Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide
 K to 12 BASIC EDUCATION CURRICULUM

ENGLISH
(Grade 1 to Grade 10)

May 2016

THE FRAMEWORK

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I. PHILOSOPHY AND RATIONALE

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 K to 12 BASIC EDUCATION CURRICULUM
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas12.

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

II. GUIDING PRINCIPLES

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

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

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

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

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

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

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;

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

2 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
5 .Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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 K to 12 BASIC EDUCATION CURRICULUM
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.

III. NEEDS OF THE LEARNERS : THE CONTEXT

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

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

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

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

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

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

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

1. Communicative Competence

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

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.

2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other
sociocultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which
influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and
attitudes, the development of sociolinguistic competence is essential for communicative social action.

3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.

4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.

2. Multiliteracies

1 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
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Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.

The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.

IV. CONCEPTUAL FRAMEWORK

The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.

The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.

The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.

Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.

Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).

Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.
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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.

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5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.

6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

COMPONENT 2: Effective Language Use

There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.

1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.

Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.

2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.

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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.

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COMPONENT 3: Making Meaning through Language

Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.

The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows
students to progress from the foundational level to higher levels of language use.

The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).

The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic
education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children
need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the
5 sub-strands.

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

2. Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics and Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text

12. Listening Comprehension √ √

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

14. Study Strategies √ √ √ √ √

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Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum

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

Oral language

Phonological awareness

Book and Print knowledge

Alphabet knowledge

Phonics and word recognition

Fluency

Spelling

Writing and composition

Grammar awareness and structure

Vocabulary development

Reading comprehension

Listening comprehension

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Attitude towards language, literacy and

literature

Study strategies

Viewing

Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.

COMPONENT 4: Holistic Assessment

Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.

Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.

Characteristics of Assessment

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1. Proximity to actual language use and performance

Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.

2. A holistic view of language

Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among
others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.

3. An integrative view of learning

Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.

4. Developmental appropriateness

Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.

5. Multiple referencing

Assessment entails obtaining information about the learner from numerous sources and through various means.

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For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume
responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are
doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In
addition, it reports the success of the curriculum and provides teachers with a framework for organizing student’s works.

Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education

Content Standards Performance Standards at the end of Grade 3

Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition combinations, affixes and contractions

Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
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Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
• Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
• Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar

Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production

LEARNING MATERIALS
CODE
*These materials are in textbooks that have been delivered to schools.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.

1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

EN2PWR-IVa-c-1 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 32-38.

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1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

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

1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

EN2PWR-IVg-h-16 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 43-50.

EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

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

1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.

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

6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.

7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3.1 8. *Unionbank Student’s Work Text 2. 2013. pp 11.

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.

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

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

2Q

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

etc.)
3Q

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

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

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

Use common nouns in simple sentences EN2G-IIId-2.4

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

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

4Q

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

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

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

4Q

SS – Study Strategy

1Q

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

3Q

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

4Q

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

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

GRADE 3

1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation

The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
Grade Level Standards
structure in oral and written communication, and reads with comprehension

Content Standard Performance Standard

Domain
The learner… The learner…
uses speaking skills and strategies appropriately to communicate ideas in
demonstrates understanding of speech cues for clear expression of ideas
varied theme-based tasks
Oral Language
demonstrates understanding of processes and information in text for
creatively presents information in varied ways
articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
Fluency intonation and vocal patterns as guide for fluent reading and speaking accurately and fluently reads aloud literary and informational texts
Listening demonstrates understanding of different listening strategies to uses information from texts viewed or listened to in preparing logs and
Comprehension comprehend texts journals

demonstrates understanding of processes in sight word recognition or uses word recognition techniques to read and understand words that
Phonics and
Word phonic analysis to read and understand words contain complex letter combinations, affixes and contractions through

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 K to 12 BASIC EDUCATION CURRICULUM

theme-based activities
Recognition demonstrates understanding of familiar sight and irregularly spelled words uses familiar sight and irregularly -spelled words in meaningful oral and
for automatic recognition written tasks

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

demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
Writing and demonstrates understanding of sentences and paragraphs in expressing
composes three-to-five sentence paragraph
Composition ideas
Content Standard Performance Standard
Domain
The learner… The learner…
demonstrates understanding of grammatical structures of English to be shows proficiency in constructing grammatically correct sentences in
Grammar
able to communicate effectively in oral and written forms varied theme-based oral and written activities
demonstrates understanding of narrative and informational texts for makes personal journals, diaries, portfolios and logs, etc. as expression of
Attitude
appreciation of literacy-related activities/tasks enthusiasm in reading books both for pleasure and learning
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies uses strategies independently in accomplishing literacy-related tasks
learning

Learning Competencies

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

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 K to 12 BASIC EDUCATION CURRICULUM

EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will read forms of b-7 Review 3.5.1 Sentences Give the Participate/eng Arrange words
should be simple with a different
conversations knowledge reading and Read grade 3 meaning of age in a
controlled
with peers in a based on the composition as writing short level texts words used in readalong of first letter in
1 depending on the EN3G-Ia-1.1
variety of stories to be PWR lesson.)
a response to e, a and i consisting of 2- stories texts (e.g. alphabetical
Distinguish
read stories/ poems words syllable words listened to poetry, order
school settings sentences from
listened in CVC pattern with short repetitive text)
Read simple to non-sentences
Listen to a vowel sound EN3SS-Ia-6
sentences and
EN3OL-Ib-3.6 variety of EN3PWR- with at least EN3G-Ib-1 EN1V-Ib-23 Monitor and self-
levelled stories
Express ideas literary and EN3WC-Ia-j- Ibd-19 Read 95-100% Sentences Show correct one’s
and
in a expository texts 4 words with accuracy understandin comprehension
EN3RC-I0-2.2
conversational EN3LC-Ia-j- a. draw and short o EN3G-Ib-1.4 g of meaning by scanning
a. note details
manner 2.1 write sounds in CVC Construct of short o and skimming
regarding EN3F-Ia-j-
a. note character, sentences pattern and 1.10.1 simple words
EN3OL-Ib- important setting and about one’s phrases and Read aloud sentences through EN3SS-Ia-
1.19 details plot drawing sentences drawing, e1.1 Follow
from familiar
Express one’s EN3LC-Ia-j- EN3RC-I0- EN3WC-Ia-j- containing actions, and instructions
prose and EN3G-Ib-
ideas by 2.7 5 these words using them in given orally
2 2.10 poetry 1.4.1
presenting a b. sequence b. a note of Consisting of Use a sentences
b. sequence 3
skit at least 3 events advice EN3PWR- Long vowel declarative
events (Note: different EN3WC-Ia-j- Ibd-19.1 words with sentence
using comprehension 6 Recognize fluency,
signal skills may recur in c. Thank you more common appropriate EN3G-Ib-
words different letter sight words in rhythm, pacing
1.4.1.1
EN3LC-Ia-j- quarters) EN3WC-Ia-j- order to read and intonation
Differentiate a
2.6 7 simple phrases
declarative
c. retell some d. descriptive from an

