
for various text mentioned in the on a material in understanding the need to work a capsule biography,
types text listened to viewed unfamiliar words cooperatively and biographical sketch,
EN7RC-IV-b- EN7LC-IV-b-8.1: and expressions responsibly in and feature article
10.1: Give and Determine the today’s global
2 follow instructions intentions of village.
and directions speakers by EN7LT-IV-b-2.2:
focusing on their Explain how the
unique verbal elements specific to
and non-verbal a genre contribute
cues to the theme of a
particular literary
selection EN7WC-IV-c-1.3:
EN7RC-IV-c-2.12: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: Organize information
Make Compare content of Analyze Discover through about a chosen
generalizations EN7LC-IV-c-2.5: materials viewed to relationships Philippine literature subject using a
from different text Predict the other sources of presented in the need to work graphic organizer
types outcomes of a information (print analogies cooperatively and
verbal exchange and radio) EN7V-IV-c-23.1: responsibly in
3 listened to and their Supply other words today’s global
possible effects on or expressions that village
the speakers complete an EN7LT-IV-c-
analogy 2.2.1: Express
appreciation for
sensory images EN7WC-IV-d-
used 1.1.6: Organize
EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6:
4
EN7RC-IV-d- Compare content of Analyze Discover through
F events in factual Give clear G information and
Oral and personal precise and Gramm making
La recounts concise ar explanations
ng EN7OL-IV-c-1.7: Awaren
EN7OL-IV-a-1.26: information,
ua Orally narrate .EN7OL-IV-d-1.7: ess
ge Give clear precise explanations and events in factual EN7G-IV-b-4:
Orally narrate
an and concise instructions in and personal Use
d information, varied oral recounts using imperatives and
Fl explanations and communication appropriate verbal prepositions
ue instructions in situations and non-verbal when giving
nc varied oral EN7G-IV-c-5:
cues instructions
y communication Use
narrat situations verbs when EN7G-IV-d-5: Use
ing EN7OL-IV-b-1.26: giving verbs when giving
RC LC in the text listened VC V
Week Reading Listening to Viewing Vocabulary
Comprehension Comprehension Comprehension Development
between general of events materials viewed to relationships
and specific mentioned in the other sources of presented in
statements text listened to information (print analogies
EN7RC-IV-g- and radio) EN7V-IV-d-23.1:
EN7LC-IV-g-8.2: EN7VC-IV-g-16:
10.4: Cite evidence Supply other words
Determine the Express one’s
to support a or expressions that
worth of ideas beliefs/convictions
7 general statement complete an analogy
mentioned in the based on a material
text listened to viewed
EN7V-IV-e-9: Give
EN7RC-IV-e-2.10: EN7RC-IV-g- EN7LC-IV-e-2.7: EN7VC-IV-e-15: the various
Sequence/reorganiz 3.1.13: Make a Sequence a series Compare content of meanings of
e ideas or of events materials viewed to identified
information mentioned in the other sources of homonymous or
text listened to information (print polysemous words
and radio) or expressions
5
EN7V-IV-f-9: Give
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: the various
Sequence steps in a Make simple Express one’s meanings of
process inferences about beliefs/convictions identified
thoughts and based on a material homonymous or
feelings expressed viewed polysemous words
6
or LT to work W F explanations and G EN7G-IV-f-6.2:
exp Literature cooperatively and C Oral Language and narrating events in Gramma Formulate who,
ress responsibly in Writing and Fluency personal or factual r what, when, where,
Philippine Composition events in factual Awarene
ions today’s global recounts why, and how
literature the need information about and personal ss
village EN7OL-IV-g-3.10: questions
to work a recounts using information
Use correct and
cooperatively and chosen subject appropriate verbal and making
EN7WC-IV-g- appropriate multi-
responsibly in using a one and non-verbal explanations
2.8.6.2 : media resources EN7G-IV-g-6.2:
EN7V today’s global EN7LT-IV-g-6: step topic Compose a cues when orally giving Formulate who,
-IV- village. Discover through outline biographical sketch information, what, when, where,
g- EN7LT-IV-d- Philippine based on a personal instructions, making why, and how
3.11: 2.2.2 : Explain the literature the need interview and explanations and questions
Iden literary devices to work background
tify used EN7LT-IV-e- cooperatively and research EN7OL-IV-e-3.10:
6: Use correct and EN7G-IV-e-5:
word responsibly in
Discover through EN7WC-IV-e- appropriate multi- Use
s or today’s global
Philippine 2.8.6.1 : media resources verbs when
expr village
literature the need Compose a capsule when orally giving giving
essio
to work biography of a information, information and
ns
cooperatively and person interviewed instructions, making making
used
responsibly in explanations and explanations
in a
selec today’s global narrating events in
tion village personal or factual
that EN7LT-IV-e- recounts
show 2.2.3 :
varyi Determine tone,
ng mood,
shad technique, and EN7OL-IV-f-3.10:
es of purpose of the Use correct and
mea author EN7WC-IV-f- appropriate multi-
ning EN7LT-IV-f-6: 2.8.6.1 : media resources EN7GS-IV-f-6:
(gra Discover through Compose a capsule when orally giving Formulate
dient Philippine biography of a information, meaningful
s) literature the need person interviewed instructions, making expressions
RC 2.15.1: Organize LC appreciation for
Week Reading information read Listening entertaining texts
9 Comprehensio Comprehension
into an outline (anecdotes, jokes,
n
fables, myths, tales)
stand EN7RC-IV-i-10.5: by recognizing the
8 Narrate events punch lines
EN7LC-IV-h-8.3:
EN7RC-IV-h- Express
VC V
LT cooperatively and WC F narrating events in G
Viewing Vocabulary responsibly in Writing and Oral Language and personal and Grammar
Literature
Comprehension Development today’s global Composition Fluency factual recounts Awareness
EN7LT-IV-g-2.3: village narrating events in
EN7L Draw similarities personal or factual
C-IV- recounts
and differences of EN7LT-IV-0-7:
i-8.3: the featured Explain the
Expre selections in contributions of
ss relation to the national artists for
appre EN7VC-IV-h-16: EN7V-IV-h-23.2: theme EN7LT-IV- EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
literature in
ciatio h-6:
Express one’s Create or expand elevating 2.8.6.2: Compose Use correct and Formulate short
n for Discover through
beliefs/convictions word clines Philippine a biographical appropriate replies
enter Philippine
based on a material Literature in sketch based on a prosodic features of
tainin literature the need
viewed English in the personal interview speech when giving
g to work global village and background information,
texts cooperatively and research instructions, making
(anec responsibly in explanations and
dotes today’s global narrating events in
, village personal and factual
jokes EN7LT-IV-h-3: recounts
, Explain how a
fable selection may
s, be influenced
myth by culture,
s, history,
EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7WC-IV-i- EN7OL-IV-i-5: EN7G-IV-i-6.1:
tales) environment,
Express one’s Create or expand 2.8.6.2: Compose Use correct and Formulate short
by orother factors
beliefs/convictions word clines a biographical appropriate replies
recog EN7LT-IV-i-6:
based on a material sketch based on a prosodic features of
nizin Discover through
viewed personal interview speech when giving
g the Philippine and background information,
punc literature the need research instructions, making
h to work explanations and
lines
10 Culminating Task
Grade 7 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
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.
2. BEAM ENG7 Module 15 – Gathering Information.
Scan for specific information EN7RC-I-a-1.5.2
3. *English Arts I. 2000. pp 11, 12.
4. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 2. *English Arts I. 2000. pp 31.
3. *English Expressways II. 2007. pp 56, 216.
EN7RC-I-c-7.1 1. BEAM ENG7 Module 1 – Asking and Answering Questions.
Read intensively to find answers to specific questions
EN7RC-I-d-7.1 2. *English Expressways II. 2007. pp 216-217.
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.
Transcode orally and in writing the information presented 2. *English Arts I. 2000. pp 175, 176, 177, 179.
EN7RC -I-e-1.2
in diagrams, charts, table, graphs, etc. 3. *New Horizons in Learning English I. 1999. pp 55-56.
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 presented
2. *English for All Times 6. 1999. pp 185-187.
in diagrams, charts, table, graphs, etc. EN7RC -I-f-1.2
3. *English for You and Me 6 (Reading). 2011. pp 161, 186.
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 signs, EN7RC -I-g-1.2
prohibited signs, etc.) EN7RC -I-h-1.2
3. *English Arts I. 2000. pp 150, 151.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
Follow directions using a map EN7RC-I-i-14:
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.
EN7RC-II-a-1.5.3 3. *English for All Times 6. 1999. pp 85-87.
4. *English for You and Me 6 (Reading). 2011. pp 198-199.
5. *English Arts I. 2000. pp 13.
LEARNING COMPETENCY 3Q
Learning Materials are uploaded at Use one’s schema to better understand a text
http://lrmds.deped.gov.ph Use one’s schema as basis for conjectures made about a text
Get information from the different parts of a book and Gather current Use the universe of the text to activate one’s schema Make predictions about the text
from general references in the library information from
newspapers and other
print and non-print Identify the author’s intentions for writing
Get information from the different parts of a book and media
from general references in the library Distinguish fact from opinion, fantasy from reality in the text
LEARNING MATERIALS
CODE
React to assertions made by the author in the text
2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
4Q 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-d-1.3/1.4
Classify text types (narrative, expository, explanation, 4. *English Arts I. 2000. pp 249, 250.
recount, persuasive) 6. *English Expressways II. 2007. pp 57.
Use appropriate reading strategies for various text types 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
Give and follow instructions and directions EN7RC-II-e-1.3/1.4 2. BEAM ENG7 Module 15 – Gathering Information.
Make generalizations from different text types EN7RC-II-f-1.3/1.4 3. BEAM ENG8 Module 4 – Using Library Resources.
Distinguish between general and specific statements 5. *English for You and Me 6 (Reading). 2011. pp 200-202.
Sequence/reorganize ideas or information 1. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-2.1
2. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1
Make a stand 3. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1
4. *English Expressways II. 2007. pp 74-77.
EN7RC-III-a-8 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-a-8.1 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-b-8.1
EN7RC-III-c-8.2 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-d-8.2
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.
EN7RC-III-g-9
2. *English Expressways II. 2007. pp 114-117, 200-201, 260-261.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
EN7RC-III-g-2.13 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
EN7RC-III-h-2.13 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1. BEAM ENG 7 – Assertions and Observations.
EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.

EN7RC-IV-b-10.1 1. *English Arts I. 2000. pp 47, 48.
1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7RC-IV-c-2.12
2. *English Expressways II. 2007. pp 68-71, 190-195.
EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
EN7RC-IV-e-2.10 1. *English Arts I. 2000. pp 47, 101, 102.
EN7RC-IV-i-10.5
EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
LEARNING COMPETENCY stress,
Organize information read into an outline

EN7RC-IV-h-2.15.1
LC - Listening Comprehension
1Q
Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serve as EN7LC-I-a-5
carriers of meaning
Listen for important points signalled by volume,
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5.1
speech
Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect EN7LC-I-a-5.2
meaning
EN7LC-I-c-5.1
projection, pitch, stress, intonation, juncture, and rate of
speech
EN7LC-I-c-5.2
intonation, juncture, and rate of speech that affect
meaning
EN7LC-I-d-5.1
speech

EN7LC-I-d-5.2
meaning

projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-e-5.1
speech

EN7LC-I-e-5.2
meaning
Listen for important points signaled by volume, EN7LC-I-f-5.1
speech Note the changes in volume, projection, pitch, EN7LC-I-f-5.2
LEARNING MATERIALS h 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
*These materials are in
textbooks that have been A 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
delivered to schools. r
t
2. BEAM ENG 7 Module 1 – Life's
s 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
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. 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Ar
ts 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
p 3. *English for You and Me 6 (Reading). 2011. pp 2-3.
I.
p 4. *English Arts I. 2000. pp 10, 11.
20
00 1. BEAM ENG 7 - Appreciation of Various Literary Types.
1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
.
9 3. *English for You and Me 6 (Reading). 2011. pp 2-3.
pp
7 4. *English Arts I. 2000. pp 10, 11.
23
, 1. BEAM ENG 7 - Appreciation of Various Literary Types.
7,
23 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
1 3. *English for You and Me 6 (Reading). 2011. pp 2-3.
8.
9 4. *English Arts I. 2000. pp. 10, 11, 238, 239.
1. 8 1. BEAM ENG 7 - Appreciation of Various Literary Types.
.
*Englis 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
3. *English
h for All 3. *English for You and Me 6 (Reading). 2011. pp 2-3.
Expressways II. 2007.
Times 4. *English Arts I. 2000. pp 11, 31, 32.
pp 91-95, 238-239.
6. 1. *English for You and Me 6 (Reading). 2011. pp 2-3
1999.
pp 172- 1. *English for You and Me 6 (Reading). 2011. pp 2-3
179. 2. 1. *English for You
and Me 6 (Language).
*Englis 2011. pp 2-3.
LEARNING COMPETENCY Note the changes in points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech
Learning Materials are uploaded at volume, projection,
Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech
http://lrmds.deped.gov.ph pitch, stress,
that affect meaning
intonation, juncture, and rate of speech that affect intonation, juncture,
and rate of speech 2Q
meaning
that affect meaning Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of
Listen for important points signaled by volume, projection,
short texts listened to Extract information from the text listened to
pitch, stress, intonation, juncture, and rate of speech
Listen for important
Recognize main/key ideas EN7LC-III-d-3.18
CODE
Note specific details/elements of the text listened to EN7LC-III-f-2.7 EN7LC-III-g-7.1
Recognize signals/ cues to determine the order of ideas/

events EN7LC-I-g-5.1
Determine the tone and mood of the speaker or
characters in the narrative listened to
Infer the purpose of the text listened to EN7LC-I-g-5.2
Make predictions about the contents of the texts listened
to
EN7LC-I-h-5.1
Infer thoughts and feelings expressed in the text listened EN7LC-I-i-5.1
to
3Q EN7LC-I-h-5.2
Infer thoughts and feelings expressed in the text listened EN7LC-I-i-5.2
to
Determine the order of ideas as signalled by cues
EN7LC-II-a-6
Sequence a series of events mentioned in the text listened
to EN7LC-II-a-6.1
Identify the persons speaking and addressed, and the
EN7LC-II-b-3.3
EN7LC-II-c-2.1/3.1
EN7LC-II-d-2.1/3.1
EN7LC-II-e-4
EN7LC-II-f-2.13
EN7LC-II-g-
2.8.3
EN7LC-II-h-
2.5 EN7LC-II-i-
6.2
EN7LC-III-c-6.2
LEARNING MATERIALS English. 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
*These materials are in 2. *English Expressways II. 2007. pp 78-79.
textbooks that have been 1. *English for You and Me 6 (Reading). 2011. pp 73.
delivered to schools. 2. *English Expressways II. 2007. pp 98.
1. *English 1. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
Expressways II. 2007.
pp 42-43, 173-174, 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
1. BEAM ENG 7 – Sharing Appreciation in Correct
198, 280-281. 1. BEAM ENG 7 Module 1 – Life's Values.
English.
1. *English 3. *English Expressways II. 2007. pp 99, 140-141.
Expressways II. 2007. 1. *English Expressways II. 2007. pp 12, 98, 140.
English.
pp 78-79, 109, 140-
141, 198.
1. *English Expressways II. 2007. pp 12, 98, 140.
1. *English for You
and Me 6 1. *English for You and Me 6 (Reading). 2011. pp 73.
English.
(Reading). 2011. 2. *English Expressways II. 2007. pp 98.
2. *English Expressways II. 2007. pp 12, 28-30, 44, 64-
pp 103-104. 1. *English Arts I.2000.pp.101,102
65, 184-185.
2. *English
Expressways II. 1. *English Expressways II. 2007. pp 270.
1. BEAM ENG 7 – Sharing Appreciation in Correct 2007. pp 98.
LEARNING COMPETENCY Use structural analysis to 3Q
Learning Materials are uploaded at determine the meaning of
http://lrmds.deped.gov.ph unfamiliar words or Determine the key message conveyed in the material viewed
stand of the speaker based on explicit statements made expressions from the
material viewed
Formulate predictions about the contents of the text
Give the meaning of given Make a stand on the material viewed
4Q
signs and symbols (road
Process information mentioned in the text listened to signs, prohibited signs,
etc.)
Determine the intentions of speakers by focusing on their 2Q
unique verbal and non-verbal cues
Note details, sequence,
Predict the outcomes of a verbal exchange listened to and and relationships of ideas
their possible effects on the speakers and events
Make simple inferences about thoughts and feelings Narrate events
expressed in the text listened to chronologically/
Determine the worth of ideas mentioned in the text Arrange ideas logically
listened to based on a material
Express appreciation for entertaining texts (anecdotes, viewed
jokes, fables, myths, tales) by recognizing the punch lines Narrate events
chronologically/
VC - Viewing Comprehension Arrange ideas logically
1Q based on a material
viewed
textbooks that have been delivered to schools.
L
CODE
E
A 1. *English for All Times 6. 1999. pp 113.
EN7LC-III-h-7.1 EN7LC-III-i-2.5
R 2. *English Expressways II. 2007. pp 99, 140-141.
N
EN7LC-IV-a-8 EN7LC-IV-b-8 I 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN7LC-IV-a-8.1 EN7LC- IV-b-8.1 N
G 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN7LC-IV-c-2.5 EN7LC-IV-f-2.8 EN7LC-IV-
M 1. *English Expressways II. 2007. pp 99, 140-141.
g-8.2
A
T 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-h-8.3 EN7LC-IV-i-8.3
E 2. *English Expressways II. 2007. pp 12, 98, 140.
R 1. *English Expressways II. 2007. pp 78-79, 109-110.
I
EN7VC-I-a-8 EN7VC-I-b-8 A 1. BEAM ENG7 Module 3 – Using Gambits.
L 2. BEAM ENG 7 - Appreciation of Various Literary Types.
S 3. *English Arts I. 2000. pp 45, 46, 259.
EN7VC-I-c-3.1.3 *
T
h 1. *English Arts I. 2000. pp 116, 117, 131, 132.
EN7VC-II-a-1/2 e
s
EN7VC-II-c-11 e
EN7VC-II-d-11 EN7VC-II-e-11 2. *English Arts I. 2000. pp 150, 151.
m
a
EN7VC-III-a-13 EN7VC-III-b-13 EN7VC- 1. *English for You and Me 6 (Reading). 2011. pp 66.
t
III-c-13 EN7VC-III-d-13 EN7VC-III-e-14 2. *English Arts I. 2000. pp 101.
e
EN7VC-III-f-14 EN7VC-III-g-14 EN7VC- 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
r
III-h-14 i
a 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
l
s
a 1. *English Expressways II. 2007. pp 78-79, 109-110.
r
e
i 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.

n 2. BEAM ENG 7 Module 1 – Life's Values.
3. *English Arts I. 2000. pp 237, 238.
LEARNING COMPETENCY Differentiate reality from fantasy based on a material viewed
Learning Materials are uploaded at 4Q
http://lrmds.deped.gov.ph V - Vocabulary Development
1Q
LEARNING MATERIALS
CODE
Use appropriate idiomatic expressions in a variety of basic *These materials are in textbooks that have been delivered to schools.
interpersonal communicative situations
EN7VC-III-i-14
Select an appropriate colloquial or idiomatic word or
expression as a substitute for another word or expression 1. BEAM ENG 7 - Appreciation of Various Literary Types.
2Q EN7VC-IV-a-6.1 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
Discriminate between literal and figurative language 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.