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

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 K to 12 BASIC EDUCATION CURRICULUM

parts of the paragraph and sentences interrogative

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

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 K to 12 BASIC EDUCATION CURRICULUM

specific/signific Read aloud

ant events short EN3G-Id-1.6

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

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 K to 12 BASIC EDUCATION CURRICULUM

correct by adding /s/ or correctly in

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

2nd Quarter: Continuation of Beginning Literacy

Learning Competencies

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

EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIaj- EN3S-IIab- EN3G-IIa- EN3V- EN3A-IIab- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 3.5.1 4 c-3 IIab-5 1 IIab-1.1
1 1.17.2 Follow a set they will Participate in Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should generating spoken with initial 3 level texts to- two understand engage in a words with
questions three-step be ideas through consonant consisting syllable i ng of read-along the same
words are EN3G-
directions controlled prewriting blends (l, r of 2-syllable words with meaning of of texts first letter
represented IIab-3.4
with picture depending activities and s words with consonant words with (e.g. poetry, but a
by written Use the
cues on the PWR a. blends) long vowel blends (e.g. initial repetitive different
letters that beverbs
lesson.) EN3WCIIa EN3PWR- sound with pl, tr) consonant text) second letter
are (am, is, are
2 IIa-b-23 at least 95- blends in alphabeti
EN3LC- -1.1 arranged in was, were)
followed by 100% through cally order
IIc-e-1.1 EN3RC- brainstor a specific correctly in
short vowel accuracy drawing,
Activate IIa-b-2.19 ming sentences
order sounds (e.g.
prior Rereads, actions,

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

knowledge monitors b. EN3WCIIb black, frog, EN3F-IIaj- and using

based on and -1.2 step) 1.10.1 them in
new selfcorrect webbing Read aloud sentences

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 K to 12 BASIC EDUCATION CURRICULUM

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

formed comprehensi 1.3 drawing IIc-24 familiar EN3G-IIcd- 6 2 3.6 Follow
on Read prose and 3.4 Identify Derive Revisit oneto-three
EN3LC- EN3WC- phrases, poetry and use meaning favorite step
IIa-j-2 EN3RC- IId-h-3 sentences Consisting action words from books, directions
IIc-e-2.2 Write at least and short of in simple repetitive songs,
Activate
three stories Long vowel sentences language rhymes EN3SS-
prior Note details
sentences from consisting of words with structures IIcd-2.15
knowledge in a given
various familiar words with fluency, review Use graphic
based on text
sources initial appropriate organizers to
the stories
consonant rhythm,
to be read EN3RC- show
blends pacing and
IIa-b-2.8 Write different understandi
intonation
Listen to a Make simple forms of simple ng of texts
variety of composition as EN3G-IId-
predictions
a response to EN3F- f-3.2
literary and
expository stories/ poems IIac-4.4 Form and
3 Read simple
texts listened to Read with use the past
sentences tense of
EN3LC- EN3WC- accuracy,
and levelled frequently
IIa-j-2.1 IIa-j-4 speed and
stories and occurring
a. note EN3RC- a. draw and proper
write phrasing regular
important II0-2.2
sentence s sentences verbs (walk
details a. note
about one’s – walked,
EN3LC- details and stories
drawing etc)
IIa-j-2.7 regarding with words
b. sequence character, EN3WC- beginning
IIa-j-5 EN3G-IIef-
at least 3 setting in
b. a note of 3.2.1.1
events and plot consonant
advice Use verbs in
using EN3RC-II0 blends and
EN3WC- simple
signal -2.10 other words present
words b. sequence previously tense
EN3LC- 3 events studied
IIa-j-2.6 (Note: EN3S-
EN3OL- EN3PWR- EN3F-IIde- EN3V- EN3A-IId-
IId-e1.17.1 c. retell different IId-e-1.1 4.4.1 Read IIde-4.1 IIde-5.1 f-7
4 Give one- some comprehensio Spell words Identify
Read words with Show
tothree step parts of n skills may with favorite
with final accuracy, understandi
directions the story recur in ending authors and
blends (-st, speed and ng of
5 EN3PA- -lt, -nd, -nt, consonant stories
proper meaning of
IIe-f-4.1 -ft.. ) blends
phrasing words with
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 K to 12 BASIC EDUCATION CURRICULUM

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

EN3LC- different IIa-j-6 Identify preceded by sentences final

IIa-j-3.15 quarters) c. Thank you sounds and short e, a, i,o and stories consonant
d. differentia letter count and u words consisting of blends
te real EN3WC- syllables in (belt, sand, words with through
from IIa-j-7 words raft) ending drawing,
make- d. descriptiv consonant actions, and
believe e blends and using them
EN3LC- paragrap other words in sentences
IIa-j-2.8 h previously
e. infer EN3WC- studied
feelings IIa-j-8
EN3OL- and traits e. another EN3PWR- EN3SS-
IIf-1.11 of ending for IIf-1.1 Read IIfh-1.5
Restate and characters a phrases, Locate
retell EN3LC- story sentences information
information IIa-j-2.16 EN3WC- and short using print
stories and nonprint
f. identify IIa-j-2.2 f.
consisting of
cause and a diary sources
words with
effect EN3WC-
6 final
EN3LC- IIa-j-9 consonant
IIa-j-2.17 g. a short
g. draw blends and
paragrap
other words
conclusio ns h, etc.
previously
studied and
EN3LC- EN3WC-
the questions
IIfh- 2.8 IIi-j-2.6
Make simple Use about them

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 K to 12 BASIC EDUCATION CURRICULUM

EN3OL- inferences appropriate EN3PWR- EN3F-IIgh- EN3S- EN3G-IIe- EN3V-

7 IIg-h-2.1 about punctuation IIg-h-22 4.4.2 Read IIgh-4.2 f-3.2.1.1 IIgh-5.2
Recall and thoughts and marks Read words with Spell words Use verbs in Show
share feelings with initial accuracy, with simple understandi
experiences, based from and final speed and consonant present and ng of
texts consonant digraphs ch
film viewed proper past tense meaning of
viewed/ digraph ch and sh
and story phrasing words with
listened to
read/listene sentences consonant
d to as and stories digraphs ch
EN3LC-IIi-
springboard with words through

Learning Competencies

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

for writing j-2.7 consisting of drawing,

Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied

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 K to 12 BASIC EDUCATION CURRICULUM

EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G- EN3V-IIi-

j-3 IIi-j-22.1 4.4.2 Read 4.3 IIij-3.2.2 j5.3
9 Retell Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of
and short finalconsona meaning of
other proper
stories nt blends words with
children phrasing
consisting of and consonant
sentences digraphs sh
words with consonant
consonant and stories through
digraphs
digraph ch with words drawing,
and sh and consisting actions,
other words of l ch and and using
previously sh them in
10 studied and wordsand sentences
EN3RC-
the other words
IIi-j-2.10 questions previously
Sequence a about them
series of studied with
events in a speed,
literary accuracy
selection and proper
phrasing

3rd Quarter: Developing Reading and Writing

WEEK Learning Competencies
OL Oral LC RC WC PWR F S G Grammar V A SS
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 K to 12 BASIC EDUCATION CURRICULUM

Phonics and
Listening Reading Writing/ Vocabulary
Language Word Fluency Spelling Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
1 EN3LC-IIIab- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIad- EN3G- EN3V-IIIa-7 EN3A-IIIa- EN3SS-
2.1 text that they IIIa-1 IIIa-b-5 1.6 4 IIIab-4.2.1 Recognize 7 Identify IIIa1.3 Get
Recall details will read Participate in Read words Read grade Spell words Use some words favorite information
from texts should be generating with long a 3 level texts that were demonstrativ represented authors from index
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns by common and and table of
listened to depending on ending in e) words with during word (this,/that, abbreviations stories
prewriting contents
the PWR long vowel recognition these/those) (e.g. Mr.
activities

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 K to 12 BASIC EDUCATION CURRICULUM

EN3LC- lesson.) EN3WC- sound with at Ave., Oct.) EN3A-IIIb- EN3SS-IIIb-

IIIb2.19 IIIb-c-3 least 95- c-2.9 Take i-1.2
Identify Write at least 100% EN1V-IIIac- part in Engage in a
EN3RC-IIIa
possible three accuracy 13.1,13.2 creative variety of
2.7.1
solutions to sentences Give the responses to ways to share
Identify
problems synonyms stories like
several from various EN3F-IIIaj- information
and antonyms preparing
effects based familiar 3.5.1 Read (e.g. role
EN3LC-IIIb- of somewords logs, journal
on a given sources grade 3 level playing,)
and other
4 cause texts reporting,
oral
Infer print consisting of EN1V-IIIaj- summarizing,
presentations
sources EN3RC-IIIa 2-syllable 25 Show retelling and
words with understandin
2.11 Make show and tell
EN3LC-IIIcd- inferences long vowel g of meaning
2.5 sound with at of long vowel
and draw
Validate ideas conslusions least 95- words (a, i,
2 made after based on 100% o, and u)
listening to a texts accuracy through
story (pictures, title drawing,
and content EN3F-IIIaj- actions, and
EN3LC- words) using them in
1.10.1 Read
sentences
IIIa-j-1.1 aloud from
Activate prior EN3RC-IIIa familiar prose
knowledge EN3V-IIIbd-
2.13 and poetry
based on new Distinguish 13
Consisting of
knowledge Increase
fact from Long vowel
formed vocabulary
opinion words with through
fluency, Synonyms
EN3LC-IIIaj- EN3RC- appropriate (e.g.
2 IIIa-b-2.13 rhythm, quick/fast)
Activate prior
Identify cause pacing and
knowledge

Learning Competencies

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

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 K to 12 BASIC EDUCATION CURRICULUM

based on and effect intonation and antonyms

the stories (e.g.
EN3OL-IIIc- to be read. EN3PWR- EN3G- big/small)
1.16.2 Listen to a IIIc11,12,13 IIIcd-
Listen and variety of Read 4.2.3 Use
literary and sentences, personal
respond to
expository stories and pronouns
others texts
3 poems (e.g. I, you,
EN3LC- he, she, it,
consisting of
IIIaj-2.1 we, they)
long a words
a. note
and questions
important
about them
details
EN3OL- EN3LC- EN3WC- EN3PWR- EN3A-
IIId-1.16.3 IIIaj-2.7 IIId-e-2.6 IIId-24 IIIdh-6
Follow and b. sequence Use Read words Take books
4 at least 3 from home
explain appropriate with long i
events punctuation sound (long i to school or
processes
using vice-versa for
marks ending in e)
signal independent
EN3OL- words EN3RC- EN3PWR- EN3S-IIIe- EN3G- / shared
IIIe1.16.4 EN3LC- IIIe-f-2.11 IIIe-25 f-5 Spell IIIef-4.2.4 EN3V- extra
EN3F-IIIe-
Express IIIaj-2.6 Make Read some Use IIIef13.6 reading
f-1.8 Read with commonly
opinions and c. retell inferences sentences, irregularly - Homonyms
automaticity 100 used
feelings about some and draw stories and spelled (e.g.
conclusions poems 2nd and 3rd grade words (e.g. possessive
5 other’s ideas parts of flower/flour)
based from consisting of highfrequency/sig have, said, pronouns
the story ht words
EN3LC- texts long i words please,
IIIaj-3.15 and questions because)
about them
d. differentia
te real
EN3OL-IIIf- from EN3PWR-
1.16.5 make- IIIf-26
Engage in believe Read words
6 EN3LC- EN3G-IIIfg-
discussions with long o
5 EN3A-
about specific IIIaj-2.8 sound (long a Adjectives
e. infer IIIfg-1
topics ending in e)
feelings Express
7 EN1OL- and traits EN3RC- EN3PWR- EN3S-IIIg- EN3G- feelings,
IIIg-h-3.2 IIIg-j-2.5 IIIg-26.1 j-2.5 Use IIIfg-5.3.1 opinions
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 K to 12 BASIC EDUCATION CURRICULUM

Ask and Use different Read capitalization Use through

respond to sources of sentences, EN3F-IIIg- descriptive journals,
logs etc.
EN3V-IIIgh-
13.7

WEEK Learning Competencies

g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
EN3LC-IVa-j-2.17 3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.