EN7V-I-c-10.2
2. *English Arts I. 2000. pp 148, 149.
EN7V-I-d-10.2
3. *English Expressways II. 2007. pp 293.
EN7V-I-e-22.2 1. *English for All Times 6. 1999. pp 228-229.
EN7V-I-f-22.2 2. *English Arts I. 2000. pp 148, 149.
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 (simile 1. *English for All Times 6. 1999. pp 144.
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.
Identify figures of speech that show comparison (simile
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
3. *English Arts I. 2000. 43, 245.
Identify figures of speech that show comparison (simile
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
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 shades of 1. *English Expressways II. 2007. pp 179-180.
EN7V-III-a-13.11
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
LEARNING COMPETENCY Learni ng Materials are uploaded at http://lrmds.deped.gov.ph
LEARNING MATERIALS
4Q CODE
EN7V-III-f-
13.8
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 1. *English Arts I. 2000. pp 189.
EN7V-IV-i-23.2
LT – Literary
1Q
Describe the different literary genres during the pre- 1. *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
colonial period
Identify the distinguishing features of proverbs, myths, 1. *English Arts I. 2000. pp 90, 91, 92.
EN7LT-I-a-2.1
and legends
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-I-c-2.2.1
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 3. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine the tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.
EN7LT-I-f-2.2.3
author
2Q
Identify the distinguishing features of poems and short 1. *English Arts I. 2000. pp 90, 91, 92.
EN7LT-II-0-4.2
stories
Express appreciation for sensory images used EN7LT-II-d-2.2.1
4. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain the literary devices used EN7LT-II-0-2.2.2
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
author
3Q
EN7LT-III-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain literary devices used
EN7LT-III-e-2.2.2 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
author
4Q
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-IV-c-2.2.1
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 the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
author
EN7LT-IV-e-2.2.3
LEARNING COMPETENCY
LEARNING MATERIALS
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.
Identify key ideas
EN7WC-II-e-5.1 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
EN7WC-II-f-5.2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details
EN7WC-II-g-5.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
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.
Compose simple narrative texts EN7WC-III-a-2.2
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113, 175.
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.
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 other EN7WC-III-h-2.2.15 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 124, 125, 140, 141.
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.
biographical sketch, and feature article EN7WC-IV-b. 2.8.6
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 one
1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
step topic outline
EN7WC-IV-d-1.1.6 2. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 85, 86.
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.
LEARNING COMPETENCY
LEARNING MATERIALS
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, 184-
EN7F-I-b1.14
rate/speed of speech in differing oral communication 186, 211, 269.
situations
Observe the correct pitch levels (high, medium, low) when 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10.
EN7F-I-b-1.14.2
reading lines of poetry, sample sentences and 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
questions; the rising-falling intonation with information- 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
EN7F-I-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, 184-
projection and rate/speed of speech in conversations and EN7F-II-h-1.14
186, 211, 269.
dialogs EN7F-II-i-1.14
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, debates, EN7F-III-a-1.3
etc.
Employ the appropriate oral language and stance in an 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 EN7F-III-b-3
Express ideas and opinions based on text listened to EN7F-III-f-3.4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209, 276-277.
EN7F-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.
Observe correct subject-verb agreement EN7G-I-b-11 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 106-107.
EN7G-I-c-11
EN7G-I-d-11
LEARNING COMPETENCY
LEARNING MATERIALS
EN7G-I-e-11
EN7G-I-f-11
EN7G-I-g-11
EN7G-I-h-11
EN7G-I-i-11
2Q
EN7G-II-a-1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 153-156, 171-173, 182-185,
EN7G-II-b-1 196-197, 208-209, 245.
EN7G-II-c-1
EN7G-II-d-1
Use phrases, clauses, and sentences appropriately and
EN7G-II-e-1
meaningfully
EN7G-II-f-1
EN7G-II-g-1
EN7G-II-h-1
EN7G-II-i-1
3Q
Link sentences using logical connectors that signal EN7G-III-a-1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 73.
chronological and logical sequence and summation EN7G-III-b-1
Use the passive and active voice meaningfully in varied EN7G-III-c-2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
contexts EN7G-III-d-2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 77-78.
EN7G-III-e-3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 110-111.
Use direct and reported speech appropriately in varied
EN7G-III-f-3
contexts
EN7G-III-g-3
1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 91-97, 217-226.
Use the past and past perfect tenses correctly in varied EN7G-III-h-3
2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 121, 122, 123, 124.
contexts EN7G-III-i-3
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42.
4Q
EN7G-IV-a-4 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 251.
Use imperatives and prepositions when giving instructions
EN7G-IV-b-4
EN7G-IV-c-5 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42, 61-63, 76-78.
Use verbs when giving information and making
EN7G-IV-d-5
explanations
EN7G-IV-e-5
Formulate who, what, when, where, why, and how EN7G-IV-f-6.2 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 61.
questions EN7G-IV-g-6.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-28.
GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
EN8RC-Ia-7.2: 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
Scan Listen for important context clues from Determine the Describe the Generate ideas Use the correct parallel structures
for logical connectors points signaled by the material viewed meaning of notable literary and their sounds of English EN8G-Ia-8: Use
to determine the volume, projection, to determine the idiomatic genres relationships appropriate cohesive
text type pitch, stress, meaning of expressions by contributed by EN8WC-Ia- devices in composing
intonation, juncture, unfamiliar words or noting context African writers 1.1.6.1: Present an informative speech
and rate of speech expressions clues and EN8LT-Ia-8.1: ideas using a
1
collocations Identify the variety of graphic
distinguishing organizers
features of
notable African
chants, poems,
folktales, and
short stories
EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8OL-Ib-3.11: EN8G-Ib-7: Use
EN8RC-Ib-7.2: Scan Listen for important context clues from Determine the Describe the EN8WC-Ib-1.1: Use the correct parallel structures.
for logical connectors points signaled by the material viewed meaning of notable literary Generate ideas and sounds of English EN8G-Ib-8: Use
to determine the text volume, projection, to determine the idiomatic genres their relationships appropriate cohesive
type pitch, stress, meaning of expressions by contributed by EN8WC-Ib-1.1.6: devices in composing
2
intonation, juncture, unfamiliar words or noting context African writers Organize ideas in an informative speech
and rate of speech expressions clues and EN8LT-Ib-8.1: one-step word,
collocations Identify the phrase, and
distinguishing sentence outline
features of forms
Week
3 RC LC VC V LT particular literary WC F
Reading Listening Viewing Vocabulary Literature selection Writing and Oral Language and
Comprehension Comprehension Comprehension Development EN8LT-Id- Compositio Fluency
notable African n
chants,
poems,
folktales, and
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: short stories EN8OL-Ic-3.11:
Skim to determine key Listen for important context clues from Determine the EN8LT-Ic-8: EN8WC-Ic-1.1: Use the correct sounds
ideas points signaled by the material viewed meaning of Describe the Generate ideas of English
volume, projection, to determine the idiomatic notable literary and their
pitch, stress, meaning of expressions by genres relationships
intonation, juncture, unfamiliar words or noting context contributed by EN8WC-Ic-
and rate of speech expressions clues and African writers 1.1.6:
collocations EN8LT-Ic-2.2: Organize ideas
Explain how the in one-step
elements specific word, phrase,
to a genre and sentence
contribute to the outline forms
4 theme of a
particular literary
selection
EN8LT-Ic-
2.2.1 :
Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2 :
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: Explain the EN8F-Id-3:
Skim to determine key Listen for important Organize Determine the literary Deliver a self-
ideas points signaled by information from a meaning of devices used. composed informative
volume, projection, material viewed idiomatic EN8LT-Id-8: EN8WC-Id-1.1: speech
pitch, stress, expressions by Describe the Generate ideas
intonation, juncture, noting context notable literary and their
and rate of speech clues and genres relationships
collocations contributed by EN8WC-Id-
African writers 1.1.6:
EN8LT-Id-2.2: Organize ideas
Explain how the in one-step
elements specific word, phrase,
to a genre and sentence
contribute to the outline forms
theme of a
G mar EN8G-Ic-8: Use speech parallel structures.
G Awarene appropriate EN8G-Id-8: Use
r ss cohesive devices appropriate cohesive
EN8G-Ic-7: Use
a
parallel structures in composing an devices in composing
m EN8G-Id-7: Use
informative an informative speech
RC EN8RC-Ig-7.1: LC meaning V EN8VC-Ig-15: V
Week Reading Read Listening C Compare and Vocabulary
7 Comprehensio Comprehe Viewin Development
intensively to contrast the
n nsion g
determine the EN8LC-Ig-5.2: presentation of the
Comprehensio
author’s purpose Note n
same topic in
the changes in different viewing
volume, genres
projection,
pitch, stress, EN8V-Ie-4: Use
EN8RC-Ie-7: Use EN8LC-Ie-9: intonation, appropriate strategies
the appropriate Determine how juncture, and in unlocking the
reading style volume, EN8VC-Ie-9: meaning of unfamiliar
rate of speech
(scanning, skimming, projection, pitch, Organize words and idiomatic
that affect
speed reading, stress, intonation, information from expressions
meaning
intensive reading juncture, and a material viewed
etc.) for one’s speech rate serve
purpose as carriers of
meaning
5
EN8V-If-6:
Determine the meaning
of words and
expressions that reflect
EN8RC-If-7: Use EN8LC-If-5.2: the local culture by
the appropriate Note EN8VC-If-9: noting context clues
6 reading style the changes in Organize
(scanning, skimming, volume, information from EN8V-Ig-6:
speed reading, projection, a material viewed Determine the meaning
intensive reading pitch, stress, of words and
etc.) for one’s intonation, expressions that reflect
purpose juncture, and the local culture by
rate of speech noting context clues
that affect
LT cribe the notable Describe the notable WC F G
Literat literary genres literary genres Writing and Oral Language and Gram
ure contributed by contributed by Composition Fluency mar
Aware
African writers African writers
2.2.3 EN8WC-If-6: ness
EN8LT-Ie-2.2: EN8LT-Ig-2.3: EN8OL-If-5: Use
: Organize notes
Explain how the Draw similarities appropriate
Deter taken from an
elements specific to a prosodic features
mine expository text
genre contribute to of speech when
tone, EN8WC-Ie-6: EN8WC-If- EN8OL-Ie-5: Use
the theme of a delivering lines EN8G-If-7: Use
mood Organize notes 6.1: appropriate
particular literary parallel structures
, taken from an Arrange notes prosodic features EN8G-Ie-7: Use
selection EN8G-If-8: Use
techn expository text using a variety of of speech when parallel structures.
EN8LT-Ie- appropriate cohesive
ique, EN8WC-Ie-6.1: graphic delivering lines EN8G-Ie-8: Use
2.2.3: Determine devices in composing
and Arrange notes organizers appropriate
tone, mood, EN8F-Ig-3: an informative speech
purp technique, and using a variety of cohesive devices
EN8WC-Ig-6: Deliver a self-
ose purpose of the author graphic organizers in composing an
composed
of Organize notes informative
EN8LT-If-7: informative
the taken from an speech
Appreciate literature speech EN8OL- EN8G-Ig-7: Use
autho expository text
as a means of Ig-3.8: parallel structures
r EN8WC-Ig-
understanding the Use the EN8G-Ig-8: Use
EN8L 6.2:
human being and the correct appropriate cohesive
T-Ie- Arrange notes
forces he/she needs stance and devices in composing
8: in one-step
to contend with behavior an informative speech
Des word, phrase,
EN8LT-Ig-8:
and
RC EN8RC-Ii-7: Use LC V V
Week Reading the appropriate Listening C Vocabulary
Comprehensio reading style Comprehe Viewin EN8VC-Ii-15: Development
n nsion g Compare and
(scanning, EN8LC-Ii-5.2:
9 Comprehensi contrast the
skimming, speed Note on
reading, intensive the changes in presentation of the
reading etc.) for volume, same topic in
one’s purpose projection, different viewing
pitch, stress, genres EN8V-Ih-6:
EN8RC-Ih-7.1: EN8LC-Ih-5.2: intonation, Determine the meaning
Read Note juncture, and of words and
intensively to the changes in EN8VC-Ih-15: expressions that reflect
rate of speech
determine the volume, Compare and the local culture by
8 that affect
author’s purpose projection, contrast the noting context clues
meaning
pitch, stress, presentation of
intonation, the same topic in
juncture, and different viewing EN8V-Ii-6:
rate of speech genres Determine the meaning
that affect of words and
meaning expressions that reflect
the LT WC one-step word, F using G cohesive devices in
local Literature Writing and phrase, and Oral Language appropriate Gram composing an
cultur EN8LT-Ii-3: Composition sentence outline and Fluency presentation aids mar informative speech
and differences of Explain how a sentence outline Awar
e by forms
the featured selection may be forms eness
notin EN8WC-Ii-6:
g selections in relation influenced by culture, Organize notes
conte to the theme history, environment, taken from an
xt EN8LT-Ih-3: or other factors expository text EN8F-Ii-3: EN8G-Ii-7: Use
clues Explain how a EN8WC-Ih-6: EN8WC-Ii-6.2: EN8OL-Ih- Deliver a self- parallel structures
selection may be Organize notes Arrange notes in 3.12: composed EN8G-Ii-8: Use
influenced by culture, taken from an Highlight EN8G-Ih-7: Use
one-step word, informative appropriate cohesive
history, environment, expository text important points parallel structures
phrase, and speech devices in composing
or other factors EN8WC-Ih-6.2: in an EN8G-Ih-8: Use
sentence outline an informative speech
Arrange notes in informative talk appropriate
forms
10 Culminating Task
SECOND QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
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,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7 : Limit a topic delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
1 experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2:  general to
background knowledge listening strategies and negative Identify the particular
with longer stories messages conveyed distinguishing  claim and
in a material features of counterclaim
viewed notable East  problem-
Asian poems, solution
folktales, and  cause-effect
short stories  and others
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2 Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb-9.2: introduce a topic  general to
background knowledge thoughts and feelings and negative Identify the particular
expressed in the text messages conveyed distinguishing  claim and
listened to in a material features of
Comprehension Comprehension Comprehension Developmen Compositio Fluency Awareness
viewed t notable East n counterclaim
Asian poems,  problem-
folktales, and solution
short stories  cause-effect
 and others
EN8RC-IIc-2.22:
EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use
Evaluate the personal
Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary
listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text
strategies suited to based on the title, among verbal, to a genre EN8WC-IIc- and effectively or expressions
EN8RC-IIc-2.1.7:
long descriptive and pictures, and situational, and contribute to the 2.2.1: Develop when delivering an suitable to each
React to assertions
narrative texts excerpts dramatic types of theme of a related support entertainment pattern of idea
made by the author in
EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences speech development:
the text
3 Determine the tone Discern positive examples of each selection  general to
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages conveyed 2.2.1: Express  claim and
in the narrative in a material appreciation for counterclaim
listened to viewed sensory images  problem-
used solution
 cause-effect
 and others
EN8RC-IId-2.22: in tables, appropriate viewed based on

EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2:
Evaluate the personal graphs, and listening skills the title,
Employ Predict the gist of Distinguish between Explain how the
significance of a literary and strategies
appropriate the material and among verbal, elements specific to a
text suited to
listening skills and viewed based on situational, and genre contribute to
strategies suited to the title, pictures, dramatic types of the theme of a
long descriptive and excerpts irony and give particular literary
and narrative texts EN8VC-IId-17: examples of each selection
4
EN8LC-IId-2.13: Discern positive EN8LT-IId-
Determine the tone and negative 2.2.2 :
and mood of the messages Explain the literary
speaker or conveyed in a devices used
characters in the material viewed
narrative listened to
EN8V-IIe-24: EN8LT-IIe-0-9:
EN8SS-IIe-1.2:
EN8VC-IIe-1.3: Discriminate Appreciate literature
Explain visual-verbal
5 EN8LC-IIe-7: Predict the gist of between literal as an art form
relationships illustrated
Employ the material inspired
EN8WC-IId-2.8: EN8OL-IIe- development:  problem-
EN8OL-IId-3.11: EN8G-IId-9: Use
Compose effective paragraphs 2.6:  genera solution
Produce the appropriate
EN8WC-IId- 2.8.9: Use a Use l to  cause-effect
EN8WC-IIe-2.2: sounds of English grammatical
variety of techniques to appropriate particu  and others
Develop paragraphs correctly and signals or
formulate a conclusion that illustrate each non-verbal lar EN8G-IIe-9: Use
effectively when expressions
cues when  claim appropriate
text delivering an suitable to
delivering and grammatical signals
entertainment each pattern
countercl or expressions
speech of idea
aim
R graphs, and L VC Discern positive V
Week 7 C information maps C Viewing and negative Vocabulary
Reading found in expository Listeni Comprehension messages conveyed Development
Comprehensi ng pictures, and and figurative
texts in a material
on Comprehe excerpts
EN8RC-IIg-11: viewed language
information maps nsion EN8LC-IIg-7: EN8VC-IIe-17:
Transcode
found in long descriptive Employ Discern positive
information from
expository texts and narrative appropriate and negative
linear to non-
EN8RC-IIe-11: texts EN8LC- listening skills messages conveyed
linear texts and
Transcode IIe-2.17.3: and strategies in a material
vice- versa
information from Infer the suited to long viewed
linear to non- linear theme of the descriptive and
texts and vice- versa text listened narrative texts
to EN8LC-IIg-
3.12: EN8VC-IIf-1.3: EN8V-IIf-
Listen to Predict the gist of 10.1.4: Identify figures
EN8SS-IIf-1.2: paraphrase the material viewed of speech that show
Explain visual-verbal information/idea based on the title, emphasis (hyperbole
relationships s pictures, and and litotes)
illustrated in tables, excerpts
graphs, and EN8LC-IIf-7: EN8VC-IIf-17:
6 information maps Employ Discern positive
found in expository appropriate and negative
texts listening skills messages conveyed
EN8RC-IIf-11: and strategies in a material
Transcode suited to long viewed
information from descriptive and
linear to non- linear narrative texts
EN8V-IIg-
texts and vice- versa EN8LC-IIf-
10.1.4: Identify figures
2.5: EN8VC-IIg-1.3: of speech that show
Formulate Predict the gist of emphasis (hyperbole
predictions the material viewed and litotes)
EN8SS-IIg-1.2: about the based on the title,
Explain visual-verbal contents of the pictures, and
relationships excerpts
listening text.
illustrated in tables, EN8VC-IIg-17:
LT IIf-2.2: WC EN8WC-IIg-2.2: F G EN8G-IIf-9: signals or
Literat Explain how the Writing and Develop Oral Language Gram Use appropriate expressions
ure elements specific to a Composition paragraphs that and mar grammatical suitable to each
type (narrative in Fluency Aware
genre contribute to illustrate each text signals or pattern of idea
an literature, expository, lines in an ness
the theme of a type (narrative in expressions development:
d explanatory, factual entertainm suitable to
particular literary literature, suitable to each  general to
infl and personal ent speech each
selection expository, pattern of idea particular
ue recount, persuasive) EN8OL-IIg-3: pattern of
EN8LT-IIf- explanatory, factual development:  claim and
nc Deliver a self- idea
2.2.3: Determine and personal  gener counterclaim
ed composed developmen
tone, mood, technique, recount, al to  problem-
by entertainment t: partic
and purpose of the persuasive) solution
na speech using all  gener ular  cause-effect
author
tur EN8WC-IIf-2.2: the needed al to  claim  and others
e Develop paragraphs speech partic and
EN8LT-IIg-2.2:
that illustrate each conventions ular counterc
Explain how the
text type (narrative EN8OL-IIf-2.6: EN8OL-IIh-  claim
elements specific to a laim
in literature, Use 3.13: and
genre contribute to  probl
expository, appropriate Maintain the counterc
the theme of a em-
explanatory, factual non-verbal interest of the laim
particular literary solut
and personal cues when audience by  probl
selection ion
recount, persuasive) delivering delivering punch em-
EN8LT-IIg-  cause-effect
lines in an lines effectively solut
2.2.3 : Determine  and others
entertainme ion
tone, mood, EN8G-IIg-9:
EN8 nt speech  cause-effect
technique, and Use appropriate
LT-  and others
purpose of the author grammatical
R LC VC EN8VC-IIi-1.3: V
Week C Listening Viewing Predict the gist of Vocabulary
Reading Comprehen Comprehension the material viewed Development
Comprehen EN8SS-IIi-1.2: sion EN8VC-IIh- EN8V-IIh-
based on the title,
sion Explain visual- EN8LC-IIh-7: 1.3: 10.1.4: Identify
pictures, and
EN8SS-IIh-1.2: verbal relationships Employ Predict the gist of figures of speech that
EN8LC-IIi-7: excerpts
Explain visual- illustrated in tables, appropriate the material viewed show emphasis
9 Employ EN8VC-IIi-17:
verbal relationships graphs, and listening skills based on the title, (hyperbole and litotes)
appropriate Discern positive
illustrated in tables, information maps and strategies pictures, and
listening skills and negative
graphs, and found in expository suited to long excerpts
and strategies messages conveyed
8 information maps texts descriptive and EN8VC-IIh-17:
suited to long in a material
found in expository EN8RC-IIi-2.15: narrative texts Discern positive
descriptive and viewed
texts Organize EN8LC-IIh- and negative
narrative texts
EN8RC-IIh-2.15: information in 7.2: messages conveyed
EN8LC-IIi-7.2:
Organize tables, graphs, and Employ in a material
Employ
information in maps projective viewed
projective
tables, graphs, and listening EN8V-IIi-24:
listening
maps strategies with
strategies with Discriminate between
longer stories
longer stories literal and figurative
lan LT history, WC paragraphs that F Deliver a self- G laim
gu Literature environment, or Writing and illustrate each Oral Language composed Gram  problem-
other factors Composition text type and Fluency entertainment mar solution
age Aware
EN8LT-IIh-2.3: EN8WC-IIh-2.2: (narrative in EN8OL-IIh-3: speech using all the  cause-effect
Draw similarities and Develop Deliver a self- ness
literature, needed speech  and others
differences of the paragraphs that composed EN8G-IIh-9: Use
expository, conventions EN8G-IIi-9: Use
featured selections in illustrate each text entertainment appropriate
explanatory, appropriate
relation to the theme type (narrative in speech using all grammatical
factual and grammatical signals
literature, the needed signals or
personal or expressions
expository, speech expressions
recount, suitable to each
explanatory, factual conventions suitable to each
persuasive) pattern of idea
and personal pattern of idea
development:
recount, development:
 general to
persuasive)  gener
particular
al to
 claim and
partic
counterclaim
EN8LT-IIi-3: ular
 problem-
Explain how a  claim
solution
selection may be EN8WC-IIi-2.2: and
 cause-effect
influenced by culture, Develop EN8OL-IIi-3: counterc
 and others
10 Culminating Task
THIRD QUARTER
PROGRAM
STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
RC LC VC V (prefixes, roots, LT WC organizer to a topic or