5. BEAM-DLP4 Module 64 – Drawing Conclusions.

LEARNING COMPETENCY
LEARNING MATERIALS
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6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.

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

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

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

Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7

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

1Q

Read simple sentences and levelled stories and EN3RC-I0-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and plot 2. MISOSA ENG4 – Noting Details Using Story Grammar.

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 K to 12 BASIC EDUCATION CURRICULUM

3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
4. English 2 (Learner’s Material). 2013. pp 236-238.
5. English 2 (Teacher’s Guide). 2013. pp 123-124.

6. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. English 2 (Learner’s Material). 2013. pp 59-64, 430.
EN3RC-I0-2.10 4. English 2 (Teacher’s Guide). 2013. pp 45-46, 227.
5. *English for You and Me 3 (Reading). 2008. pp 89, 102, 103, 108-110.

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

Describe literary elements of texts including characters 1. MISOSA ENG4 – Noting Details Using Story Grammar.
setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
EN3RC-Ic-e-2.1 3. English 2 (Teacher’s Guide). 2013. pp 32.
4. *Fun in English 4. 1999. pp 20-23.

Make and confirm predictions about texts 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. MISOSA ENG4 – Predicting Outcomes.
EN3RC-If-j-2.8 5. English 2 (Learner’s Material). 2013. pp 137, 350.
6. English 2 (Teacher’s Guide). 2013. pp 76, 184.

7. *English for You and Me 3 (Reading). 2008. pp 132, 138, 140.

8. *Fun in English 4. 1999. pp 134-135.

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

2Q

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

Note details in a given text 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar. MISOSA
EN3RC-IIc-e-2.2
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 K to 12 BASIC EDUCATION CURRICULUM

2. ENG4 – Noting Details Using Story Grammar.

3. *Fun in English 4. 1999. pp 11, 150, 202.

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

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

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

3Q

Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3RC-IIIa 2.7.1 3. *English for You and Me 3 (Reading). 2008. pp 124.
4. *Fun in English 4. 1999. pp 97-99.

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

Make inferences and draw conclusion based on texts 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154. *English
EN3RC-IIIa-2.11
(pictures, title, and content words) 2. for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
3. *English for You and Me 4 (Reading). 2011. pp 179-181.

Identify cause and effect 1. *Fun in English 4. 1999. pp 97-99.

EN3RC-IIIa-b-2.13
2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
Make inferences and draw conclusions based from texts 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
EN3RC-IIIe-f-2.11
2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.

LEARNING COMPETENCY
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3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.

4. *English for You and Me 4 (Reading). 2011. pp 5, 167.

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

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 K to 12 BASIC EDUCATION CURRICULUM

b. sequence 3 events 1. English 2 (Learner’s Material). 2013. pp 59-64, 430.

EN3RC-III0-2.10 2. English 2 (Teacher’s Guide). 2013. pp 205, 227-228.
3. *English for You and Me 3 (Reading). 2008. pp 89, 91, 102-103, 108-110.

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

Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar. MISOSA
EN3RC-III0-2.2
a. note details regarding character, setting and plot 2. ENG4 – Noting Details Using Story Grammar.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
EN3RC-III0-2.10
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
4Q

Identify cause and effect 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
3. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
EN3RC-IVa-b-2.13 4. *English for You and Me 3 (Reading). 2008. pp 124.
5. *Fun in English 4. 1999. pp 97-99.

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

Show understanding of a story by presenting them in 1. English 2 (Learner’s Material). 2013. pp 268, 319.
through dramatization, role playing etc. EN3RC- IVa –b-2.14 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
3. *Fun in English 4. 1999. pp 6.

Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
EN3RC-I0-2.2 104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
7382, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
3. *English for You and Me 4 (Reading). 2011. pp 101-109.

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

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 K to 12 BASIC EDUCATION CURRICULUM

LEARNING COMPETENCY
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WC – Writing/ Composition

1Q

Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to EN3WC-Ia-j-4 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
a. draw and write sentences about one’s drawing
a. a note of advice EN3WC-IIa-j-5

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

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

EN3WC-Ia-j-7 2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
3. BEAM ENG5 Module 10 – Traits and Moods.

d. another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
EN3WC-Ia-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. Let’s Begin in English 2. 2013. pp 145.

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

e. a diary EN3WC-Ia-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.

f. a short paragraph, etc. 1. Let’s Begin in English 2. 2013. pp 29, 37.
EN3WC-Ia-j-9 2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.
3. *English for You and Me 4 (Reading). 2011. pp 118, 161, 176, 183.

Use appropriate punctuation marks EN3WC-IIi-j-2.6 1. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
2Q

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Participate in generating ideas through prewriting

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

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

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

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

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

EN3WC-IIa-j-7
2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
f. another ending for a story 1. 2. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
3. BEAM-DLP3 Module 58 – Writing a Story Ending.
EN3WC-IIa-j-8 BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. *Fun in English 4. 1999. pp 145.

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

3Q

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

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

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

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

PA- Phonological Awareness

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

1Q

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

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

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

Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing these 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
words with pictures

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

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F – Fluency

1Q

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

3Q

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

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

Read aloud from familiar prose and poetry consisting of 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Long vowel words with fluency, appropriate rhythm, EN3F-IVa-j-1.10.1

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 K to 12 BASIC EDUCATION CURRICULUM

pacing and intonation

Use punctuations including commas, periods and question 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3FL-IVa-j-1.11
marks to guide reading for fluency
Read poems with fluency, appropriate rhythm, pacing and 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-IVi-j-5
intonation 2. BEAM ENG2 Module 4 – Rhymes.
G – Grammar

1Q

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

2. BEAM-DLP4 Module 34 - Using Variety of Sentences as To Structure.
EN3G-Ia-1 3. Let’s Begin in English 2. 2013. pp 373-374.
4. *Unionbank Student’s Work Text 2. 2013. pp 97.

Distinguish sentences from non-sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence. Let’s
EN3G-Ia-1.1 2. Begin in English 2. 2013. pp 373-374.
3. *English for You and Me 3 (Language). 2008. pp 8.

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

EN3G-Ib-1
2. *Unionbank Student’s Work Text 2. 2013. pp 97.
Construct simple sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ib-1.4 3. BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.
4. Let’s Begin in English 2. 2013. pp 154.

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

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

Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
Differentiate a declarative from an interrogative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences. Let’s
EN3G-Ib-1.4.1.1 2. Begin in English 2. 2013. pp 391-392, 395.

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 K to 12 BASIC EDUCATION CURRICULUM

3. *English for You and Me 4 (Language). 2011. pp 74-80.

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

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

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

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

Identify an imperative sentence 1. 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ic-1 MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
4. *English for You and Me 4 (Language). 2011. pp 83-84.

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

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

LEARNING COMPETENCY
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simple sentences

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

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

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

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

2. BEAM-DLP3 Module 36 – Identifying Action Words.
3. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIa-c-3 4. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
5. Let’s Begin in English 2. 2013. pp 251, 267, 282.

6. *Unionbank Student’s Work Text 2. 2013. pp 165-166.

Use the be-verbs (am, is, are was, were) correctly in 1. BEAM-DLP3 Module 44 – Using Am, Is, and Are. BEAM-
sentences EN3G-IIa-b-3.4 2. DLP3 Module 44 – Using Was and Were.
3. Let’s Begin in English 2. 2013. pp 313-314, 315, 317.

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 K to 12 BASIC EDUCATION CURRICULUM

4. *Unionbank Student’s Work Text 2. 2013. pp 167.

Identify and use action words in simple sentences 1. BEAM-DLP3 Module 36 – Identifying Action Words.
2. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIc-d-3.4 3. *Unionbank Student’s Work Text 2. 2013. pp 165-166.
4. *English for You and Me 3 (Language). 2008. pp 101-104.

Form and use the past tense of frequently occurring 1. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
regular verbs (walk – walked, etc) 2. Let’s Begin in English 2. 2013. pp 327, 329, 332, 334.
EN3G-IId-f-3.2 3. *English for You and Me 3 (Language). 2008. pp 108-113, 119-120.
4. *English for You and Me 4 (Language). 2011. pp 130-138.

Use verbs in simple present tense 1. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.

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

3. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
Use verbs in simple present and past tense EN3G-IIe-f-3.2.1.1 1. BEAM ENG2 Module 6B – Action Words.
2. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.

3. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.

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

5. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
6. MISOSA ENG4 – Using the Simple Past Form of the Verb.

7. *Unionbank Student’s Worktext 2. 2013. pp 168-169.

8. *English for You and Me 4 (Language). 2011. pp 121-128.

9. *English for You and Me 4 (Language). 2011. pp 136-138.

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 K to 12 BASIC EDUCATION CURRICULUM

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

3Q

Use demonstrative pronouns (this,/that, these/those) 1. BEAM ENG2 Module 5A – Getting the Main Idea.
EN3G-IIIa-b-4.2.1 2. Let’s Begin in English 2. 2013. pp 233-234, 236-237, 239-240, 244-245.
3. *Unionbank Student’s Work Text 2. 2013. pp 88, 128.

Use personal pronouns (e.g. I, you, he, she, it, we, they) 1. BEAM-DLP3 Module 26 – Identifying Pronouns.
2. Let’s Begin in English 2. 2013. pp 133-134, 139, 148-149, 152, 154, 157, 165-167.
EN3G-IIIc-d-4.2.3 3. *Unionbank Student’s Work Text 2. 2013. pp 85-87.
4. *English for You and Me 3 (Language). 2008. pp 89-90.

5. *English for You and Me 4 (Language). 2011. pp 104-110, 112-115.

Use commonly used possessive pronouns 1. BEAM-DLP3 Module 30 – Using Possessive Pronouns.
2. Let’s Begin in English 2. 2013. pp 180-181, 184, 186, 190-191, 197-198, 201-202, 204, 215,
EN3G-IIIe-f-4.2.4 216, 217, 221, 224.
3. *Unionbank Student’s Work Text 2. 2013. pp 127, 130.

4. *English for You and Me 3 (Language). 2008. pp 72-75.

Adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives.

EN3G-IIIf-g-5 2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
466-468.
Use descriptive adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives
2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
EN3G-IIIf-g-5.3.1 466-468.
3. *English for You and Me 4 (Language). 2011. pp 147-154.

4Q

Prepositions 1. BEAM ENG2 Module 7 – Organizing Ideas.

2. BEAM ENG2 – Sequencing Events.
EN3G-IVg-7 3. BEAM-DLP3 Module 68 – Using Prepositions.

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4. BEAM-DLP4 Module 61 – Using Prepositions.

5. *English for You and Me 4 (Language). 2011. pp 173-178.

Use the most frequently occurring prepositions(e.g. 1. BEAM ENG2 – Sequencing Events.
towards, beside,, into, etc.) 2. BEAM ENG2 Module 7 – Organizing Ideas.
EN3G-IVg-h-7.3 3. BEAM-DLP3 Module 68 – Using Prepositions.
4. BEAM-DLP4 Module 61 – Using Prepositions.

5. *English for You and Me 4 (Language). 2011. pp 173-178.

Give the synonyms and antonyms of common adjectives 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms. BEAM
EN3G-IVh-5.6 2. ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.

4. Let’s Begin in English 2. 2013. pp 473-475, 481-483, 490-491, 495-497.

Use the degrees of adjectives in making comparisons EN3G-IVi-j-5.2 1. BEAM-DLP3 Module 65 – Comparing Adjectives.