Week Reading Listening Viewing Vocabulary Literature Writing and sentence outline
Comprehension Comprehension Comprehension Developmen Compositio
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- t EN8LT-IIIa-11: n
Recognize propaganda Determine the target 3.4/4.4/5.4: EN8V-IIIa-15.3: Identify the notable EN8SS-IIIa-
techniques used in a audience of a Determine the Explain the literary genres 1.10:
given text listening text and the target audience of meaning of a contributed by Organize
objective/s of the a material viewed word through Southeast Asian information about
speaker structural analysis writers a chosen subject
(prefixes, roots, EN8LT-IIIa- using a graphic
suffixes) 11.1: Identify the organizer
distinguishing
1
features of notable
poems, short
stories, dramas,
and novels
contributed by
Southeast Asian
writers
EN8LT-IIIb-11:
Identify the notable
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- literary genres
Recognize propaganda Judge the relevance 3.4/4.4/5.4: EN8V-IIIb-15.3: contributed by
techniques used in a and worth of ideas Determine the Explain the Southeast Asian EN8WC-IIIb-
2
given text presented in the text target audience of meaning of a 1.1.6: Transcode
listened to a material viewed word through information from
structural analysis a graphic
F EN8OL-IIIa- EN8OL-IIIb-5: Share modals using opinion-
G
Oral 3.11: Use the Observe the use ideas appropriately marking signals
Gra
Lan correct sounds of of correct stress, using EN8G-IIIb-3.6: Use
mma
gua
English during pitch, and r opinion- modals appropriately
ge
and speech delivery juncture when Awar marking
delivering a enes signals
Flu
persuasive speech s EN8G-IIIa-3.6: EN8RC-IIIb-10:
enc
y EN8RC-IIIa-10: Use Share ideas
R L text listened to VC V
Week C C Viewing Vocabulary
Reading Listening Comprehension Development
Comprehensi Comprehen suffixes)
on sion
EN8VC-IIIe-18:
Determine the
5 issue and stand
presented in the
EN8RC-IIIe- EN8LC-IIIe-
material viewed
2.1.7: 7.1:
React to what is Determine the
asserted or stand of the
expressed in a speaker on a
text given issue
presented in the
text listened to EN8VC-IIIc-18: EN8V-IIIc-15.3:
Determine the Explain the meaning of
EN8RC-IIIc-2.13: EN8LC-IIIc-7: issue and stand a word through
Differentiate facts Employ different presented in the structural analysis
from opinions listening material viewed (prefixes, roots,
strategies suited suffixes)
3 to the topic,
purpose, and level
of difficulty of the
listening text
EN8V-IIId-25:
EN8VC-IIId-18: Use appropriate
Determine the strategies for
EN8RC-IIId-12: issue and stand unlocking unfamiliar
Utilize coping EN8LC-IIId-8.2: presented in the words
reading strategies Judge the material viewed
to process relevance and
4 information in a worth of ideas
text presented in the
LT elements specific to a WC F G appropriate
Literature genre contribute to Writing Oral Language Gram documentation
the theme of a and and Fluency mar EN8G-IIIc-3.6: Use
writers Compositi Awar
EN8V particular literary modals appropriately
EN8LT-IIIb- on enes
- selection s
11.1: Identify the EN8OL-IIId-5:
IIIe- EN8LT-IIId-
distinguishing features 2.2.4: Explain Observe the use of
12.3: of notable poems, correct stress,
Arrive figurative language EN8WC-IIId-
short stories, dramas, used EN8LT-IIIe- pitch, and juncture EN8G-IIId-11: Use
at 2.2.16:
and novels contributed 10: when delivering a
mean Compose an appropriate
by Southeast Asian Appreciate persuasive speech
ings informative documentation
writers literature as a essay EN8G-IIId-3.6: Use
throu EN8LT-IIIc-
gh mirror to a shared modals appropriately
2.2: Explain how the heritage
conte
elements specific to a
xt EN8OL-IIIc-5:
genre contribute to
clues
the theme of a Observe the use
particular literary EN8WC-IIIc- of correct stress, EN8OL-IIIe-
selection 1.1.6: Expand pitch, and 1.14: Use EN8RC-IIIc-10:
EN8LT-IIIc- the content of an juncture when appropriate Share ideas
2.2.1 : Express outline using delivering a persuasive devices using
EN8SS-IIIe-1.6: opinion- EN8G-IIIe-3.6: Use
appreciation for notes from persuasive
Show respect for marking modals appropriately
sensory images used primary and speech
intellectual signals EN8G-IIIe-12: Use
EN8LT-IIId- secondary
property rights by EN8G-IIIc-11: emphasis markers for
2.2: Explain how the sources
acknowledging Use persuasive purposes
RC L
Week Reading C
Compreh Listening
8 ension Comprehensi
on EN8LC-IIIh-7.4:
EN8RC-IIIh-
Determine various
3.1.12:
social, moral, and
Examine biases
economic issues
(for or against)
EN8RC-IIIg- EN8LC-IIIg-7: discussed in the text
made by the
3.1.12: Employ different listened to
author
Examine biases listening
7 (for or against) strategies suited
EN8RC-IIIf- made by the to the topic,
2.1.7.1: author EN8LC-IIIf-2.10: purpose, and
Evaluate the Distinguish facts level of difficulty
details that from opinion cited of the listening
support assertions in the text listened text
6 in a text to
VC ed in the material V LT WC F G EN8G-IIIg-12: Use
V viewed Vocabulary Literature Writing EN8SS-IIIh- Oral Language and Gra emphasis markers for
ie Development and 1.6: Fluency mma persuasive purposes
w of people with Compositio r
Show respect for
in diverse n Awar
g intellectual enes
backgrounds citations made
C property rights s
in an
o by
informative
m acknowledging EN8RC-IIIh-10:
essay
p citations made in Share ideas using
r EN8SS-
EN8VC-IIIg-19: an informative opinion-marking
e IIIe- 1.6.3:
Judge the relevance essay signals
h EN8V-IIIf-12.3: EN8LT-IIIf- Acknowledge EN8OL-IIIf-3:
and worth of ideas EN8G-IIIh-3.6: Use
e Arrive at meanings 2.2: Explain how sources by Deliver a self-
n presented in the modals appropriately
through context clues the elements creating a composed
si material viewed EN8G-IIIh-12: Use
specific to a bibliography persuasive speech
o EN8G-IIIf-3.6: emphasis markers for
genre contribute EN8SS-IIIf-1.6:
n Use
to the theme of a Show respect for
intellectual modals
particular literary
property rights by appropriately
selection
acknowledging EN8G-IIIf-12:
EN8LT-IIIf-
citations made in Use
2.2.5: Determine
an informative emphasis
EN8VC-IIIh-19: key ideas, tone,
essay. markers for
Judge the relevance and purposes of
EN8SS- persuasive
and worth of ideas EN8V-IIIg-26: the author
IIIf- 1.6.3: purposes
EN8V presented in the Analyze intention of EN8LT-IIIg- EN8OL-IIIg-
words or 2.2 : Explain Acknowledge 1.14: Use
C- material viewed
expressions used in how the elements sources by appropriate
IIIf-
propaganda specific to a creating a persuasive devices
19:
techniques genre contribute bibliography.
Jud
to the theme of a EN8SS-IIIg-1.6:
ge
particular literary Show respect for
the
selection intellectual
rele
EN8LT-IIIg- property rights by
van EN8RC-IIIg-10:
2.2.5: Determine acknowledging
ce Share ideas
key ideas, tone, citations made in
and using
and purposes of an informative
wor opinion-
EN8V-IIIh-26: the author essay
th marking
Analyze intention of EN8LT-IIIh- EN8SS- EN8OL-IIIh-3:
of signals
words or 2.3 : Identify IIIg- 1.6.4: Deliver a self-
idea EN8G-IIIg-3.6:
expressions used in similarities and Use composed
s Use
propaganda differences of the conventions persuasive speech
pres modals
techniques featured in citing
ent appropriately.
selections sources
9 R Reading
Week C Comprehension
ss information in a LC VC V LT WC F G
text Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Development Composition Fluency Awareness
EN8R EN8SS-IIIh- persuasive purposes
C- 1.6.5: Use in-text
IIIi- citation
12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC-IIIi- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utiliz Determine various Judge the Use appropriate Explain how a 2.2.16: Compose Use appropriate Share ideas using
e social, moral, and relevance and strategies for selection is an informative verbal and non- opinion-marking
copin economic issues worth of ideas unlocking influenced by essay verbal cues when signals
g discussed in the text presented in the unfamiliar words culture, history, delivering a EN8G-IIIi-11: Use
readi listened to material viewed environment persuasive speech appropriate
ng documentation
strate EN8G-IIIi-3.6: Use
gies modals appropriately
to EN8G-IIIi-12: Use
proce emphasis markers for
persuasive purposes
10 Culminating Task
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
PROGRAM STANDARD deeper appreciation of Philippine Culture and those of other countries.
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.
RCLC VC V LT WCFG
Week ReadingListening Viewing Comprehension Vocabulary Literature Writing andOral Language andGrammar
ComprehensionComprehension EN8VC-IVa-20: Development CompositionFluencyAwareness
EN8RC-IVa-2.21.1:EN8LC-IVa-2.5: Analyze the elements EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa-EN8OL-IVa-3.11:EN8G-IVa-15: Use
1 Identify positions of aPredict what is to topic that make up reality Use various Identify notable 3.4.1: IdentifyUse the correctappropriate modifiers features
sentencefollow after a and strategies in literary genres ofproduction of theEN8G-IVa-16: Use journalistic writingsounds of
segment of a text decoding the contributed by Englishappropriate logical
Week
RC LC VC V LT features found in WC F
Reading Listening Viewing Vocabulary Literature religious texts, Writing and Oral Language and
Comprehension Comprehension Comprehension Development epics, myths, Compositio Fluency
listened to fantasy based on a meaning of South and West n when delivering a
material viewed words Asian writers manuscript or
EN8LT-IVa- memorized speech in
13.1: Identify an oration, in a
the declamation or in a
distinguishing dramatic monologue
features found in
religious texts,
epics, myths,
drama, and short
stories
contributed by
South and West EN8OL-IVb-3.11:
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: Asian writers Use the correct
Identify details that Infer thoughts and Raise questions EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- production of the
support the topic feelings expressed in about a particular Use various Identify notable 3.4.2: Distinguish sounds of English when
sentence a text listened to aspect of a material strategies in literary genres among types of delivering a manuscript
viewed decoding the contributed by journalistic writing or memorized speech
meaning of words South and West (news report, in an oration, in a
2 Asian writers opinion article, declamation or in a
EN8LT-IVb- feature article, and dramatic monologue
13.1: Identify sports news article)
the
distinguishing
features found in
religious texts,
epics, myths,
drama, and short EN8OL-IVc-3.11:
stories Use the correct
contributed by production of the
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: South and West sounds of English when
Note explicit and Raise questions about Compare and EN8V-IVc-15: Asian writers EN8WC-IVc- delivering a manuscript
implicit signals (like the text listened to contrast one’s Use various EN8LT-IVc-13: 3.4.2: Distinguish or memorized speech
cohesive devices) beliefs/convictions strategies in Identify notable among types of in an oration, in a
3 used by the writer with those decoding the literary genres journalistic writing declamation or in a
presented in a meaning of words contributed by (news report, dramatic monologue
material viewed South and West opinion article,
Asian writers feature article, and
EN8LT-IVc- sports news article)
13.1: Identify
the
distinguishing
G ar Use EN8G-IVb-3: reported speech in
G Awarene active and Use journalistic writing
r ss passive past and past EN8G-IVc-15: Use
a connectors EN8G-IVc-14:
constructions perfect tenses appropriate modifiers
m for in journalistic in journalistic Use
m emphasis EN8G-IVb-13: contexts. writing direct and
R in a text EN8RC- L VC Compare and V
Week C IVf-10.2: C EN8LC-IVf-10: Viewing contrast one’s Vocabulary
6 Reading Distinguish between Listening Comprehensio beliefs/convictions Development
Process speech
Comprehensio general and Comprehen n
delivered by with those
n sion
specific making presented in a
statements inferences from material viewed
what has been
listened to
EN8V-IVd-15:
EN8VC-IVd-20: Use various strategies
EN8RC-IVd-14.1: EN8LC-IVd-8.2: Analyze the in decoding the
Interpret and follow Judge the elements that meaning of words
instructions, relevance and make up reality
directions, notices, worth of ideas and fantasy based
rules and presented in the on a material
regulations text listened to viewed
4
EN8V-IVe-15:
Use various strategies
in decoding the
EN8VC-IVe-12: meaning of words
EN8RC-IVe-13: EN8LC-IVe- Raise questions
Use 3.14: about a particular
5 text type knowledge Summarize aspect of a material
(narrative in information from viewed
literature, the text listened
instructions, to. EN8V-IVf-15:
explanation, factual Use various strategies
and personal in decoding the
recount, persuasive, meaning of words
expository) to EN8VC-IVf-15:
process information
LT Identify notable EN8LT-IVf-2.2: WC F G
Literat literary genres Explain how the Writing and Oral Language and Gram
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and West Asian a genre contribute 3.4: Aware
dram Compose ness
writers EN8LT-IVd- to the theme of a
a, 13.1: Identify the particular literary journalistic EN8OL-IVe-5:
and texts EN8G-IVe-14: Use
distinguishing selection Use the appropriate
short direct and reported
features found in EN8LT-IVf- prosodic features
stori speech in journalistic
religious texts, epics, 2.2.1: Express EN8WC-IVd- EN8OL-IVd- of speech like
es writing
myths, drama, and 3.4.2: Distinguish 3.11: pitch, stress,
contr short stories among types of Use the correct juncture, volume, EN8G-IVd-14: Use EN8G-IVe-3: Use
ibute direct and past and past perfect
contributed by South journalistic writing production of and projection,
d by reported speech tenses in journalistic
and West Asian (news report, the sounds of intonation and
Sout in journalistic writing
writers EN8LT-IVe- opinion article, English when speech rate
h EN8WC-IVf-7: writing EN8G-IVe-15: Use
12: feature article, and delivering a
and Use primary and EN8G-IVd-3: Use appropriate modifiers
Appreciate literature sports news article) manuscript or EN8OL-IVf-5: Use
West secondary memorized past and past EN8G-IVf-13: Use
as an expression of the appropriate
Asian sources to speech in an perfect tenses in active and passive
philosophical and prosodic features
write develop a topic oration, in a journalistic constructions in
religious ideals of speech like
rs for journalistic declamation or writing journalistic contexts
pitch, stress,
EN8 writing in a dramatic EN8G-IVf-16: Use
juncture, volume,
LT- monologue appropriate logical
and projection,
IVd- connectors for
intonation and
13: emphasis
speech rate
9 R L EN8LC-IVi-3.14:
Week C C Summarize information
Reading EN8RC-IVi-15: Listening from the text listened
Comprehensi Synthesize Comprehensi
to
on essential on
information
found in a
given text
EN8RC-IVh-
EN8LC-IVh-10:
2.12:
Process speech
Draw
delivered by
8 conclusions
making inferences
EN8RC-IVg-15.1: from a set of EN8LC-IVg-8.2: from what has
details
Evaluate the Judge the been listened to
accuracy of a given relevance and
information worth of ideas
presented in the
7 text listened to
VC on a material viewed V LT WC texts F G
V Vocabulary Literature Writing Oral Language and Gram
i Development and Fluency mar
e appreciation for Compositi Aware
w sensory images on ness
i EN8G-IVi-13: Use
used active and passive
n
g
EN8LT-IVf- constructions in
2.2.4: Explain journalistic contexts
figurative EN8G-IVi-14: Use
C
o language used direct and reported
m EN8VC-IVh-12: EN8V-IVg-15: EN8LT-IVg- EN8OL-IVg-1.5: speech in journalistic
p Raise questions about Use various 2.2: Deliver a writing
r strategies in Explain how the EN8WC-IVg- manuscript/memori EN8G-IVg-14:
a particular aspect of
e decoding the elements specific 1.6: zed oral speech Use
a material viewed
h meaning of words to a genre Show respect for with ease and direct and
e contribute to the intellectual fluency before an reported speech
n property rights by in journalistic
theme of a audience
s acknowledging writing
i particular literary
selection sources of EN8G-IVg-15:
o
n EN8LT-IVg- information in Use
2.2.5: journalistic appropriate
Determine key writing modifiers
EN8VC-IVi-15:
ideas, tone, and EN8G-IVg-16:
Compare and
purposes of the Use
contrast one’s
author appropriate
beliefs/convictions
EN8V-IVh-15: EN8LT-IVh- EN8OL-IVh-3.7: logical
with those
Use various 2.3: Identify Use effective non- connectors for
presented in a
EN8V strategies in similarities and verbal emphasis
material viewed
C- decoding the differences of the communication
IVg- meaning of words featured selections EN8SS-IVh- strategies: gestures
20: EN8LT-IVh-3: 1.6.4: Use and body
Analy Explain how a writing movements and
ze selection is conventions to eye contact, etc.
the influenced by indicate EN8G-IVh-13:
eleme culture, history, acknowledgeme Use
nts environment nt of sources active and
that EN8LT-IVi-12: passive
make EN8V-IVi-15: Appreciate EN8OL-IVi-1.5: constructions in
up Use various literature as an Deliver a journalistic
realit strategies in expression of manuscript/memori contexts EN8G-
y and decoding the philosophical and zed oral speech IVh-14: Use
fanta meaning of words religious ideals with ease and direct and
sy EN8WC-IVi-3.4: fluency before an reported speech
based Compose audience in journalistic
journalistic writing
RC LC VC V LT WC FG
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language andGrammar FluencyAwareness
Comprehension Comprehension Comprehension Development Composition EN8G-IVi-3: Use
past and past perfect tenses in journalistic
writing
EN8G-IVi-15: Use
appropriate modifiers
EN8G-IVi-16: Use
appropriate logical connectors for emphasis
10Culminating Task
Grade 8 Tagged
Materials
Learning Materials are uploaded at CODE 2.18 EN8RC-IIe-1.2
RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type
EN8RC-Ia-7.2
EN8RC-Ib-7.2
Skim to determine key ideas
EN8RC-Ic-1.5.1
EN8RC-Id-
1.5.1
Use the appropriate reading style (scanning, skimming,
speed reading, intensive reading etc.) for one’s EN8RC-Ie-7
purpose Read intensively to determine the author’s EN8RC-If-7
purpose EN8RC-Ig-7.1
EN8RC-Ih-
Use the appropriate reading style (scanning, skimming, 7.1
speed reading, intensive reading etc.) for one’s
EN8RC-Ii-7
purpose 2Q
Relate content or theme to previous experiences and
background knowledge
EN8RC-IIa-2.18
Relate content or theme to previous experiences and
background knowledge
EN8RC-IIb-
Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts
*These materials are in 3. *English
textbooks that have been Expressways 1. *English Expressways II. 2007. pp 216-217.
delivered to schools. II. 2007. pp 2. *English Expressways III. 2007. pp 9-11, 206-207.
56, 216. 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
4. *English 1. *English Expressways III. 2007. pp 286-287.
Expressways
1. *English Arts I. 2000. pp 11, 12. III. 2007. pp 1. BEAM ENG8 Module 6 – Making Outlines.
2. *English Expressways II. 2007. pp 72, 118, 165- 44-45, 113. 2. *English Expressways III. 2007. pp 250.
166, 216. 1. *English 1. BEAM ENG8 Module 6 – Making Outlines.
3. *English Expressways III. 2007. pp 238-239. Expressways II. 2. *English Expressways III. 2007. pp 250.
1. *English Arts I. 2000. pp 31. 2007. pp 56, 72, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. *New Horizons in Learning English I. 1999. pp 29- 118, 165-166, 2. *English Arts I. 2000. pp 174, 175, 178.
34. 216-217.
Learning Materials are uploaded at Identify positions of a CODE
http://lrmds.deped.gov.ph topic sentence
Identify details that
Transcode information from linear to non-linear texts and support the topic EN8RC-IIe-11 EN8RC-IIf-11 EN8RC-IIg-11
vice-versa sentence
EN8RC-IIf-1.2
Note explicit and
Explain visual-verbal relationships illustrated in tables, implicit signals (like
cohesive devices) EN8RC-IIg-1.2
Explain visual-verbal relationships illustrated in tables, used by the writer EN8RC-IIh-1.2 EN8RC-IIi-1.2
Explain visual-verbal relationships illustrated in tables, Interpret and follow
graphs, and information maps found in expository texts instructions, EN8RC-IIh-2.15 EN8RC-IIi-2.15
Organize information in tables, graphs, and maps directions, notices,
rules and regulations
Use text type
knowledge (narrative EN8RC-IIIa-12.1 EN8RC-IIIb-12.1
in literature,
instructions,
3Q explanation, factual EN8RC-IIIc-2.13
Recognize propaganda techniques used in a given text and personal
recount, persuasive, EN8RC-IIId-12 EN8RC-IIIi-12
Differentiate facts from opinions expository) to
process information EN8RC-IIIe-2.1.7
in a text Distinguish EN8RC-IIIg-3.1.12 EN8RC-IIIh-3.1.12
between general and
Utilize coping reading strategies to process information in specific statements EN8RC-IVa-2.21.1 EN8RC-IVb-2.21.2
a text
React to what is asserted or expressed in a text EN8RC-IVc-13.1
Examine biases (for or against) made by the author

EN8RC-IVd-14.1 textbooks that have been delivered to schools.
L
E 3. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
EN8RC-IVe-13 EN8RC-IVf-10.2 A 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
R 2. *English Expressways III. 2007. pp 76-78.
N
I 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
N 2. *English Arts I. 2000. pp 171-173.
G 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
2. *English Arts I. 2000. pp 182, 183.
M 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
A
T 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
E 2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
R 3. *English Arts I. 2000. pp 171-179, 182, 183.
I 4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
A 5. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
L 6. *English Expressways III. 2007. pp 77.
S
* 1. *English Expressways II. 2007. pp 45-46.
T 2. *English Arts III. 2000. pp 156-158.
h 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
e Attitudes.
s 2. BEAM ENG8 – Social Issues Affecting the Community.
e 3. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
m
a 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
t 2. *English Expressways III. 2007. pp 116-117.
e
r
i
a 1. *English Expressways II. 2007. pp 82, 91.
l
1. *English Expressways II. 2007. pp 82, 91, 200-201.
s
1. BEAM ENG8 – Social Issues Affecting the Community.
2. *English Expressways II. 2007. pp 153-154, 195.
a
3. *English Expressways III. 2007. pp 92-94.
r
1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
e
1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
i
n
LEARNING COMPETENCY Learni ng Materials are uploaded at http://lrmds.deped.gov.ph
Draw conclusions from a set of details EN8LC-IId-7 EN8LC-IIe-7 EN8LC-IIa-7.2 EN8LC-IIh-7.2 EN8LC-IIi-7.2
LC- Listening Comprehension CODE
1Q
Listen for important points signaled by volume, projection, EN8RC-IVh-
Listen for important points signaled by volume, projection, 2.12
Listen for important points signaled by volume, projection, EN8LC-Ia-5.1

EN8LC-Ib-5.1
Listen for important points signaled by volume, projection,

Determine how volume, projection, pitch, stress, EN8LC-Ic-5.1
intonation, juncture, and speech rate serve as carriers of
meaning
intonation, juncture, and rate of speech that affect EN8LC-Id-
meaning
Note the changes in volume, projection, pitch, stress, 5.1 EN8LC-
meaning
Note the changes in volume, projection, pitch, stress, Ie-9
meaning
EN8LC-If-5.2
meaning EN8LC-Ig-5.2
2Q
Employ appropriate listening skills and strategies suited to
long descriptive and narrative texts EN8LC-Ih-5.2
Employ projective listening strategies with longer stories EN8LC-Ii-5.2
EN8LC-IIa-7
EN8LC-IIb-7
EN8LC-IIc-7
LEARNING MATERIALS 3. *New 2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
*These materials are in textbooks Horizons in
that have been delivered to Learning English I. 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
schools. 1999. pp 105-108. 2. *English Arts I. 2000. pp 10, 11.
4. *English 3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
1. *English Expressways II. 2007. pp 140, 240-241, 252- Expressways II. 1. *English Expressways III. 2007. pp 38.
253. 2007. pp 12, 44,
64-65, 184-186,
211. 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
1. *English Expressways II. 2007. pp 12, 44, 64-65, 5. *English 2. *English Arts I. 2000. pp. 31, 32, 238, 239.
184-186, 211. Expressways III. 3. *New Horizons in Learning English I. 1999. pp 105-108.
2. *English Expressways III. 2007. pp 38. 2007. pp 105-107, 4. *English Expressways III. 2007. pp 105-107.
1. BEAM ENG 8 Module 1 – Noting Cultural Differences. 120-121. 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
2. *English Arts I. 2000. pp 10, 11. 2. BEAM ENG 8 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
3. *English Expressways II. 2007. pp 12, 44, 64-65, Module 1 – Noting
184-186, 211. Cultural
4. *English Expressways III. 2007. pp 106-107, 120- Differences. 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
121. 3. *English
1. BEAM ENG 8 Expressways II.
Module 1 – 2007. pp 12, 44,
Noting Cultural 64-65, 184-186,
Differences. 2. 211. 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
*English 1. *English Arts
Arts I. 2000. pp I. 2000. pp 10, 11.
31, 32, 238, 239.
LEARNING COMPETENCY Judge the relevance and worth of ideas presented in the text listened to
Learning Materials are uploaded at Determine the stand Summarize information from the text listened to.
http://lrmds.deped.gov.ph of the speaker on a
Infer dominant thoughts and feelings expressed in the given issue Process speech delivered by making inferences from what has been listened to
text listened to presented in the VC- Viewing Comprehension
Determine the tone and mood of the speaker or text listened to 1Q
characters in the narrative listened to Use context clues from the material viewed to determine the meaning of unfamiliar words or
Infer the theme of the text listened to Distinguish facts expressions
Formulate predictions about the contents of the listening from opinion cited Use context clues from the material viewed to determine the meaning of unfamiliar words or
text in the text listened expressions
Listen to paraphrase information/ideas to Use context clues from the material viewed to determine the meaning of unfamiliar words or
4Q expressions
Employ appropriate listening skills and strategies suited to Predict what is to 2Q
long descriptive and narrative texts follow after a
3Q segment of a text
Determine the target audience of a listening text and the listened to
objective/s of the speaker Infer thoughts and
Judge the relevance and worth of ideas presented in the feelings expressed
text listened to in a text listened to
t have been delivered to schools. 1. *English Expressways II. 2007. pp
L
CODE
E 78-79, 109, 173-174, 210-211, 258, 270.
A
EN8LC-IIb-6.2 R 1. *English Arts I. 2000. pp 218, 236.
N 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN8LC-IIc-2.13 EN8LC-IId-2.13 EN8LC-IIe-
I 1. *English Expressways II. 2007. pp 12, 98, 140.
2.17.3
N 1. BEAM ENG8 Module 6 – Making Outlines.
EN8LC-IIf-2.5 EN8LC-IIg-3.12 EN8LC-IIi-7 G 2. *English Expressways II. 2007. pp 99, 140-141.
1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
M 2. *English Arts III. 2000. pp 94, 113-114.
EN8LC-IIIa-7.3 A 1. *English Arts I. 2000. pp 218, 236.
T 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN8LC-IIIb-8.2 EN8LC-IIId-8.2 E
R 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
I
EN8LC-IIIe-7.1 EN8LC-IIIf-2.10
A 1. *English Arts III. 2000. pp 104, 156, 255-256.
L 2. *English Expressways II. 2007. pp 78-79, 109-110.
EN8LC-IVa-2.5 S 3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
* 1. *English Arts I. 2000. pp 237, 238.
EN8LC-IVb-6.2 EN8LC-IVd-8.2 EN8LC-IVg-8.2
Th 2. *English Expressways II. 2007. pp 270.
EN8LC-IVe-3.14 EN8LC-IVi-3.14 EN8LC-IVf-10
EN8LC-IVh-10 es 1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
e
1. *English Expressways II. 2007. pp 99, 140-141.
EN8VC-Ia-8 EN8VC-Ib-8 EN8VC-Ic-8 ma
teri
1. *English Arts III. 2000. pp 104, 156, 255-256.
als 2. *English Expressways III. 2007. pp 128-131, 288-289.
are 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
in 1. *English Expressways II. 2007. pp 12, 98, 140.

tex 2. *English Expressways III. 2007. pp 288-289, 327-329.
tbo
ok 1. BEAM ENG8 Module 2 – Establishing Links Among People.
s 1. BEAM ENG8 Module 2 – Establishing Links Among People.

tha
1. BEAM ENG8 Module 2 – Establishing Links Among People.
LEARNING COMPETENCY pictures, and issue and stand presented in the material viewed
Learning Materials are uploaded at excerpts 4Q
http://lrmds.deped.gov.ph Analyze the elements that make up reality and fantasy based on a material viewed
Predict the gist of the material viewed based on the title, Determine the
V- Vocabulary Development EN8V-IIIb-15.3
1Q CODE
Determine the meaning of idiomatic expressions by noting
context clues and collocations EN8VC-IIa-1.3
EN8VC-IId-1.3
EN8VC-IIg-1.3
EN8VC-IIId-18
Determine the meaning of idiomatic expressions by noting
context clues and collocations
EN8VC-IVa-20
Determine the meaning of idiomatic expressions by noting EN8VC-IVd-20
context clues and collocations EN8VC-IVg-20
Use appropriate strategies in unlocking the meaning of
unfamiliar words and idiomatic expressions
2Q EN8V-Ia-10.2
Discriminate between literal and figurative language
Identify figures of speech that show emphasis (hyperbole

and litotes) EN8V-Ib-10.2
Identify figures of speech that show emphasis (hyperbole
and litotes) EN8V-Ic-10.2
3Q EN8V-Id-10.2
Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes)
EN8V-Ie-4
Explain the meaning of a word through structural analysis

(prefixes, roots, suffixes) EN8V-IIe-24
EN8V-IIi-24
EN8V-IIf-10.1.4
EN8V-IIh-
10.1.4
EN8V-IIIa-15.3
LEARNING MATERIALS 191-195, 273. ys III. 2007. pp 144, 157, 251. 1. *English Arts I.
*These materials are in textbooks 4. *English Arts 2000. pp 80, 81, 99, 100, 101.
that have been delivered to III. 2000. pp 11- 2. *English Arts III. 2000. pp 11-12.
schools. 12, 235-236. 3. *English Expressways III. 2007. pp 45-47, 172, 350.
5 1. *English Arts I. 2000. pp 258, 259.
. 2. *English Expressways III. 2007. pp 207, 305.
* 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
E 2. *English Expressways II. 2007. pp 179-180.
1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions
n 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
and Values.
g 4. *English Expressways III. 2007. pp 157, 287.
l
i 1. *English Expressways II. 2007. pp 153, 166, 191-195.
s
h 1. *English Arts I. 2000. pp 44, 45.
2. *English Arts III. 2000. pp 54, 103-104.
E 1. *English Arts I. 2000. pp 44, 45.
1. BEAM ENG8 x
Module 15 – p
r 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
Getting Meaning
e 2. *English Expressways II. 2007. pp 5, 22-23, 58.
of Idioms. 2.
s 3. *English Arts III. 2000. pp 113.
*English
s 4. *English Expressways III. 2007. pp 29-30, 114-115.
Arts I. 2000. pp
w 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
148, 149.
2. *English Arts III. 2000. pp 113.
3. *English Expressways II. 2007. pp 153, 179-180, a
LEARNING COMPETENCY Use various Explain the literary devices used.
Learning Materials are uploaded at strategies in Determine tone, mood, technique, and purpose of the author
http://lrmds.deped.gov.ph decoding the
Explain the meaning of a word through structural analysis meaning of words Determine tone, mood, technique, and purpose of the author
(prefixes, roots, suffixes)
Use appropriate strategies for unlocking unfamiliar words
Explain how a selection may be influenced by culture, history, environment, or other factors
2Q
Express appreciation for sensory images used
Arrive at meanings through context clues
LT- Literature
1Q
Express
Analyze intention of words or expressions used in appreciation for
propaganda techniques sensory images
Use appropriate strategies for unlocking unfamiliar words used
4Q
textbooks that have been delivered to schools.
L
CODE EN8V-IIIc-15.3
E 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
A 2. *English Expressways III. 2007. pp 30, 114-115.
R 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 116, 117, 131, 132, 148, 149.
EN8V-IIId-25 EN8V-IIIi-25
N 2. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.
I 3. *English Expressways II. 2007. pp 179-180.
N 4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
G 5. *English Expressways III. 2007. pp 287.
EN8V-IIIe-12.3 EN8V-IIIf-12.3
1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.
M 2. *New Horizons in Learning English I. 1999. pp 109, 228-230.
EN8V-IIIg-26 EN8V-IIIh-26 EN8V-IIIi-25 A 3. *English Expressways II. 2007. pp 153, 191-195.
T 4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
EN8V-IVa-15 EN8V-IVb-15 EN8V-IVc-15 EN8V- E 5. *English Expressways III. 2007. pp 45-47, 172, 350.
IVd-15 EN8V-IVe-15 EN8V-IVf-15 EN8V-IVg-15 R 1. *English Expressways II. 2007. pp 45-46.
EN8V-IVh-15 EN8V-IVi-15 I
A 1. *English Expressways III. 2007. pp 157, 287.
L
S 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8LT-Ic-2.2.1 EN8LT-Ic-2.2.2 * 2. *English Expressways II. 2007. pp 179-180.
T 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8LT-Id-2.2.3 h
e
s
EN8LT-Ie-2.2.3 e
m
EN8LT-Ih-3 EN8LT-IIc-2.2.1 a
t
e 1. *English Arts I. 2000. pp 246, 247.
r 2. *English Expressways III. 2007. pp 180-181, 281-285.
i
a
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
l
Attitudes.
s
2. *English Arts I. 2000. pp 218, 236.
a
Attitudes.
r
2. *English Arts I. 2000. pp 7, 8, 9, 218.
e
3. *English Expressways III. 2007. pp 9-11, 206-207.
1. *English Expressways III. 2007. pp 179.
i
n
1. *English Arts I. 2000. pp. 246, 247.
LEARNING COMPETENCY L earning Materials are uploaded at http://lrmds.deped.gov.ph
LEARNING MATERIALS
Determine tone, mood, technique, and purpose of the CODE
author
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-IIf-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.
Explain how a selection may be influenced by culture, Attitudes.
EN8LT-IIg-2.2.3
history, environment, or other factors 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3Q 3. *English Expressways III. 2007. pp 9-11, 206-207.
Identify the distinguishing features of notable poems, 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
short stories, dramas, and novels contributed by
Southeast Asian writers
Express appreciation for sensory images used 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
Explain figurative language used EN8LT-IIIa-11.1
Determine key ideas, tone, and purposes of the author
EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Determine key ideas, tone, and purposes of the author EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
EN8LT-IIIf-2.2.5
Attitudes.
4Q Attitudes.
EN8LT-IIIg-2.2.5
Express appreciation for sensory images used 2. *English Arts I. 2000. pp 7, 8, 9, 218.
Explain figurative language used 3. *English Expressways III. 2007. pp 9-11, 206-207.
Determine key ideas, tone, and purposes of the author
EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
WC- Writing and Composition 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
1Q EN8LT-IVg-2.2.5 Attitudes.
Present ideas using a variety of graphic organizers 2. *English Expressways III. 2007. pp 9-11, 206-207.
Organize ideas in one-step word, phrase, and sentence

outline forms 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
EN8WC-Ia-1.1.6.1
Organize ideas in one-step word, phrase, and sentence 2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
outline forms 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
Organize ideas in one-step word, phrase, and sentence
outline forms 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
Arrange notes using a variety of graphic organizers
1. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
2. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ie-6.1 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
EN8WC-If-6.1 2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
LEARNING COMPETENCY EN8WC-IIIf-1.6.3
http://lrmds.deped.gov.ph EN8WC-IVb-3.4.2
Arrange notes in one-step word, phrase, and sentence