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

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

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

2Q

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

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

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

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

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

1Q

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

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

Derive meaning from repetitive language structures *English for You and Me 3 (Reading). 2008. pp 23, 44, 70, 86, 105, 114, 120, 128, 149, 155,
EN3V-IIc-6
review 162.
Show understanding of meaning of words with consonant EN3V-IIg-h-5.2 *Unionbank Student’s Work Text 2. 2013. pp 62, 63.

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digraphs /ch/ through drawing, actions, and using them

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in sentences

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

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

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

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

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

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

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

Read word with affixes 1. 2. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes. *Unionbank
EN1V-IVj-27 Student’s Work Text 2. 2013. pp 153, 192-193, 198.

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 K to 12 BASIC EDUCATION CURRICULUM

3. *Fun in English 4. 1999. pp 3, 8, 16, 24, 30, 38, 44, 206.

A - Attitude

1Q

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

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

1Q

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

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

3Q

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

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

Follow simple written directions EN3SS- IVa -1.3

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

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

GRADE 4

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

K to 12 English Curriculum Guide May 2016 Page 56 of 236

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 K to 12 BASIC EDUCATION CURRICULUM

Content Standard Performance Standard

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

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 K to 12 BASIC EDUCATION CURRICULUM

demonstrates an understanding of writing as a process uses a variety of strategies to write informational and literary compositions
Writing and
demonstrates an understanding of the importance of using varied sources
Composition uses varied sources of information to support writing
of information to support writing
demonstrates a command of the conventions of standard English grammar
Grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking
Content Standard Performance Standard
Domain
The learner… The learner…
English

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

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

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

Note details in a 1.14.4 Use context clues Analyze a story in Read words, Locate

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 K to 12 BASIC EDUCATION CURRICULUM

selection listened to Speak clearly (synoynms) to terms of its setting phrases, poems, information
using appropriate find meaning of or stories with using print and
pronunciation and unfamiliar words long vowel e nonprint
intonation sound resources
EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 Read EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in words, phrases, 2.15 Use Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting poems, or stories graphic of irregular nouns forms of simple
questions about a using appropriate find meaning of with long vowel i organizers to composition
story/poem listened pronunciation and unfamiliar words sound show (letters) as a
3
to intonation understanding response to
of texts (story stories/poems
sequence read or listened
organizers) to

LC V RC F SS WC
OL Oral G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id-e-24 EN4F-Id-9 EN4SS-Id- EN4G-Id-33 EN4WC-Id-33 EN4A-Id-20
Sequence at least 3 1.14.4 Use context clues Sequence events in Read words, 2.15 Use Use clear and Write 2–3 step Show willingness
events using signal Speak clearly (antonym) to a story or narrative phrases, poems, graphic coherent directions using and enthusiasm
words using appropriate determine the or stories with organizers to sentences signal words in reading or
pronunciation meaning of long vowel o show employing listening to
and intonation unfamiliar words sound understanding appropriate literary text
4 of texts (story
(poems, chants, grammatical
sequence
rhymes, riddles) structures:
organizers)
Kinds of Nouns
– Mass Nouns
and Count
Nouns
5 EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-f-13.9 EN4F-Ie-10 EN4SS-Ie-10 EN4G-Ie-34 EN4WC-Ie-f-34
Sequence at least 3 1.13.1 Use context clues Read words, Use graphic Use clear and Write 2–3 step
events using signal Give oral (definition) to phrases, poems, organizers to coherent directions using
words directions determine the or stories with show an sentences signal words
meaning of long vowel u understanding employing
of texts (story
unfamiliar words sound appropriate
sequence
grammatical
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 K to 12 BASIC EDUCATION CURRICULUM

organizers) structures
(quantifiers of
mass nouns)
EN4LC-If-2.8 EN4OL-If-10 EN4RC-If-25 EN4F-If-11 EN4SS-If- EN4G-If-35 EN4A-If-21
Infer feelings and Express one’s Infer feelings and Read words, 2.15 Use Compose clear Listen attentively
traits of characters ideas and traits of characters phrases, poems, graphic and coherent to and react
based on the story feelings clearly in a story read or stories with organizers to sentences using appropriately
heard compound words show an appropriate during story
6
grammatical
understanding reading
structures:
of texts
Kinds of Nouns
(Possessive
Nouns)
EN4LC-Ig-2.8 EN4OL-Ig-10 EN4V-Ig-13.9 EN4RC-Ig-26 EN4F-Ig-12 EN4SS-Ig-6 EN4G-Ig-36 EN4WC-Ig-18 EN4A-Ig-22
Infer feelings and Express one’s Use context clues Make inferences Read aloud Locate Identify and use Write a friendly Demonstrate
traits of characters ideas and to find meaning and draw grade-level texts information concrete nouns letter as a respect for the
based on the story feelings clearly of unfamiliar conclusions based with accuracy using print and and abstract response to ideas, feelings,
7 heard words (definition) on a literary text and proper nonprint nouns stories/poems and culture of the
expression resources read or listened author of the text
to
listened to

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

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 K to 12 BASIC EDUCATION CURRICULUM

EN4LC-Ii-2.8 EN4OL-Ii-10 EN4V-Ii-13.9 EN4RC-Ii-2.8 EN4F-Ii-14 Read EN4G-Ii- EN4WC-Ii-6

Infer feelings and Express one’s Use context clues Infer feelings and with accuracy 3.2.1.1 Use Write a response
traits of characters ideas and feelings (exemplification) traits of characters words, phrases, simple present to a story/poem
9 based on the story clearly to determine the based on the story poems,and tense of verbs read or listened
heard meaning of read stories with silent in sentences to -letters
unfamiliar words letters

SECOND QUARTER

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

literary text listened through structural elements such as grade-level and concepts agrees in sentences about
to analysis (e.g., setting, character frequently according to gender, number the characters
compound words and and plot occurring certain with the in a literary text
their components: content area characteristics antecedent listened to or
oneword compound words and similarities read
[backyard], two-word
compound [security
guard], and hyphenated
compound [sister-inlaw])