EN8WC-Ig-
outline forms
6.2 EN8WC-
outline forms
Ih-6.2
outline forms
2Q
EN8WC-Ii-6.2
Compose effective paragraphs
EN8WC-IIa-2.8
EN8WC-IIb-2.8
Develop related support sentences EN8WC-IIc-2.8
Use a variety of techniques to formulate a conclusion EN8WC-IId-2.8
Develop paragraphs that illustrate each text type EN8WC-IIc-2.2.1
(narrative in literature, expository, explanatory, factual EN8WC-IId-
and personal recount, persuasive) 2.8.9
Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual EN8WC-IIe-2.2
and personal recount, persuasive)
(narrative in literature, expository, explanatory, factual EN8WC-IIf-2.2
(narrative in literature, expository, explanatory, factual EN8WC-IIg-2.2
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2
3Q
Organize information about a chosen subject using a EN8WC-IIi-2.2
graphic organizer
Transcode information from a graphic organizer to a topic
or sentence outline
EN8WC-IIIa-1.10
Compose an informative essay
EN8WC-IIIb-1.1.6
Acknowledge sources by creating a bibliography
EN8WC-IIId-2.2.16
EN8WC-IIIi-2.2.16
4Q
Distinguish among types of journalistic writing (news EN8WC-IIIe-1.6.3
LEARNING MATERIALS 201. 2000. pp 253.
*These materials are in textbooks 1. *English 2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
that have been delivered to Expressways II. 2007.
schools. pp 11. 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
1. BEAM ENG8 –
Social Issues
Affecting the 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Community.
1. *New Horizons in Learning English I. 1999. pp 243-
2. *English Arts I.
244.
2000. pp 52, 231.
3. *English 1. *English Expressways II. 2007. pp 94-95, 283-284.
1. *English Arts I. 2000. pp 197-199. Expressways II. 2007. 2. *English Expressways III. 2007. pp 290-291.
2. *New Horizons in Learning English I. 1999. pp 243- pp 100, 111-113, 158,
244. 1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
175.
1. *English 1. *English Arts I. 2000. pp 69.
1. *English Arts I. 2000. pp. 228-230. Expressways II. 2007. 2. *English Expressways II. 2007. pp 81-82, 158.
2. *English Expressways II. 2007. pp 81-82, 111-113, pp 100, 111-113, 158,
158, 175. 175. 1. *English Expressways III. 2007. pp 230-231.
3. *English Arts III. 2000. pp 36-37, 99, 197.
1. *English Expressways II. 2007. pp 12 82, 91, 200- 1. *English Arts I. 1. *English Expressways II. 2007. pp 81-82, 158.
Learning Materials are uploaded at Observe the use
http://lrmds.deped.gov.ph of correct
report, opinion article, feature article, and sports news stress, pitch, Use appropriate cohesive devices in composing an informative speech
article) and juncture
Distinguish among types of journalistic writing (news when delivering
report, opinion article, feature article, and sports news a persuasive
article) speech
Distinguish among types of journalistic writing (news Deliver a self-
report, opinion article, feature article, and sports news composed
article) persuasive speech
F- Oral Language and Fluency
1Q G- Grammar
Use the correct sounds of English Awareness
1Q
Use parallel
2Q structures
Deliver a self-composed entertainment speech using all
the needed speech conventions
Maintain the interest of the audience by delivering punch

lines effectively
in textbooks that have been delivered to schools.
L
CODE
E
A
R 1. *English Expressways II. 2007. pp 81-82, 158.
N
I
EN8WC-IVc-3.4.2
N 1. *English Expressways II. 2007. pp 81-82, 158.
G
EN8WC-IVd-3.4.2
M
A
T 1. *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211, 269.
E 2. *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ia-3.11 EN8F-Ib-3.11 EN8F-Ic-3.11 R
I
EN8F-IIg-3 EN8F-IIh-3 EN8F-IIi-3 A 1. *English Arts III. 2000. pp 178-180.
EN8F-IIh-3.13 L
S
* 1. BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIIb-5 T
h
EN8F-IIIf-3 EN8F-IIIh-3 e 1. *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
s
e 1. *English Arts III. 2000. pp 33-34.
EN8G-Ia-7 EN8G-Ib-7 EN8G-Ic-7 EN8G-Id-
7 EN8G-Ie-7 EN8G-If-7 EN8G-Ig-7 EN8G- m
Ih-7 EN8G-Ii-7 EN8G-Ia-8 EN8G-Ib-8 a
EN8G-Ic-8 EN8G-Id-8 EN8G-Ie-8 t
e 1. *English Expressways II. 2007. pp 208-210.
r
i
a
l
s
a
r
e 1. *English Expressways II. 2007. pp 212-213, 271.
2. *English Expressways III. 2007. pp 280.
LEARNING COMPETENCY
2Q EN8G-If-8 EN8G-Ig-8 EN8G-Ih-8 EN8G-Ii-8
LEARNING MATERIALS * These materials are in textbooks that have been delivered to schools.
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 2. *English Expressways II. 2007. pp 256-258.
EN8G-IIIc-3.6
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
LEARNING COMPETENCY
http://lrmds.deped.gov.ph Use direct and
reported EN8G-IVi-13 EN8G-IVb-3 EN8G-IVd-3 EN8G-IVe-3 EN8G-IVi-3 EN8G-IVc-14 EN8G-
Use past and past perfect tenses in journalistic writing speech in IVd-14 EN8G-IVe-14 EN8G-IVg-14 EN8G-IVh-14 EN8G-IVi-14
journalistic
writing
LEARNING MATERIALS
*These materials are in
textbooks that have been
delivered to schools.

2. *English Arts III. 2000. pp 66-68.

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature
Comprehensio Comprehension Comprehension Development Composition Fluency Awareness
n EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
EN9RC-Ia-16: Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
Share prior mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
knowledge about a listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
text topic EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: literary writing. prosodic features of Use appropriate
following instructions Identify the speech when punctuation marks
1
distinguishing delivering lines of and capitalization to
features of poetry and prose in convey meaning
notable Anglo- a speech choir, jazz EN9G-Ia-18: Use
American lyric chants and raps. interjections to
poetry, songs, convey meaning
poems, sermons,
and allegories
EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
EN9RC-Ib-16: thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
Share prior and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
knowledge about a speaker intentions in the appropriate for a discovering the among of English) and the writing
2 text topic material viewed given situation self informative, suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: journalistic, and prosodic features of Use appropriate
Explain how the literary writing speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning
RC LC VC V
LT
2.2.2: Explain WC F
Week Reading Listening Viewing Vocabulary Writing and Oral Language and
Literature
Comprehension Comprehension Comprehension Development Compositio Fluency
build its theme n a speech choir, jazz
chants and raps EN9F-
Ib-3.1:
Produce the correct
beat and rhythm in
delivering jazz chants
and raps EN9OL-Ic-
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: 1.15:
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature EN9WC-Ic-8: Use the appropriate
sequence signals or listened to feelings, and are derived from as a means of Distinguish segmentals (sounds of
connectors to intentions in the names of persons enhancing the between and English) and the
determine patterns of material viewed and places self among suprasegmentals or
idea development EN9LT-Ic-2.2: informative, prosodic features of
given in a text Explain how the journalistic, and speech when delivering
elements specific literary writing lines of poetry and
3
to a genre prose in a speech choir,
contribute to the jazz chants and raps
theme of a EN9F-Ic-3.1:
particular literary Produce the correct
selection beat and rhythm in
delivering jazz chants
and raps EN9OL-Id-
1.14:
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: Use the correct pitch,
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature juncture, stress,
signals or connectors with the ideas of the contents of the are derived from as a means of EN9WC-Id-8.1: intonation, rate of
to determine speaker material viewed names of persons discovering the Examine sample speech, volume and
patterns of idea EN9LC-Id-8.5: and places self texts projection when
development Accept or reject ideas EN9LT-Id- representative of delivering lines of
4 poetry and prose in
mentioned 2.2.1 : each type.
Express dramatic and
appreciation for conventional speech
sensory images choirs EN9OL-Ie-
used 1.14:
Use the correct pitch,
EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: juncture, stress,
EN9SS-Ie-1.5.1: decisions based on Summarize the Arrive at meaning EN9LT-Ie-14: intonation, rate of
Skim to determine what is listened to contents of the of words through Analyze literature speech, volume and
5 key ideas and material viewed word formation as a means of EN9WC-Ie-9: projection when
author’s purpose (clipping, discovering the Compose forms
blending, self of literary writing
acronymy, EN9LT-Ie-
G Awaren Use EN9G-Ic-18: EN9G-Id-1.6/1.7: EN9G-Id-18: normal and inverted
G ess appropriate Use Use appropriate Use word order in creative
r EN9G-Ib-18: Use EN9G-Id-17:
punctuation interjections punctuation interjections writing
a interjections EN9G-Ic-17: Use Use
marks and to convey marks and to convey EN9G-Ie-1.6/1.7:
m normal and
to convey normal and inverted capitalizatio meaning. capitalization to meaning. Use appropriate
m inverted word
meaning word order in n to convey convey EN9G-Ie-17: punctuation marks
a order in
r creative writing meaning meaning Use
EN9G-Ic-1.6/1.7: creative writing
RC LC Compare and VC 1.5/2.5: Draw V antonyms) used for a
Week Reading Listening contrast Viewi generalizations and Vocabulary given word or
8 Comprehension Comprehens information ng conclusions from Development expression
ion Comprehensi compounding, folk
listened to the material
on etymology, etc.)
viewed
EN9SS-If-1.5.1: EN9V-If-11:
Skim to determine EN9LC-If-8.2: Arrive at meaning
key ideas and Judge the EN9VC-If-19: of words through
author’s purpose. relevance and Assess the word formation
worth of ideas relevance and (clipping, blending,
presented worth of ideas acronymy,
6 presented in compounding, folk
the material etymology, etc.)
viewed
EN9V-Ig-12.3:
EN9RC-Ig-17: Make Note types of
a connection between context clue
the present text and EN9LC-Ig-8.7: (restatement,
previously read texts Draw EN9VC-Ig-19: definition,
generalizations Assess the synonyms,
and conclusions relevance and antonyms) used
7 worth of ideas
from the material for a given word
listened to presented in or expression.
the material
viewed
EN9V-Ih-12.3:
EN9RC-Ih-17: Make Note types of
a connection between context clue
the present text and (restatement,
previously read texts definition,
EN9LC-Ih-8.8: EN9VC-Ih- synonyms,
L : Determine tone, WC F G appropriate
T mood, technique, and Writing and Oral Language and Gra punctuation
Li purpose of the Composition Fluency mma marks and
t delivering lines of r
author. capitalization
e poetry and prose Awar
r enes
to convey
EN9LT-Ig-14: in dramatic and meaning.
a s
t Analyze literature as conventional EN9G-I-0-18:
and
u a means of speech choirs Use
capitalization
r discovering the self EN9WC-If-9.1: EN9OL-If-2.6.2: interjections
to convey
e EN9LT-Ig- Identify types and Use the appropriate to convey
meaning
2.2.3: Determine features of poetry. gestures (hand, meaning
the EN9G-Ie-18:
tone, mood, face, and body) EN9G-Ih-
liter Use
ary technique, and interjections 17: Use
devi purpose of the author to convey normal and
ces meaning inverted word
use EN9LT-Ih-14: EN9G-If- order in
d Analyze literature as 17: Use creative writing
a means of normal and EN9G-Ih-
discovering the self inverted word 1.6/1.7:
EN9LT-Ih-2.3: order in creative Use
Draw similarities and EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: appropriate
EN9L writing
differences of the Identify types and Use the appropriate punctuation
T-If- EN9G-If-
featured selections features of poetry. gestures (hand, marks and
14: 1.6/1.7:
in relation to the face, and body) capitalization
Analy Use
ze theme appropriate to convey
literat punctuation meaning.
ure marks and EN9G-Ih-18:
as a capitalization Use
mean to convey interjectio
s of meaning ns to
disco EN9G-If-18: convey
verin Use meaning
EN9WC-Ih-3.6: EN9F-Ih-3.14:
g the interjections
Use literary devices Use the
self to convey
E and techniques to appropriate and
meaning
N craft poetic forms. effective speech
EN9G-Ig-
9 conventions
17: Use
L expected of speech
choir presentations. normal and
T inverted word
- order in creative
I writing
f EN9G-Ig-
- 1.6/1.7:
2.2.3 Use
RCLCVC V WC FG
LT
Week ReadingListeningViewing ComprehensionComprehensionComprehension Vocabulary Writing and Oral Language andGrammar FluencyAwareness
Literature
EN9RC-Ii-18:EN9LC-Ii-3.14:EN9VC-Ii- Development Composition EN9F-Ii-3.14: UseEN9G-Ii-17: Use
Identify advanceSummarize1.5/2.5: Draw organizers, titles, sub- EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: the appropriate andnormal and inverted
information from thegeneralizations and titles, illustrations,text listened Note types of Analyze literature Use literary devices effective speechword order in creative
toconclusions from etc. given in a textthe material viewed context clue as a means of and techniques to conventionswriting
(restatement, discovering the craft poetic forms expected of speechEN9G-Ii-1.6/1.7:
definition, self choir presentationsUse appropriate
synonyms, EN9LT-Ii-3: punctuation marks and capitalization to convey
9
antonyms) used Explain how a meaning EN9G-Ii-18: Use
for a given word selection may be interjections to convey meaning
or expression influenced by
culture, history,
environment, or
other factors
10 Culminating Task
SECOND QUARTER
PROGRAM
STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
RC LC VC V WC F G
LT
RCLCVCV Literature WC FG
Comprehension Comprehension Comprehension Development LT Compositio Fluency Awareness
WeekReadingListeningViewingVocabulary ComprehensionComprehensionComprehensionDevelopment
argumentative or (intimate, casual, life. Literature n and
Writing Oral Language
while andGrammar
delivering
1EN9RC-IIa-3.2.7:EN9LC-IIa-11: ShiftEN9VC-IIa-1.4:EN9V-IIa-27: Compare and contrastfrom one Composition FluencyAwareness
print media recordin print periodical
listeningEstablish connectionsGive the similar informationstrategy to anotherof like events and howappropriate
gs. EN9LT-IIa-15: EN9WC-IIa-10:
media EN9OL-IIa-3.7:EN9G-IIa-
s, and
3 EN9RC-IIc-
presented in differentbased on topic,these lead to thecommunicative brochures, Analyze literature as a Distinguish the
like Employ varied19:
audio- Use verbal and non-
2 EN9RC-IIb- 19:
texts.purpose, and level ofending of a material.styles for various difficulty ofpamphlets,
thesituations means of valuing features present
brochuresin adverbs invideo
verbal strategiesnarration.
19: Get Get
periodicals, other people and poetry and, in prose. to create impact
recording
information information
and audio- their various pamphlet on the audience
s.
from various from various
video circumstances in s,
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
4 EN9RC-IId-19: frozen). distinguishing Chamber Theatre.
Get information features of notable
from various print Anglo-American
media like sonnets, dramatic
brochures, poetry, vignettes,
and short stories.
EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
information from information contained appropriate a means of valuing features present in verbal and non- adverbs in
argumentative/ in the material viewed. communicative other people and verbal strategies narration.
poetry and in
persuasive texts. styles for various their various to create impact
EN9LC-IIb-2.8: situations circumstances in prose. on the audience
Make inferences from (intimate, casual, life. while delivering
what was said. conversational, lines in a Readers
consultative, EN9LT-II-0-14.2: Theatre or in a
frozen). Explain how the Chamber Theatre.
a selection build its
theme.
EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
paraphrase and information contained appropriate a means of valuing features present in correct production adverbs in
summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
from persuasive texts. styles for various their various prose. vowels sounds,
situations circumstances in consonant sounds,
(intimate, casual, life. diphthongs, etc.
conversational,
consultative, EN9LT-IIc-2.2:
frozen). Explain how the
a genre contribute
to the theme of a
particular literary
selection.
EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
based on the speaker’s the material viewed. communicative other people and of English sounds: narration.
poetry and in
Week 5
6
RC LC VC V WC F G
LT
Literature
7 pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative,
frozen). EN9LT-IId-2.2.1:
Express appreciation
for sensory images
used.
EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the 20: Use
various print media text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, styles for various their various prose. of speech when arguments
periodicals, and audio- situations circumstances in delivering lines in
video 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.
EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf-
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the 20: Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features in expressing
of a communicative their various 9.2: Identify of speech when arguments.
style. circumstances in types and delivering lines in
life. features of a Readers Theatre
EN9LT-IIf-2.2.3: short prose. or in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.
EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
texts such as the ideas listened to. presented in the jargons expected other people and EN9WC-IIg- non-verbal in expressing
diagrams, maps, material viewed. of a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of a Readers or
EN9LT-IIg-2.2.3: short prose. Chamber Theatre.
Determine tone,
mood, technique,
and purpose of the
author.
RC LC VC V WC F G
LT
Literature
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
write-ups. utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
style. circumstances in literary devices delivering lines in
life. and techniques a Readers Theatre
EN9LT-IIh-2.3: to craft short or in a Chamber
Draw similarities and prose forms. Theatre.
differences of the
featured selections
in relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate 20: Use
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals
(outlining, graphic, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when in expressing
representations, etc.) material viewed. of a communicative their various 9.3: Use delivering lines in arguments.
style. circumstances in literary devices a Readers Theatre
life. and techniques or in a Chamber
EN9LT-IIi-3: to craft short Theatre.
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task
THIRD QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
GRADE LEVEL STANDARD Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
CONTENT STANDARD world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
PERFORMANCE STANDARD following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
Comprehension Comprehension Comprehension Developmen Composition Fluency Awareness
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- t EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Interpret EN9V-IIIa-29: Analyze literature Compose forms of Employ varied verbals.
play listening strategies the message Get familiar with as a means of literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a the technical connecting to the EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed vocabulary for world. Identify types and while performing in
elements specific to Extract important drama and theatre EN9LT-IIIa- features of a play a one-act play
a one-act play information from (like stage 16.1: Identify synopsis. EN9F-IIIa-3.11:
1 directions)
contribute to the argumentative/persua the distinguishing Produce the English
development of its sive texts features of sounds correctly
theme Anglo-American and effectively
one-act plays when delivering
lines in a one-act
play.
EN9RC-IIIb-20:
EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use
Analyze a one-act
Reflect on the ideas 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals.
play
of the speaker the message the technical as a means of literary writing sounds correctly
EN9LT-IIIb-20.1:
conveyed in a vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively
Explain how the
material viewed drama and theatre world Identify types and when delivering
elements specific to a
2 (like stage EN9LT-IIIb- features of a play lines in a one-act
one-act play directions) 16.1: Identify synopsis. play.
contribute to the the distinguishing
development of its features of
theme Anglo-American
one-act plays
Week
RC LC VC V WC F G
LT
Literature
Comprehension Comprehension Comprehension Developmen Composition Fluency Awareness
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- t EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret EN9V-IIIc-29: Analyze literature Compose forms of Use the appropriate verbals.
play. information listened the message Get familiar with as a means of literary writing prosodic features of
EN9LT-IIIc-20.1: to conveyed in a the technical connecting to the EN9WC-IIIc- speech when
3 Explain how the poster vocabulary for world 9.4: delivering lines in a
elements specific to drama and theatre EN9LT-IIIc- Identify types and one-act play
a one-act play (like stage 16.1: Identify features of a play
contribute to the directions) the synopsis.
development of its distinguishing
theme features of
Anglo-American
one-act plays
EN9RC-IIId-20:
EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one-act
Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play
logic, unsupported the information the technical as a means of literary writing prosodic features
EN9LT-IIId-2.1.5:
facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId- of speech when
appeal material viewed drama and theatre world 9.4: delivering lines in a
for sensory images
(like stage EN9LT-IIId- Identify types and one-act play
4 used
directions) 2.3: Draw features of a play
EN9LT-IIId-20.2:
similarities and synopsis
differences of the
devices used
featured
selections in
relation to the
theme
EN9RC-IIIe-20:
EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act
Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature EN9WC-IIIe-9: Use the appropriate verbals.
play
and critical feedback/ the information the technical as a means of Compose forms of prosodic features
EN9LT-IIIe-2.1.5:
reaction to a specific contained in the vocabulary for connecting to the literary writing of speech when
context or situation material viewed drama and theatre world EN9WC-IIIe-9.5: delivering lines in a
for sensory images
(like stage EN9LT-IIIe- Use literary devices one-act play
5 used
directions) 2.3: Draw and techniques to
EN9LT-IIIe-20.2:
similarities and craft a play
differences of the synopsis
devices used
featured
selections in
relation to the
theme
EN9RC-IIIf-20:
Analyze a one-act EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9OL-IIIf-2: EN9G-IIIf-21: Use
Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature EN9WC-IIIf-9: Use effective and verbals.
6 play
and critical feedback/ the information the technical as a means of Compose forms of appropriate non-
EN9LT-IIIf-2.1.5:
reaction to a specific contained in the vocabulary for connecting to the literary writing verbal
EN9WC-IIIf-9.5:
R literary author and purpose of the
Week C devices used author
Reading
Comprehen
sion
9 Express
EN9LT-IIIg-
7 appreciation for
8 2.11:
sensory images
Determine tone,
used
mood, EN9LT-IIIh-2.11:
EN9LT-IIIf-
technique, and Determine tone, EN9LT-IIIi-2.11:
20.2:
purpose of the mood, technique, Determine tone,
Explain the
author and purpose of the mood, technique,
LC onal opinion VC V W Compose forms of F G
LT
L about the ideas Viewing Vocabulary C literary writing Oral Language and Grammar
Literature
i listened to Comprehension Development drama Writing EN9WC-IIIi-9.5: Fluency Awareness
s material viewed and theatre world and communication
Use literary devices
t EN9LT-IIIf- Compositi strategies
(like stage and techniques to
e on
directions) 2.3: Draw craft a play
n Use literary
i similarities and synopsis
differences of the devices and
n
featured selections techniques to
g
in relation to the craft a play
theme synopsis
C
o EN9LC-IIIh-12.1: EN9LT-IIIg-16:
m Analyze the content EN9VC-IIIg-24: EN9V-IIIg-29: Analyze literature EN9OL-IIIg-2: EN9G-IIIg-21: Use
p Provide critical Get familiar with as a means of Use effective and verbals.
and feeling levels of
r feedback to the idea the technical connecting to the appropriate non-
e
utterances in
persuasive texts presented in the vocabulary for world verbal
h EN9WC-IIIg-9:
material viewed drama and theatre EN9LT-IIIg-3: communication
e Compose forms
n (like stage Explain how a strategies
selection may be of literary writing
s directions)
influenced by EN9WC-IIIg-
i
o culture, history, 9.5:
n environment, or Use literary
conte other factors devices and
xt or EN9LT-IIIh-16: techniques to
EN9LC-IIIi-8.2: craft a play
situati Judge the relevance EN9VC-IIIh-24: EN9V-IIIh-29: Analyze literature EN9OL-IIIh- EN9G-IIIh-21: Use
on Provide critical as a means of synopsis 3.10: Use verbals.
and worth of Get familiar with
information/ ideas feedback to the idea the technical connecting to the appropriate multi-
EN9LC-IIIi-8.6: presented in the vocabulary for world media resources to
Form decisions based material viewed drama and theatre EN9LT-IIIh-3: accompany the oral
on the ideas (like stage Explain how a delivery of lines
selection may be EN9WC-IIIh-9:
mentioned directions)
influenced by Compose forms
culture, history, of literary writing
environment, or EN9WC-IIIh-
EN9L other factors 9.5:
C- EN9LT-IIIi-16: Use literary
IIIg- EN9VC-IIIi-24: Analyze literature devices and EN9OL-IIIi-3.10:
EN9V-IIIi-29: EN9G-IIIi-21: Use
2.10: Provide critical as a means of techniques to Use appropriate
Get familiar with verbals.
S connecting to the craft a play
feedback to the idea the technical multi-media
h presented in the world synopsis resources to
vocabulary for
ar material viewed drama and theatre EN9LT-IIIi-3: accompany the
e (like stage Explain how a oral delivery of
p directions) selection may be lines
er influenced by
s EN9WC-IIIi-9:
RC LC VC V WC F G
LT
Literature
culture, history,
environment, or
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM
STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VCV WC F G
LT
WeekReading Comprehension Listening ViewingVocabulary Writing and Oral Language and Grammar Awareness
Literature
EN9RC-IVa-2.18: Comprehension ComprehensionDevelopment Composition Fluency EN9G-IVa-22: Use
Relate text content to particular EN9LC-IVa-13: EN9VC-IVa-10:EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: active and passive
social issues, concerns, or Listen to lay value Determine theGet familiar with relevance Analyze literature Compose a play Use varied verbal and constructions
dispositions in real life judgment on critical and thethe technical truthfulness of as a means of review non-verbal
issues that demand thevocabulary for ideas presented indrama understanding communication
1 sound analysis and and theater the material viewed(like stage unchanging values strategies when
call for prompt directions) in a changing performing in a full-
actions world EN9LT-IVa- length play
17.1: Explain how EN9F-IVa-3.11:
the elements Produce the sounds
specific to full- of English effectively
length when delivering lines
in a
RC particular social L V V
LT
Week Reading C C Vocabulary
Literature
Comprehension Listening Viewi Development
Comprehens ng plays build its theme
ion EN9LC-IVe-8.8: Comprehensi EN9VC- EN9LT-IVb-17:
Compare and on
EN9RC-IVb-2.18: IVe- EN9V-IVb-29: Analyze literature as a
Relate text content to contrast ideas 1.3/2.3: Get familiar with the means of
particular social EN9LC-IVb-13.1: listened to Formulate technical vocabulary understanding
issues, concerns, or Get the different EN9VC-IVb-10: for drama and unchanging values in a
dispositions in real life sides of social, Determine the theater (like stage changing world EN9LT-
moral, and relevance and directions) IVb-
economic issues the truthfulness 17.1: Explain how the
2 affecting the of the ideas elements specific to
nation presented in the full-length plays build
material viewed its theme
EN9LT-IVc-17:
Analyze literature as a
means of
EN9V-IVc-29: understanding
EN9RC-IVc-2.18: Get familiar with the unchanging values in a
Relate text content to technical vocabulary changing world EN9LT-
particular social for drama and IVc-
issues, concerns, or theater (like stage 2.2.1 : Express
dispositions in real life EN9LC-IVc-13.2: EN9VC-IVc-10: directions) appreciation for
Employ analytical Determine the sensory images used
3 listening to make relevance and EN9LT-IVd-17:
prediction/projectio the truthfulness Analyze literature as a
ns of the ideas means of
presented in the understanding
material viewed EN9V-IVd-29: unchanging values in a
Get familiar with the changing world EN9LT-
EN9RC-IVd-2.18: technical vocabulary IVd-
Relate text content to for drama and 2.2.2 : Explain the
particular social theater (like stage literary devices used
issues, concerns, or directions) EN9LT-IVe-17:
dispositions in real life Analyze literature as a
4 EN9LC-IVd-7.2: EN9VC- means of
Analyze the stand IVd-
of the speaker 1.3/2.3:
based on the Formulate EN9V-IVe-29:
explicit statement predictions Get familiar with
made based on the the technical
EN9RC-IVe-2.18: material
5 Relate text content to viewed
W on F appropriate G
C Oral Language non-verbal Gra
W
EN9OL-IVe-2:
and Fluency communicatio mm
r Employ ar
EN9WC-IVb-11: full-length play n strategies
i effective and Awa EN9G-IVc-23:
t Compose a play appropriate rene Express
review. EN9F-IVb-3.11:
i ss
n Produce the permission,
g sounds of English obligation, and EN9G-IVe-23:
EN9WC-IVd-11: effectively when prohibition. Express permission,
EN9G-IVb-22:
a Compose a play delivering lines in obligation, and
Use
n review. a full-length play EN9OL-IVd-2: active and
d Employ passive
effective and constructions
C appropriate
o non-verbal
m communicatio
p n strategies
o EN9G-IVd-23:
EN9WC-IVc-11:
s Express
i Compose a play
review EN9WC-IVe-11: EN9OL-IVc-2: permission,
t
i Compose a play Employ obligation, and
review effective and prohibition.
RC LC VC V WC F G
LT
Literature
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition
dispositions in real life on the material drama and theater unchanging communication writing an evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2 :
Explain the
literary
devices used
EN9RC-IVf-2.22: 2.2.3 :
EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14:
Judge the relevance Determine tone,
Differentiate biases 1.3/2.3: Get familiar with Analyze literature Compose a play Use the appropriate
and worth of ideas, mood,
from prejudices Formulate the technical as a means of review suprasegmentals:
soundness of author’s technique, and
predictions based vocabulary for understanding pitch, stress,
reasoning, and the purpose of the
on the material drama and theater unchanging juncture, intonation,
effectiveness of the author
viewed (like stage values in a etc.
presentation
directions). changing world
6
EN9LT-IVf-
EN9G-IVf-1: Change direct to indirect speech and vice versa
EN9RC-IVg-2.22:
EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:
Judge the relevance
Judge the relevance Take a stand on Get familiar with Analyze literature Compose a play Use the Change direct to
and worth of ideas,
and truthfulness of critical issues the technical as a means of review appropriate indirect speech and
soundness of author’s
the ideas listened to brought up in the vocabulary for understanding suprasegmentals: vice versa
reasoning, and the
material viewed drama and theater unchanging pitch, stress,
effectiveness of the
(like stage values in a juncture,
presentation
directions) changing world intonation, etc.
7
EN9LT-IVg-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN9RC-IVh-2.22:
EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh- EN9G-IVh-24: Use
8 Judge the relevance
Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play 3.10: words to express
and worth of ideas,
the evidence listened critical issues the technical as a means of review Use evaluation
appropriate
multi-media
RC LC VC V WC F G
LT
Literature
Comprehension Comprehension Comprehension Development Compositio Fluency Awareness
soundness of author’s to brought up in the vocabulary for understanding n resources
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN9RC-IVi-2.22: reasoning 9 present critical issues vocabulary for drama