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

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

events in a text expression other oral

read (story) presentations
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-IIf-21 EN4OL-IIf-13 EN4V-IIf-34 EN4RC-IIf-2.8 EN4F-IIf-15 EN4SS-IIf-10 EN4G-IIf-10 EN4WC-IIf-22 EN4A-
IIf-25
Sequence events in React to what Use suffixes and root Predict outcomes Read words, Fill out forms Use correct Write a reaction Take part in a
story listened to the characters words as clues to get of events in the phrases, following time about the creative said in the story
meaning of words story poems, and instructions expressions to character in a responses in
6 listened to stories with appropriately tell an action in story read preparing logs,
accuracy and the present journal, and
appropriate other oral
expression presentations
EN4LC-IIg-1.1 EN4OL-IIg-2.6 EN4V-IIg-34 EN4RC-IIg-31 EN4F-IIg-4.4 EN4G-IIg-3.2 EN4WC-IIg- EN4A-IIg-26 Give a possible Retell best-liked Use suffixes and root
Give possible Read texts with Use the past 23 Browse and ending to a story part of a story words as clues to get ending to a story words with form of regular Write a read news page
7 heard heard meaning of words read consonant verbs paragraph about for information blends /tr/ and one’s personal of a school
/cr/ experience paper

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

proper various sources in sentences

expression preparation for
reporting, etc.
EN4LC-IIId-27 EN4OL-IIId16 EN4V-IIId-3 EN4RC-IIId-37 EN4F-IIId-15 EN4SS-IIId-12 EN4G-IIId-15 EN4WC-IIId- EN4A-IIId-30
Identify the Use of Identify multiple Identify various Read grade- Use graphic Identify and 29 Show interest in
elements of appropriate meanings of words text types level texts with organizers to use the correct Write/ compose reading a feature
informational text expression in according to appropriate organize order of clear and story
4 (feature story) talking about structure speed, information adjectives in a coherent
famous places (description) accuracy, and obtained from series in sentences using
expression various sources in sentences the correct order
preparation for of adjectives
reporting, etc.
EN4LC-IIIe-28 EN4OL-IIIe-f- EN4V-IIIe-37 EN4RC-IIIe-38 EN4F-IIIe-15 EN4SS-IIIe-12 EN4G-IIIe-16 EN4WC-IIIe- EN4A-IIIe-31
Recall the elements 17 Get unfamiliar words Identify various Read grade- Use graphic Identify and 30 Show interest on
of informational Use appropriate through text types level texts with organizers to use adverbs of Write/ compose reading an
text listened to expression in restatements according to appropriate organize place in clear and autobiography/
5
(autobiography, talking about structure speed, information sentences coherent biography
biography) famous people (description) accuracy, and obtained from sentences using
expression various sources in adverbs of
time
LC V RC F WC
OL Oral SS Study G A
Week Listening Vocabulary Reading Oral Reading Writing
Language Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
preparation for
reporting, etc.
EN4LC-IIIf-29 EN4V-IIIf-38 EN4RC-IIIf-39 EN4F-IIIf-15 EN4SS-IIIf-1.3 EN4G-IIIf-17 EN4WC-IIIf- EN4A-IIIf-32
Identify the Identify different Identify various Read grade- Locate information Use appropriate 31 Browse and read
elements of meanings of content text types level texts with from indices adverbs of time Write/ compose books for learning
informational text specific words. according to appropriate in sentences clear and or pleasure
6
(“how to”) (denotation and structure speed, coherent
connotation) (procedural/ accuracy, and sentences using
sequence) expression adverbs of
manner
EN4LC-IIIg-1.1 EN4OL-IIIg- EN4V-IIIg-38 EN4RC-IIIg-40 EN4F-IIIg-15 EN4SS-IIIf-1.3 EN4G-IIIg-18 EN4WC-IIIg- EN4A-IIIg-33
7 Identify the main 18 Identify different Identify the main Read gradelevel Locate information Use adverbs of 32 Browse and read
idea, key Tell/retell meanings of content idea, key texts with from indices place in Write/ compose news page of

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 K to 12 BASIC EDUCATION CURRICULUM

sentences, and familiar stories specific words sentences, and appropriate sentences clear and school paper for
supporting details by using (denotation and supporting details speed, coherent information
from text listened appropriate connotation) of a given text accuracy, and sentences using
to gestures and expression adverbs of place
expressions in
complete
sentences
EN4LC-IIIh-2.10 EN4OL-IIIh- EN4V-IIIh-39 EN4RC-IIIh-i41 EN4F-IIIh-15 EN4SS-IIIh-13 EN4G-IIIh-19 EN4WC-IIIh- EN4A-IIIh-33
Distinguish fact 19 Get the meaning of Distinguish fact Read grade- Interpret charts Use a particular 33 Browse and read
from opinion in Retell a news words through word from opinion in level texts with kind of Write news news page of
8 news reports report using association a news report appropriate sentence for a report using school paper for
listened to appropriate (analogy) speed, specific purpose the given facts information
gestures and accuracy, and (e.g., making
expressions expression requests)
EN4LC-IIIi-2.10 EN4OL-IIIi-19 EN4V-IIIi-40 EN4F-IIIi-15 EN4SS-IIIi-14 EN4G-IIIi-20 EN4WC-IIIi- EN4A-IIIi-33
Distinguish fact Retell a news Get the meaning of Read grade- Use a thesaurus to Use a particular 33 Browse and read
from opinion in report using words through word level texts with find synonyms kind of Write a news news page of
9 news reports appropriate classification appropriate and antonyms sentence for a report using the school paper for
listened to gestures and speed, specific purpose given facts information
expressions accuracy, and (e.g., asking
expression permission)

FOURTH QUARTER
LC V RC F WC
OL Oral SS Study G A
Week Listening Vocabulary Reading Oral Reading Writing
Language Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
1 EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC-IVa34 EN4A-IVa-34
Distinguish fact State a fact and 1 Distinguish fact Read aloud Get information Identify Outline a Express interest
from opinion in opinion about a Use knowledge from opinion in an grade four-level from an prepositions in paragraph with in different
informational text particular topic of context clues informational text texts with advertisement sentences explicity given texts by reading
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 K to 12 BASIC EDUCATION CURRICULUM