EN9LC-IVi-8.7: EN9VC-IVi- EN9V-IVi-29:
Judge the relevance , and the ation brought up in and theater (like stage
Make 14: Get familiar with
and worth of ideas, effectiven the material directions)
generalizations Take a stand on the technical
soundness of author’s ess of the viewed
EN9LT-IVi-17: EN9LT-IVi-3: culture, history, multi-media effectively and
EN9WC-IVi-11: EN9OL-IVi- EN9G-IVi-25:
Analyze literature as a means of Explain how a environment, or resources efficiently
Compose a play 3.10: Observe tense
understanding unchanging selection may be other factors appropriatel
review Use consistency in writing
values in a changing world influenced by y,
appropriate an evaluation
10 Culminating Task
Grade 9 Tagged
Materials
Learning Materials are uploaded at Match diagrams with CODE
http://lrmds.deped.gov.ph their corresponding
RC - Reading Comprehension write-ups.
1Q
Share prior knowledge about a text topic Organize information EN9RC-Ia-16 EN9RC-Ib-16
in various
ways(outlining, EN9RC-Ic-13.2
Take note of sequence signals or connectors to
determine patterns of idea development given in a text graphic,
Scan sequence signals or connectors to determine representations, EN9RC-Id-13.2
patterns of idea development etc.)
EN9RC-Ie-1.5.1 EN9RC-If-1.5.1 EN9RC-Ig-17 EN9RC-Ih-17
Skim to determine key ideas and author’s purpose
EN9RC-Ii-18
Make a connection between the present text and
previously read texts
EN9RC-IIa-3.2.7 EN9RC-IIb-19 EN9RC-IIc-19
Identify advance organizers, titles, sub-titles, illustrations,
etc. given in a text
2Q EN9RC-IId-19
Compare and contrast similar information presented in
different texts.
EN9RC-IIe-19 EN9RC-IIf-11.1
Get information from various print media like brochures,
pamphlets, periodicals, and audio-video recordings.
EN9RC-IIg-5
EN9RC-IIh-11.1.1 EN9RC-IIi-2.15
Sense the difference between linear and non-linear texts.
Interpret information found in non-linear texts such as

diagrams, maps, charts, etc
*These materials are in textbooks *English
that have been delivered to Expressways II. 1. *English Expressways II. 2007. pp 74-75.
schools. 2007. pp 93-95. 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.
*English Expressways II. 2007. pp 78-79.
*English
*English Expressways II. 2007. pp 190-191. Expressways II. 1. *English Expressways III. 2007. pp 76-78.
2007. pp 136- 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
1. *English Expressways II. 2007. pp 118-119. 137, 138-139 1. *English Expressways II. 2007. pp 134-135, 247.
2. *English Expressways IV. 2007. pp 121-122. 2. *English Arts III. 2000. pp 205-209.
1. *English Arts III. 2000. pp 79. *English 3. *English Expressways III. 2007. pp 77.
2. *English Expressways III. 2007. pp 238, 239. Expressways II. 4. *English Expressways IV. 2007. pp 172, 194-196.
3. *English Expressways IV. 2007. pp 121-122. 2007. pp 30. 1. *English Expressways II. 2007. pp 128-129.
1. *English Expressways III. 2007. pp 44, 45, 113, 126, 2. *English Expressways III. 2007. pp 183, 184.
222. *English 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
2. *English Expressways IV. 2007. pp 74-75, 104, 294. Expressways II. 2. *English Arts III. 2000. pp 205-209.
1. *English Expressways II. 2007. pp 190-191. 2007. pp 30. 3. *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181, 222-223.
2. *English Expressways III. 2007. pp 208-210, 306.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
Express appreciation for sensory images used listened to persuasive texts.
Compare and React and share personal opinion about the ideas listened to.
contrast Analyze the content and feeling levels of utterances in persuasive texts.
Explain the literary devices used information Judge the relevance and worth of ideas presented.
listened to 3Q
Summarize Employ appropriate listening strategies suited to type of
Determine tone, mood, technique, and purpose of the information
author from the text
listened to 2Q
4Q Shift from one listening
Judge the relevance and worth of ideas, soundness of strategy to another
author’s reasoning, and the effectiveness of the based on topic,
presentation purpose, and level of
difficulty of the
LC- Listening Comprehension argumentative or
1Q persuasive text.
Infer thoughts, feelings and intentions of the speaker Make inferences from
Paraphrase the text listened to what was said.
Agree or disagree with the ideas of the speaker Listen to
Judge the relevance and worth of ideas presented paraphrase and
summarize
Draw generalizations and conclusions from the material information from
EN9RC-IIId-2.1.5 EN9RC-IIIe-2.1.5 EN9RC- 1. *English
IIIf-2.1.5 EN9RC-IIId-20.2 EN9RC-IIIe-20.2 Expressways II.
EN9RC-IIIf-20.2 EN9RC-IIIg-2.11 EN9RC- 2007. pp 14-19.
IIIh-2.11 EN9RC-IIIi-2.11 2. *English
Expressways III. *English Expressways II. 2007. pp 210-211.
EN9RC-IVf-2.22 EN9RC-IVg-2.22 EN9RC-IVh- 2007. pp 180, 181, *English Arts III. 2000. pp 89-90, 94, 113-114.
2.22 EN9RC-IVi-2.22 281-285. *English Expressways II. 2007. pp 109, 208-209.
3. *English *English Arts III. 2000. pp 104, 156, 255.
Expressways IV. 2007. *English Expressways III. 2007. pp 128-131, 158-159.
EN9LC-Ib-6.2 EN9LC-Ic-3.12 EN9LC-Id-8.4 pp 113-115, 206-207, 1. *English Expressways II. 2007. pp 136-137.
220-221. 2. *English Expressways IV. 2007. pp 133-135.
EN9LC-If-8.2 *English Arts III. *English Expressways II. 2007. pp 136-137, 138-139.
2000. pp 153-154.
EN9LC-Ig-8.7
EN9LC-Ih-8.8 EN9LC-Ii-3.14 *English Expressways II. 2007. pp 280-281.
1. *English
Expressways III. 2007.
pp 9-11, 96. *English Expressways II. 2007. pp 104-105.
EN9LC-IIa-11 EN9LC-IIb-2.8
2. *English *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14 EN9LC-IIg-3.13 Expressways IV. 2007.
pp 66-73, 104, 107,
*English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIh-12.1 EN9LC-IIi-8.2 288-293.
*English Expressways II. 2007. pp 281.
EN9LC-IIIa-6
*English Arts III. *English Arts III. 2000. pp 104, 156, 255.
2000. pp 104, 156,
255.
*English Expressways II. 2007. pp 280-281.
LEARNING COMPETENCY
LEARNING MATERIALS
text
Extract important information from Analyze the stand
argumentative/persuasive texts of the speaker Assess the relevance and worth of ideas presented in the material viewed.
Reflect on the ideas of the speaker based on the Draw generalizations and conclusions from the material viewed
Provide appropriate and critical feedback/ reaction to a explicit statement 2Q
specific context or situation made Share personal opinion about the ideas presented in the material viewed.
Share personal opinion about the ideas listened to VC- Viewing Judge the relevance and worth of ideas presented in the material viewed.
Comprehension 3Q
Analyze the content and feeling levels of utterances in 1Q Interpret the message conveyed in a material viewed
persuasive texts Infer thoughts,
Judge the relevance and worth of information/ ideas feelings, and intentions
in the material viewed Interpret the message conveyed in a poster
4Q Analyze the information contained in the material viewed
*English Arts III. 2000. pp 33-34.
EN9LC-IIIa-6.1
V- Vocabulary Development
1Q EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.
Note types of context clue (restatement, definition, EN9LC-IIIe-3.13 *English Expressways II. 2007. pp 174-175, 208-209.
synonyms, antonyms) used for a given word or EN9LC-IIIf-3.13
EN9LC-IIIg-2.10
2. *English Arts III. 2000. pp 256.
*English Expressways II. 2007. pp 281.
EN9LC-IIIh-12.1
1. *English Arts III. 2000. pp 104, 156, 255.
EN9LC-IIIi-8.2
*English Expressways II. 2007. pp 109, 258, 270.

EN9LC-IVd-7.2
EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.

EN9VC-Ib-3.8
EN9VC-Ic-3.8
EN9VC-If-19 1. *English Arts III. 2000. pp 104, 156, 255.
EN9VC-Ig-19 2. *English Expressways III. 2007. pp 128-131.
EN9VC-Ih-1.5/2.5
EN9VC-Ii-1.5/2.5
EN9VC-IIf-23 *English Arts III. 2000. pp 256.

EN9VC-IIg-23
EN9VC-IIh-19 1. *English Arts III. 2000. pp 104, 156, 255.
EN9VC-IIi-19 2. *English Expressways III. 2007. pp 128-131.
EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.

EN9VC-IIIb-
1.2/2.2 EN9VC-
IIIc-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIId-
4.3/5.3 EN9VC-
IIIe-4.3/5.3
EN9VC-IIIf-4.3/5.3
*English Expressways II. 2007. pp 92, 114, 153, 203.
EN9V-Ig-12.3
EN9V-Ih-12.3
expression. LEARNING Learning Materials are uploaded at http://lrmds.deped.gov.ph
3Q COMPETENCY
EN9V-Ii-12.3 EARNING MATERIALS
L
CODE *These materials are in textbooks that have been delivered to schools.
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 2. *English Expressways III. 2007. pp 340-347.
EN9V-IIIc-29
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 2. *English Expressways III. 2007. pp 340-347.
EN9V-IVc-29
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 1. *English Expressways III. 2007. pp 9-11, 96.
author. EN9LT-Ig-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2Q
Analyze literature as a means of valuing other people and EN9LT-IIa-15 *English Arts III. 2000. pp 75.
their various circumstances in life. EN9LT-IIb-15
EN9LT-IIc-15
EN9LT-IId-15
LEARNING COMPETENCY
Learning Materials are uploaded at
Identify the distinguishing features of notable Anglo-
LEARNING MATERIALS
American sonnets, dramatic poetry, vignettes, and short CODE
stories.
Express appreciation for sensory images used. EN9LT-IIe-15
EN9LT-IIf-15
Explain the literary devices used EN9LT-IIg-15
Determine tone, mood, technique, and purpose of the EN9LT-IIh-15
author. EN9LT-IIi-15
3Q *English Arts III. 2000. pp 123.
Analyze literature as a means of connecting to the world. EN9LT-IIa-15.1

EN9LT-IId-2.2.1
EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.
EN9LT-IIf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
EN9LT-IIg-2.2.3
EN9LT-IIIa-16 *English Arts III. 2000. pp 75.

4Q EN9LT-IIIb-16
Analyze literature as a means of understanding EN9LT-IIIc-16
unchanging values in a changing world EN9LT-IIId-16
EN9LT-IIIe-16
EN9LT-IIIf-16
EN9LT-IIIg-16
EN9LT-IIIh-16
EN9LT-IIIi-16
EN9LT-IVa-17 *English Arts III. 2000. pp 75.

Determine tone, mood, technique, and purpose of the EN9LT-IVb-17
author EN9LT-IVc-17
WC- Writing and Composition EN9LT-IVd-17
1Q EN9LT-IVe-17
Distinguish between and among informative, journalistic, EN9LT-IVf-17
and literary writing EN9LT-IVg-17
Distinguish between and among informative, journalistic, EN9LT-IVh-17 EN9LT-
and literary writing IVi-17
EN9LT-IVf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
EN9LT-IVg-2.2.3
EN9WC-Ia-8 *English Expressways IV. 2007. pp 6.
EN9WC-Ib-8 *English Expressways IV. 2007. pp 57-59.

LEARNING COMPETENCY EN9F-Ie-1.14
Use literary devices and techniques to craft poetic forms. EN9WC-Ih-
3.6 EN9WC-
2Q Ii-3.6
Compose forms of literary writing.
EN9WC-IIf-9
EN9WC-IIg-9
EN9WC-IIh-
3Q 9 EN9WC-IIi-
Compose forms of literary writing 9
EN9WC-IIIa-9
EN9WC-IIIb-9
EN9WC-IIIc-9
EN9WC-IIId-9
EN9WC-IIIe-9
EN9WC-IIIf-9
EN9WC-IIIg-9
4Q EN9WC-IIIh-9
Compose a play review EN9WC-IIIi-9
EN9WC-IVa-11
EN9WC-IVb-11
EN9WC-IVc-11
EN9WC-IVd-11
EN9WC-IVe-11
EN9WC-IVf-11
EN9WC-IVg-11
F- Oral Language and Fluency EN9WC-IVh-11
1Q EN9WC-IVi-11
Use the appropriate segmental (sounds of English) and
the supra segmental or prosodic features of speech when
delivering lines of poetry and prose in a speech choir, jazz
chants and raps
EN9F-Ia-1.15
Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of
poetry and prose in dramatic and conventional speech
choirs
EN9F-Id-1.14
Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of
poetry and prose in dramatic and conventional speech
choirs
LEARNING MATERIALS
*These materials are in textbooks
that have been delivered to
schools.
*English Arts III. 2000. pp 153, 201, 203.
*English Arts III. 2000. pp 19, 53, 107, 260. *English Arts III.
2000. pp 234.
*English Expressways II. 2007. pp 28-30, 64-65, 184-186.
*English Arts III. 2000. pp 19, 53, 107, 260.

*English Expressways II. 2007. pp 44-45, 64-65, 184-186.
LEARNING COMPETENCY
http://lrmds.deped.gov.ph Use past
Use the appropriate and effective speech conventions conditionals in EN9F-Ih-3.14 EN9F-Ii-3.14
expected of speech choir presentations. expressing
2Q arguments.
EN9F-IIa-3.7 EN9F-IIb-3.7
Employ varied verbal and non-verbal strategies to create
impact on the audience while delivering lines in a Readers EN9F-IIc-3.11.1 EN9F-IId-3.11.1
Theatre or in a Chamber Theatre.
Use the correct production of English sounds: vowels
sounds, consonant sounds, diphthongs, etc. EN9F-IIIa-3.7
3Q EN9F-IIIa-3.11 EN9F-IIIb-3.11 EN9F-IIIc-5 EN9F-IIId-5 EN9F-IIIe-5 EN9F-IIIf-2
Employ varied verbal and non-verbal strategies while EN9F-IIIg-2
performing in a one-act play
Produce the English sounds correctly and effectively when EN9F-IVc-2 EN9F-IVd-2 EN9F-IVe-2
delivering lines in a one-act play.
Use the appropriate prosodic features of speech when
delivering lines in a one-act play EN9G-IIa-19 EN9G-IIb-19 EN9G-IId-19 EN9G-IIh-20 EN9G-IIi-20
Use effective and appropriate non-verbal communication

strategies
4Q
Employ effective and appropriate non-verbal
communication strategies
G- Grammar Awareness
2Q
Use adverbs in narration.
LEARNING MATERIALS 1. *English Arts III. 2000. pp 209.
*These materials are in textbooks 2. *English Expressways III. 2007. pp 294-296.
that have been delivered to
schools. *English Arts *English Expressways III. 2007. pp 294-296.
III. 2000. pp
227-233, 269-
277.
*English Arts *English Expressways II. 2007. pp 196-197.
III. 2000. pp
227-233, 269-
2. *English Arts III. 2000. pp 81-82, 95-96, 105, 114-
115, 133-134.
4Q
Change direct to indirect speech and vice versa
EN9G-IVf-1 *English Arts III. 2000. pp 96-99.
EN9G-IVg-1
GRADE 10
FIRST QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Explain how the

RC LC VC V WC F
LT
Literature
Comprehension Comprehension Comprehension Development Composition Fluency
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14:
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors of
of textual aids like can be used in how connected formal from how the features of public speaking
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed words build its theme
the understanding of talks, panel
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15:
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and interpret
of textual aids like implicit and explicit how connected formal from elements specific features of the ethics of public
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
2 the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1 :
Express
appreciation for
sensory images
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- used EN10WC-Ic- EN10OL-Ic-3.16:
3
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate EN10LT-Ic-2.2: 12.2: Formulate a Describe the
ammar reflexive and EN10G-Ib-27: pronouns EN10G-Ic-26: Using
G Awaren intensive Use words and
G ess pronouns reflexive and
r EN10G-Ia-27: Use intensive
RC EN10RC-If-21: L VC EN10VC-If- V
Week Reading Compare new C Viewing 25:Express Vocabulary
6
Comprehension insights with Listenin Comprehension insights based on Development
of textual aids like g how connected formal from
previous learnings the ideas
advance organizers, Comprehe events contribute informal
nsion
presented in the
titles, non-linear to the totality of a material viewed definitions of
illustrations, etc. on implicit and material viewed words
the understanding of explicit signals,
verbal, as well as EN10LC-If-
a text 14.2:
non-verbal, used
by the speaker to Determine the
highlight roles of
significant points discourse
markers (e.g.
conjunctions,
EN10RC-Id-2.15.2: gambits, EN10VC-Id- EN10V-Id-
Determine the effect adverbs) in 25:Express insights 13.9:Differentiate
of textual aids like based on the ideas formal from informal
advance organizers, presented in the definitions of words
titles, non-linear EN10LC-Id-4.1: material viewed
illustrations, etc. on Single out direct
4 and indirect
the understanding of
a text signals used by
a speaker
EN10V-Ie-
13.9:Differentiate
EN10RC-Ie-2.15.2: EN10VC-Ie- formal from informal
Determine the effect 25:Express insights definitions of words
of textual aids like based on the ideas
advance organizers, presented in the
titles, non-linear material viewed
illustrations, etc. on EN10LC-Ie-
the understanding of 14.1:
5 Point out the
a text
effectiveness of
the devices used
by the speaker to EN10V-If-
attract and hold 13.9:Differentiate
the attention of formal from informal
the listener definitions of
LT LT-Ic- EN10LT-If-2.2: WC EN10WC-Ie- F G
Literat 2.2.2 : Explain the Explain how the Writing and 12.2: Formulate Oral Language Gram
ure literary devices used elements specific to a Composition a statement of and mar
statement of Fluency Aware
elem EN10LT-Id-2.2: genre contribute to opinion or
opinion or assertion techniques in EN10OL-Ie- ness
ents Explain how the the assertion
effective 3.16.1: Employ the expressions
speci elements specific to EN10WC-Ie-
public techniques in public that
fic to a genre contribute to 12.3: Compose
speaking speaking in a emphasize a
a the theme of a a persuasive
sample public point
genr particular literary text of three EN10G-Ie-26: Using
selection EN10LT- paragraphs speaking situation
e words and
contr Id- expressing expressions that
ibute 2.2.2 : Explain the one’s stand on emphasize a point
to literary devices used an issue
the EN10LT-Ie-2.2:
them Explain how the EN10WC-Id-
e of elements specific to 12.2: Formulate a
a genre contribute to statement of EN10OL-Id-
a
the theme of a opinion or assertion EN10WC-If- 3.16.1: Employ
parti
the techniques in EN10OL-If- EN10G-Id-26:
cular particular literary 12.3:
public speaking in 3.16.1: Employ the Using
litera selection EN10LT- Compose a
a sample public techniques in public words and
ry Ie- persuasive text
speaking situation speaking in a expressions
selec 2.2.3 : Determine of three
sample public that
tion tone, mood, paragraphs EN10G-If-3.6: Use
emphasize a
technique, and expressing one’s modals
point
EN10 purpose of the author
RC L or enhanced VC EN10VC-Ih-
Week Reading C Viewing 1.5/2.5:Draw
Comprehensio EN10RC-Ih-21: Listenin Comprehension generalizations and
8 n Compare new g
conclusions based on
insights with Comprehen EN10LC-Ih-
sion
the materials viewed
previous learnings 14.3:
signaling the Show EN10VC-Ii-
functions of appreciation for
statements 1.5/2.5:Draw
songs, poems, generalizations and
EN10RC-Ii-21: made and other
9 conclusions based on
Compare new listening texts the materials viewed
insights with
previous learnings EN10VC-Ig-
EN10RC-Ig-21: 1.5/2.5:Draw
Compare new insights EN10LC-Ii-14: generalizations and
7 with previous Examine how conclusions based
learnings EN10LC-Ig-8.7: spoken on the materials
Make communication viewed
generalizations may be repaired
V WC EN10WC-Ii-12: F EN10OL-Ii- G
LT
V Writing and Compose short Oral Language and 3.16.1: Employ Gram
Literature
o Composition persuasive texts Fluency the techniques in mar
c theme of a particular stand on an issue speaking situation Awar
EN10V-Ig- using a variety public speaking in
a literary selection. eness EN10G-Ii-3.6: Use
b 13.9:Differentiate ofpersuasive a sample public
EN10LT-If- techniques and speaking situation modals
u formal from informal
l definitions of words 2.2.3: Determine devices
a tone, mood,
r technique, and
EN10V-Ih-
y purpose of the author
13.9:Differentiate
formal from informal EN10LT-Ig-3:
D definitions of words Explain how a
e selection may be EN10WC-Ig- EN10OL-Ig-
v influenced by culture, 12.3: Compose a 3.16.1: Employ
e EN10V-Ii- EN10G-Ig-3.6:
history, environment, persuasive text of the techniques in
l 13.9:Differentiate Use
or other factors three paragraphs public speaking in
o formal from informal modals
EN10LT-Ih-2.3: expressing one’s a sample public
p definitions of words
m Draw similarities and stand on an issue speaking situation
e differences of the
n featured selections EN10WC-Ih- EN10OL-Ih-
t in relation to the 12.3: Compose a 3.16.1: Employ
words theme persuasive text of the techniques in
EN10LT-Ii-18: three paragraphs public speaking in EN10G-Ih-3.6:
Evaluate literature as expressing one’s a sample public Use
a way of expressing stand on an issue speaking situation modals
and resolving one’s
personal conflicts
10 Culminating Activity
SECOND QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a
GRADE LEVEL STANDARD deeper 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.
Express
RC LC VC V appreciation for WC F
LT
Literature
Comprehension Comprehension Comprehension Developmen Composition Fluency
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: t EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5:
Transcode Switch from one Assess the EN10V-IIa- 14.2: Explain 13.1: Identify Employ appropriate
information from listening strategy to effectiveness of the 13.9: Give how the parts and features pitch, stress, juncture,
1 linear to non-linear another to extract ideas presented in technical and elements specific of argumentative intonation, etc.
texts and vice-versa meaning from the the material operational to a selection essays
listening text viewed taking into definitions build its theme
account its purpose EN10OL-IIb-
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10LT-IIb- EN10WC-IIb- 5:Employ appropriate
Explain illustrations Assess the Assess the EN10V-IIb- 14.2: Explain 13.2: Formulate pitch, stress,
from linear to non- effectiveness of a effectiveness of the 13.9: Give how the claims of fact, juncture, intonation,
2 linear texts and vice material listened to ideas presented in technical and elements specific policy, and value etc.
versa taking into account the material operational to a selection
the speaker’s purpose viewed taking into definitions build its theme
account its purpose EN10OL-IIc-
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10LT-IIc- EN10WC-IIc- 3.11:
Present information Assess whether the Assess the EN10V-IIc-13.9: 2.2 : Explain 13.3: Use patterns Use the correct sound
using tables, graphs, speaker’s purpose is effectiveness of the Give technical and how the and techniques of of English when
and maps achieved or not ideas presented in operational elements specific developing an delivering impromptu
the material viewed definitions to a genre argumentative and extemporaneous
3 taking into account contribute to the claim speech
its purpose theme of a
particular literary
selection
EN10LT-IIc-
2.2.1 :
ramma EN10G-IIa-29: making Observe making Observe correct
G r Observe correct definitions correct definitions grammar in making
G Awaren grammar in EN10G-IIb-29: grammar in EN10G-IIc-29: definitions
ess
RC LC VC V
LT 2.2.3: Determine WC F
Week Reading Listening Viewing Vocabulary tone, mood, Writing and Oral Language and
Literature
Comprehension Comprehension Comprehension Developmen technique, and Composition Fluency
t sensory images purpose of the
used author
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId-
Scan for needed 3.15:Evaluate 26:Detect bias and EN10V-IId- 2.2: Explain how 1.6.3: 3.11:Use the
information listening texts in prejudice in the 13.9: Give the elements Acknowledge correct sound of
terms of accuracy, material viewed technical and specific to a citations by English when
validity, adequacy, operational genre contribute preparing a delivering
and relevance definitions to the theme of a bibliography impromptu and
4
particular literary extemporaneous
selection speech
EN10LT-IId-
2.2.2 :
Explain the
literary
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: devices used EN10SS-IIe- EN10OL-IIe-3.8:
Read closely to get Employ analytical Detect bias and EN10V-IIe- EN10LT-IIe- 1.6.4: Use writing Observe the correct
the author’s purpose listening in problem prejudice in the 13.9: Give 2.2: Explain how conventions to stance and proper
solving material viewed technical and the elements indicate stage behavior as
operational specific to a acknowledgement deemed necessary
definitions genre contribute of resources EN10OL-IIe-
to the theme of a 2.6.2: Establish
5
particular literary eye contact
selection
EN10LT-IIe-
2.2.3 :
Determine tone,
mood, technique,
and purpose of
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: the author EN10SS-IIf- EN10OL-IIf-3.8:
Read closely to get Employ analytical Detect bias and EN10V-IIf-13.9: EN10LT-IIf- 1.6.6: Use Observe the correct
explicitly and listening in problem prejudice in the Give technical and 2.2: Explain how quotation marks or stance and proper
implicitly stated solving material viewed operational the elements hanging stage behavior as
information definitions specific to a indentations for deemed necessary
genre contribute direct quotes EN10OL-IIf-
to the theme of a 2.6.2: Establish
6
particular literary eye contact
selection
EN10LT-IIf-
G mar EN10G-IId-29: words and EN10G-IIf-28: Use
G Awaren Observe correct expressio words and
r ess grammar in ns that expressions that
a
making EN10G-IIe-28: affirm or affirm or negate
m
definitions Use negate
RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22:
EN010LC-IIh- EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh- EN10G-II-h-28:
Evaluate text content,
15.3: Use previous 13.9: Give Explain how a Compose an 3.7: Use words and
elements, features,
Determine experiences as technical and selection may be argumentative Demonstrate expressions that
and properties using
8 unsupported scaffold to the operational influenced by essay confidence and affirm or negate
a set of criteria
generalizations and message conveyed definitions culture, history, ease of delivery
exaggerations 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- EN10F-IIi-1.15: EN10G-IIi-28:Use
Evaluate text content,
Determine Use previous Give technical and Evaluate 13: Make and deliver words and
elements, features,
unsupported experiences as operational literature as a Compose an impromptu and expressions that
and properties using
generalizations and scaffold to the definitions vehicle of argumentative extemporaneous affirm or negate
9 a set of criteria.
exaggerations message conveyed expressing and essay speeches with ease
by a material resolving and confidence
viewed conflicts between
and among
individuals or
groups
THIRD QUARTER
PROGRAM
STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as 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.
2.2.2 :
RC LC VC V Explain the WC F
LT
Week Reading Listening Viewing Vocabulary
Literature
literary Writing and Oral Language and
Comprehension Comprehension Comprehension Development Composition Fluency
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa-
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2 : Explain 14.1.1: Expand 3.8: Use the correct
the structure and reorganize, clarify issues expanded how the ideas using stage stance and
elements of the synthesize, and covered in the definitions of elements specific principles of behavior when giving a
selection evaluate information material viewed words to a genre cohesion and roast and a toast and
(structuralist/formalist) to expand, review, or contribute to the coherence when paying tribute to
1 update knowledge theme of a someone in a eulogy
particular literary
selection
EN10LT-IIIa-
2.2.1 : EN10OL-IIIb-
Express 3.8: Use the correct
appreciation stage stance and
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- for sensory EN10WC-IIIb- behavior when giving a
Treatment of underlying Distinguish the Share viewpoints 13.9: Give images used 14.1.2: Use a roast and a toast and
or overarching issue important points from based on the ideas expanded EN10LT-IIIb- variety of when paying tribute to
concerning human less important ones in presented in the definitions of 2.2: Explain how informative, someone in a eulogy
experience (moralist) a text listened to materials viewed words the elements persuasive, and
2 specific to a argumentative
genre contribute writing techniques
to the theme of
a particular
literary selection
EN10LT-IIIb-
rammar Use EN10G-IIIb-31: effectively
G Awareness pronouns Use
G EN10G-IIIa-31: effectively pronouns
Week RC LC VC V
LT
WC F G
Literature
Comprehension Comprehension Comprehension Developmen Compositio Fluency Awareness
t devices used n
EN10RC-IIIc-22.3: Personal and creatively EN10VC-IIIf-23: EN10V-IIIf-

EN10LC-IIIc- EN10VC-IIIc-10: EN10V-IIIc-
Power struggles of significance to the text Share viewpoints 13.9: Give expanded
3.14: Evaluate the 13.9: Give
characters (Marxist) of listened to based on the ideas definitions of words
Summarize information expanded
6 the presented in the
important points contained in the definitions of
selection materials viewed
discussed in the material viewed in words
to the
3 text listened to terms of accuracy
reader
and effectiveness
(reader-
response
) EN10LC-
IIIf-3.13:
React to the
EN10RC-IIId-22.4: falsity or
EN10VC-IIId-28: EN10V-IIId-
Gender relationships of soundness of
Disclose the 13.9: Give
characters (feminist) an argument
EN10LC-IIId- personal expanded
3.2: significance of a definitions of
Raise questions material viewed words
and seek
4
clarifications on
issues discussed
in the text
listened to.
EN10LC-IIId-
3.18:
Get different
EN10RC-IIIe-22.5: viewpoints on EN10VC-IIIe-12: EN10V-IIIe-
Relevance of the various local or Raise questions to 13.9: Give
selection to the global issues clarify issues expanded
historical context during
5 which it was produced covered in the definitions of
(historical) material viewed words
EN10LC-IIIe-
2.9:
EN10RC-IIIf-2.18: React intelligently
EN10LT-IIIc- indentations EN10OL-IIIe-
EN10SS-IIIc- EN10OL-IIIc-5: EN10G-IIIc-31:
2.2.3: Determine tone, mood, for direct 3.9:Use the correct
1.6: Employ the Use
technique, and purpose of the quotes and appropriate
Show respect for appropriate pronouns
author EN10LT-IIIf-3: EN10SS- language when
intellectual prosodic features effectivel EN10G-IIIe-30:
Explain how a IIIe-1.6: giving a toast or a
property rights by of speech y Use structures of
selection may be Show respect tribute to someone
acknowledging modification
influenced by for intellectual and when
citations made in
culture, history, property rights delivering welcome
the critique
by and closing
EN10SS-IIIc-
acknowledging remarks
1.6.4 : Use
EN10LT-IIId- citations made EN10OL-IIIf-3.9:
writing
14.2: Explain how the in the critique Use the correct and
conventions to
elements specific to a EN10SS- appropriate
acknowledge EN10OL-IIId-
selection build its theme IIIe- language when
sources 1.4:Use polite EN10G-IIIf-30:
1.6.5 : Use giving a toast or a
EN10SS-IIId- expressions when EN10G-IIId- Use structures of
in-text
1.6: Show giving a roast 31:Use modification
citations
respect for pronouns
EN10SS-
intellectual effectively
IIIf-
property rights by
1.6.3:
acknowledging
Acknowl
citations made in
EN10LT-IIIe-3: edge
the critique
Explain how a selection may sources
EN10SS-IIId-
be influenced by culture, by
1.6.6: Use
history, environment, or other preparin
quotation marks or
factors ga
hanging
Week R L React intelligently and

9 C C creatively to the text
Reading EN10RC-IIIi- Listening listened to
Comprehe 3.1.12: Comprehens
nsion Examining biases ion
EN10LC-IIIh-
8
6.5:
EN10RC-
Describe the
IIIh-23.1:
EN10RC-IIIg- EN10LC-IIIg- emotional appeal
Identifying
2.18: 14.3: of a listening text
textual details
Personal Show appreciation
that affirm or
7 significance of the for songs, poems,
refute a claim
selection to the plays, etc.
reader (reader-
response) EN10LC-IIIi-2.9:
VC contained in the V WC F speeches to G
LT
V material viewed in Vocabulary Writing Oral Language and introduce guest Grammar
Literature
i terms of accuracy and Development and EN10WC-IIIi- Fluency speakers/resource Awareness
e environment, or Compo 14: tribute to someone
effectiveness persons etc.
w other factors sition Compose an and when
i effectively in varied
bibliography independent delivering welcome
n speech situations
g critique of a and closing
chosen selection remarks
EN10V-IIIg- EN10LT-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
C
o 13.9: Give 20: Evaluate 1.10: Deliver Use structures of
expanded literature as a EN10WC- special speeches modification
m EN10VC-IIIh-28:
p definitions of words source of wisdom IIIg- like toast and roast
Disclose the
r in expressing and 14: Compose speeches, tributes,
personal
e resolving conflicts an welcome and
significance of a
h between independent closing remarks,
e
material viewed
individuals or critique of a speeches to
n chosen
groups and nature introduce guest
s selection
i speakers/resource
o EN10VC-IIIi-28: persons etc.
n Disclose the effectively in varied
personal EN10V-IIIh- EN10LT-IIIh- speech situations
significance of a 13.9: Give 2.3: Draw EN10OL-IIIh- EN10G-IIIh-30:
material viewed expanded similarities and 3.11: Produce the Use structures of
definitions of words differences of the sounds of English modification
featured selections correctly and
EN10 in relation to the effectively
VC- theme EN10WC-
IIIg- EN10V-IIIi- EN10LT-IIIi- IIIh-
10: 13.9: Give 20: Evaluate 14: Compose
Evalu expanded literature as a an EN10OL-IIIi- EN10G-IIIi-30:
ate definitions of words source of wisdom independent 1.10: Deliver Use structures of
the in expressing and critique of a special speeches modification
infor resolving conflicts chosen like toast and roast
mati between selection speeches, tributes,
on individuals or welcome and
groups and nature closing remarks,
FOURTH QUARTER
PROGRAM
STANDARD
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT
how to use the language of research, campaigns and advocacies.
STANDARD
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
EN10LT-IV-b-
RC LC VC V 2.2.2 : WC F
LT
Week Reading Listening Viewing Vocabulary
Literature
Explain the Writing and Oral Language and
Comprehension Comprehension Comprehension Development literary Composition Fluency
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2 : Explain 14.1.1: Expand Use appropriate
gather information reorganize, contrast the technical terms how the ideas using language when
from primary and synthesize and contents of the used in research elements specific principles of delivering campaign
secondary sources of evaluate information materials viewed to a genre cohesion and
information to expand, review, contribute to the speeches.
with outside coherence
1 or update knowledge sources of theme of a
information in particular literary
terms of selection
accessibility and EN10LT-IVa-
effectiveness 2.2.1 :
Express
appreciation EN10OL-IVb- 3.8.1:
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: for sensory EN10WC-IVb- Show courtesy and
Get vital information Get different Compare and Get familiar with images used 14.1.2: Use a politeness when
from various websites viewpoints on various contrast the technical terms EN10LT-IVb- variety of delivering campaign
on the internet local or global issues contents of the used in research 2.2 : Explain informative, speeches
EN10LC-IVb-16.1: materials viewed how the persuasive, and
2 Distinguish the with outside elements specific argumentative
important points from sources of to a genre writing techniques
less important ones in information in contribute to the
any listening text terms of theme of a
accessibility and particular literary
effectiveness selection
rammar EN10G-IVa-32: research, EN10G-IVb-32: research, campaigns,
G Awarene Observe the campaigns, and Observe the and advocacies
G ss language of advocacies language of
RC LC VC V WC F G
LT
Literature
Comprehension Comprehensio Comprehension Development Compositio Fluency Awareness
n devices used n
EN10SS-IVc-1.8: informative,
EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8:
Synthesize persuasive, and
Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the
essential argumentative
viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage
information about a writing techniques
local or global issues setting and used in research technique, and sources by stance and behavior
chosen issue
EN10LC-IVc-16.1: characterization in purpose of the preparing a when persuading
3
Distinguish the a material viewed author bibliography others in a campaign
important points from to achieve the speech
less important ones in writer’s purpose
any listening text EN10OL-IVd-
EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- 3.11: Produce the
EN10RC-IVd-2.13: Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing sounds of English
Distinguish facts from points discussed in unity of plot, technical terms similarities and conventions to correctly and
beliefs the text listened to setting and used in research differences of the acknowledge effectively
4 characterization in featured sources
a material viewed selections in
to achieve the relation to the
writer’s purpose theme EN10OL-IVe-5:
EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: Use the correct
EN10RC-IVe-15.1:
React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a prosodic features of
Evaluate the accuracy creatively to the text viewing behavior technical terms literature as an research report on speech
of given information listened to used in research instrument to a relevant social
express and issue
5
resolve conflicts
within,
between, and
among societies EN10OL-IVf-5:
EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- Use the correct
EN10RC-IVf-2.12: Evaluate how the
Raise questions and Get familiar with 14.2: Explain 14.1.1: Expand prosodic features of
Draw conclusions from elements that make how the
seek clarifications on technical terms ideas using speech
the set of details issues discussed in up reality and elements specific
used in research principles of
the text listened to fantasy affect to a selection cohesion and
viewing habit build its theme coherence
6 EN10WC-IVf-
14.1.2: Use a
variety of
EN10G-IVc-32: EN10G-IVd-32: campaigns, research, Observe the language
Observe the language of Observe the and advocacies campaigns, and of research,
research, campaigns, and language of EN10G-IVe-32: advocacies campaigns, and
advocacies research, Observe the EN10G-IVf-32: advocacies
language of
RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the 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
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
listening text theme Concerns
EN10RC-IVi-
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:
10.2:
Summarize important Evaluate how the Get familiar with Evaluate Compose a Deliver self- Observe the language
Distinguish
points discussed in elements that make technical terms literature as an research report on composed of research,
between general
the text listened to up reality and used in research instrument to a relevant social Campaign campaigns, and
and specific
fantasy affect express and issue Speeches on advocacies
statements
viewing habit resolve conflicts Advocacies, Social
9 EN10VC-IVi- within, between, Issues and
30:Assess one’s and among Concerns
viewing behavior societies
Grade 10 Tagged
Materials
Learning Materials are uploaded at RC - Reading Comprehension
1Q CODE
Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text
EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
EN10RC-Ib-2.15.2
Compare new insights with previous learnings EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-2.15.2
EN10RC-If-21 *English Expressways III. 2007. pp 306.
2Q EN10RC-Ig-21
Transcode information from linear to non-linear texts and EN10RC-Ih-21
vice-versa EN10RC-Ii-21
Explain illustrations from linear to non-linear texts and
vice versa 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
Present information using tables, graphs, and maps 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
EN10RC-IIb-11.2 1. *English Expressways III. 2007. pp 76, 77, 78.
Scan for needed information 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
EN10RC-IIc-5.4 1. *English Arts III. 2000. pp 205-210, 236-237.
2. *English Expressways IV. 2007. pp 11-12, 27, 165-166, 172.
Read closely to get the author’s purpose 1. *English Arts III. 2000. pp 48-49.
EN10RC-IId-1.5.2 2. *English Expressways III. 2007. pp 92-94, 156, 157.
Read closely to get explicitly and implicitly stated 3. *English Expressways IV. 2007. pp 89, 128-129.
information 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
3Q 2. *English Expressways IV. 2007. pp 161.
Treatment of underlying or overarching issue concerning EN10RC-IIf-13.1 1. *English Expressways III. 2007. pp 145, 146.
human experience (moralist) EN10RC-IIg-13.1 2. *English Expressways IV. 2007. pp 102-103, 295-297.
4Q
Use locational skills to gather information from primary *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
and secondary sources of information
Get vital information from various websites on the internet
Draw conclusions from the set of details *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
LC- Listening Comprehension EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.
1Q EN10RC-IVf-2.12 *English Expressways IV. 2007. pp 133-135.
Get information that can be used in everyday life from EN10RC-IVg-2.12
news reports, speeches, informative talks, panel
EN10LC-Ia-11.1 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.
LEARNING COMPETENCY discussions, etc. signals, verbal, as well as non-verbal, used by the speaker to highlight significant points
Learning Materials are uploaded Determine the Determine the roles of discourse markers (e.g. conjunctions, gambits, adverbs) in signaling the
at http://lrmds.deped.gov.ph implicit and explicit functions of statements made
Show appreciation for songs, poems, and other listening EN10LT-IIc-2.2.1
texts CODE
2Q
Assess the effectiveness of a material listened to taking
into account the speaker’s purpose
EN10LC-Ib-
Assess whether the speaker’s purpose is achieved or not
4 EN10LC-
3Q
Ic-4
Show appreciation for songs, poems, plays, etc.
Describe the emotional appeal of a listening text EN10LC-If-14.2

4Q
Show appreciation for songs, poems, plays, etc. EN10LC-Ih-14.3
VC- Viewing
Comprehension V- EN10LC-IIb-15.1
Vocabulary Development 1Q
EN10LC-IIc-15.2
Differentiate formal from informal definitions of words
EN10LC-IIIg-14.3
EN10LC-IIIh-6.5
EN10LC-IVh-14.3
LT- Literature
1Q
Express appreciation for sensory images used EN10V-Ia-13.9
EN10V-Ib-13.9
Determine tone, mood, technique, and purpose of the EN10V-Ic-13.9
author EN10V-Id-13.9
2Q EN10V-Ie-13.9
Express appreciation for sensory images used EN10V-If-13.9
EN10V-Ig-13.9
EN10V-Ih-13.9
EN10V-Ii-13.9
EN10LT-Ib-2.2.1
EN10LT-Ie-2.2.3
EN10LT-If-2.2.3
LEARNING MATERIALS 1. *English Arts
*These materials are in textbooks III. 2000. pp
that have been delivered to 131-132. *English Expressways IV. 2007. pp 35-36, 56, 196, 209, 224, 244, 259, 277.
schools. 2. *English
Expressways
III. 2007. pp
1. *English Expressways III. 2007. pp 36, 37. 110, 111, 340-
2. *English Expressways IV. 2007. pp 102-103. 347.
*English Expressways IV. 2007. pp 133-135, 230-
232.
1. *English Arts
III. 2000. pp
131-132.
2. *English 1. *English Expressways III. 2007. pp 180, 181, 281-285.
2. *English Expressways III. 2007. pp 110, 111.
Expressways 2. *English Expressways IV. 2007. pp 113-115,
III. 2007. pp 1. *English Expressways III. 2007. pp 9, 10, 11.
*English Expressways IV. 2007. pp 179. 110, 111, 340- 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293
347.
*English Expressways IV. 2007. pp 284-285.
1. *English Expressways III. 2007. pp 180, 181, 281-285.
LEARNING COMPETENCY Acknowledge sources intonation, etc
Learning Materials are uploaded at by preparing a
http://lrmds.deped.gov.ph bibliography G- Grammar Awareness
4Q 1Q
Determine tone, mood, technique, and purpose of the Expand ideas using Use modals
author
3Q principles of cohesion
Express appreciation for sensory images used
and coherence
Determine tone, mood, technique, and purpose of the
author Acknowledge sources
4Q
Determine tone, mood, technique, and purpose of the by preparing a
author
WC- Writing and Composition bibliography
1Q
Formulate a statement of opinion or assertion F- Oral Language
and Fluency
1Q
2Q Identify the factors of
Acknowledge citations by preparing a bibliography public speaking
3Q 2Q
Expand ideas using principles of cohesion and coherence Employ appropriate
pitch, stress, juncture,
xtbooks that have been delivered to schools.
L
CODE
E 2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
A 1. *English Expressways III. 2007. pp 9, 10, 11.
R 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
EN10LT-IIe-2.2.3 EN10LT-IIf-2.2.3
N
I 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-IIIa-2.2.1 EN10LT-IIIc-2.2.3 N 2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
G 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10LT-IVc-2.2.3 M
A 1. *English Expressways III. 2007. pp 9, 10, 11.
T 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
E
EN10WC-Ic-12.2 EN10WC-Id-12.2 EN10WC- R
Ie-12.2 I 1. *English Expressways III. 2007. pp 121, 122, 292, 293.
A 2. *English Expressways IV. 2007. pp 78-80, 147-149.
EN10WC-IId-1.6.3 L
S
* *English Expressways III. 2007. pp 230, 231.
EN10WC-IIIa-14.1.1 EN10WC-IIIf-1.6.3
T
h
EN10WC-IVa-14.1.1 EN10WC-IVf-14.1.1 *English Expressways III. 2007. pp 17, 18.
e
EN10WC-IVc-1.6.3 EN10WC-IVg-1.6.3
s
*English Expressways III. 2007. pp 230, 231.
e
EN10F-Ia-3.14 m *English Expressways III. 2007. pp 17, 18.

a
EN10F-IIa5 EN10F-IIb-5 t *English Expressways III. 2007. pp 230, 231.
e
r
EN10G-If-3.6 EN10G-Ig-3.6 EN10G-Ih-3.6 i
EN10G-Ii-3.6 a *English Arts III. 2000. pp 158-159.
l
s *English Expressways III. 2007. pp 106, 107, 120, 121.
a
r
e *English Expressways IV. 2007. pp 298-300.
i
n
t
e
GLOSSARY
account - reason given for a particular action or even

acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or
emotional abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that
they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of
a musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed
to the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires
apostrophe - a punctuation mark (') used to indicate either possession or the omission of letters or numbers
archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions
argumentative texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing
the pros and cons of an issue
articulation - the clear and precise pronunciation of words
aside - a comment by a character that the audience hears but other characters on stage do not
assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights
of others. Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and
are strong advocates for themselves while being very respectful of the rights of others.
B
bias – a mental preference, leaning, or inclination, especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a
partial perspective and a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel ; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas
bullying - any deliberate action that inflicts physical
or psychological harm
C
capsule biography- a brief summary to condense or summarize an account of a person’s life written, composed, and produced by another; a biography in which all the
important elements of the person's life are included
cast of characters - a list of people who play a part in the story
character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by the actor in a play
character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person
characterization - the process of creating a believable character by exploring the character's physical, social, and psychological aspects of the role
characters – people involved in the story
climax- the point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution
comedy - a theatrical work that is intentionally humorous
conceptualize - to form (an idea, picture, etc.) of something in your mind
conclusion- the last main division of a discourse usually containing a summary of points and a statement of opinion or decisions
conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not have to be quarrels and argument; more often it
is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of
context–appropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and
instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends
D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures of
the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series of
beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our personal
feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed
S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll
get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it
quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides
soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage – the platform on which the actors perform
stage directions – instructions (in italics); they describe the setting and tell about the action
static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a series of crises
and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a
target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people
outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater – a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical
performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or moral standing through
their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos
themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students
workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to
develop viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its
own that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

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

*Put a hyphen (-) in between Week Week six f Spelling S
letters to indicate more than 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
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)

K To 12 Curriculum Guide: English

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Republic of the Philippines

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

Communicative competence is classified into the following competencies.

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

11. Reading Comprehension

12. Listening Comprehension √ √

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

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

Coherence with the Basic Education Program Goals

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

Content Standards Performance Standards at the end of Grade 3

KEY STAGE STANDARD

EN7SS-II-f- media current

EN7RC-IV-b-10: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b.

Use the card catalog, the online public access catalog, or

EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.

EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.

Organize information read into an outline

Note the changes in volume, projection, pitch, stress,

Listen for important points signalled by volume,

Note the changes in volume, projection, pitch, stress,

Recognize signals/ cues to determine the order of ideas/

i 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.

1. *English for All Times 6. 1999. pp 228-229.

EN7V-II-a-10.1 1. *English Expressways II. 2007. pp 153, 191-195.

Identify features of personal essays

EN8RC-IId-2.22: in tables, appropriate viewed based on

RC LC VC V (prefixes, roots, LT WC organizer to a topic or

Examine biases (for or against) made by the author

Listen for important points signaled by volume, projection, EN8LC-Ia-5.1

Listen for important points signaled by volume, projection,

Employ projective listening strategies with longer stories EN8LC-Ii-5.2

in 1. *English Expressways II. 2007. pp 12, 98, 140.

s 1. BEAM ENG8 Module 2 – Establishing Links Among People.

Identify figures of speech that show emphasis (hyperbole

Explain the meaning of a word through structural analysis

Arrive at meanings through context clues

Organize ideas in one-step word, phrase, and sentence

Arrange notes in one-step word, phrase, and sentence

Maintain the interest of the audience by delivering punch

1. *English Expressways II. 2007. pp 39-42.

1. *English Arts III. 2000. pp 97-99.

EN9RC-IVi-2.22: reasoning 9 present critical issues vocabulary for drama

Interpret information found in non-linear texts such as

*English Expressways II. 2007. pp 109, 258, 270.

EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.

EN9VC-IIf-23 *English Arts III. 2000. pp 256.

EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.

1. *English Expressways III. 2007. pp 180-181, 281-285.

EN9LT-IIIa-16 *English Arts III. 2000. pp 75.

EN9LT-IVa-17 *English Arts III. 2000. pp 75.