(advertisements) to find the accuracy rate of main idea available print

meaning of 95–100% materials
unfamiliar words (Informational)
(synonyms)
EN4LC-IVb-31 EN4OL-IVb-21 EN4V-IVb- EN4RC-IVb-42 EN4F-IVb-1.6 EN4SS-IVb-16 EN4G-IVb- EN4WC-IVb- EN4A-IVb-34
Distinguish fact State a fact and 13.2 Distinguish fact Read aloud Get information 7.3 35 Expess interest
from opinion in opinion about a Use knowledge from opinion in grade four-level from an Use Write a 2- point in text by
informational text particular topic of context clues informational text texts with an announcement prepositions in sentence reading
2
(announcement) to find the accuracy rate of sentences – to outline available print
meaning of 95–100% and from materials
unfamiliar words (Informational)
(antonyms)
EN4LC-IVc-31 EN4OL-IVc-22 EN4V-IVc-41 EN4RC-IVc-43 EN4F-IVc-1.6 EN4SS-IVc-17 EN4G-IVc-7.3 EN4WC-IVc36 EN4A-IVc-34
Tell whether an Express whether Identify the Distiguish reality Read aloud Use search Use Write a Express interest
action or event is a an action or meaning of from fantasy in grade four-level engine, prepositions paragraph in text by
reality or a fantasy event is reality words with stories read texts with encylopedia, in sentences – based on a reading
3 accuracy rate of
or fantasy multiple almanac and among and 2point outline available print
95–100% between
meanings other multimedia materials
sources to get (Informational)
information
EN4LC-IVd-32 EN4OL-IVd-23 EN4V-IVd-42 EN4RC-IVd-43 EN4F-IVd-1.13 EN4SS-IVd-18 EN4G-IVd- EN4WC-IVd- EN4A-IVd-34
Evaluate the State conclusion Identify meaning Distinguish reality Read grade-level Take down 7.3 37 Express interest
likelihood that a to realistic of words with from fantasy in texts with 118 important Use Write 5–6 in text by
story/event could fiction prefixes un-, in-, stories read words correct information prepositions in, sentence reading
4 on, under, and
really happen im-, dis-, mis- words per paragraph available print
and re- minute above in about a given materials
sentences topic (Informational)
(Prewriting)
EN4LC-IVe-33 EN4OL-IVe-24 EN4V-IVe-43 EN4RC-IVe-44 EN4F-IVe-1.13 EN4SS-IVe-5.4 EN4G-IVe- EN4WC-IVe- EN4A-IVe-34
Draw conclusion in State conclusion Identify meaning Make inferences and Read grade-level Interpret a map 7.2 Use 38 Express interest
informational text to informational of word with draw conclusions texts with 118 prepositiona Write 5–6 in text by
5 heard text suffixes -ful and based on words correct l phrases in sentence reading
-less informational text words per sentences paragraph available print
minute about a given materials
topic (Writing) (Informational)
Week LC OL Oral V RC F SS Study G WC A Attitude
Listening Language Vocabulary Reading Oral Reading Strategy Grammar Writing
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Comprehension Development Comprehension Fluency Composition

EN4LC-IVf-34 EN4OL-IVf-25 EN4V-IVf-44 EN4RC-IVf-45 EN4F-IVf-1.13 EN4SS-IVf-19 EN4G-IVf-22 EN4WC-IVf- EN4A-IVf-34
Give conclusions to State one’s Identify meaning Give conclusions to Read grade-level Interpret bar and Use simple 39 Express interest
realistic fiction conclusion to of words with realistic fiction read texts with 118 line graphs sentence: Simple Write 5–6 in text by
6 listened to realistic fiction suffixes -er and words correct subject and sentence reading available
listened to -or words per minute simple predicate paragraph about print materials
a given topic (Informational)
(Editing)
EN4LC-IVg-35 EN4OL-IVg-26 EN4V-IVg-45 EN4RC-IVg- EN4F-IVg-1.13 EN4SS-IVg-20 EN4G-IVg-23 EN4WC-IVg- EN4A-IVg-34
Give one’s reaction to Express one’s Identify meaning 2.2.12 Make Read grade-level Use a glossary to Use simple 40 Express interest
an event or issue reaction to an of words with generalizations texts with 118 get the meaning sentence: Write 5–6 in text by
heard event or issue prefixes de- and words correct of words Compound sentence reading available
7 paragraph about
dis- words per minute subject + print materials
simple predicate a given topic (Informational)
(Rewriting/
Revising)

EN4LC-IVh-2.16 EN4OL-IVh-27 EN4V-IVh-46 EN4RC-IVh-2.16 EN4F-IVh-1.13 EN4SS-IVg-21 EN4G-IVh-24 EN4WC-IVh- EN4A-IVh-32

Identify cause- State the effects Identify meaning Identify cause- Read grade-level Use a glossary to Use simple 41 Browse and read
andeffect relationship of a given cause of words with andeffect relationship texts with 118 get the meaning sentences: Write 5–6 books for
8 suffixes -ly and y words correct of words Simple subject sentence learning or for
words per minute and compound paragraph about pleasure
predicate a given topic
(Publishing)
EN4LC-IVi-2.16 EN4OL-IVi-28 EN4V-IVi-47 EN4RC-IVi-2.16 EN4F-IVi-1.13 EN4SS-IVg-22 EN4G-IVi-25 EN4WC-IVi- EN4A-IVi-32
Identify cause- State the cause of Identify meaning Identify cause- Read grade-level Use strategies in Use compound 42 Browse and read
andeffect relationship a given effect of words with andeffect relationship texts with 118 taking tests A. sentences Write 5–6 books for
9 suffixes -able and words correct Before the test sentence learning or for
-ible words per minute B. During the test paragraph about pleasure
a given topic
(Publishing)

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 K to 12 BASIC EDUCATION CURRICULUM

Grade 4 Tagged Materials

LEARNING COMPETENCY CODE LEARNING MATERIALS

LC - Listening Comprehension

1Q

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

2Q

Identify the main idea, key sentences and supporting 1. BEAM-DLP4 Module 18 – Giving Main Idea.
details from text listened to 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4LC-IIIg-1.1 5. BEAM ENG5 Module 10 – Getting the Main Idea.
6. *English for You and Me 3 (Reading). 2008. pp 40-41.

7. *Fun in English 4. 1999. pp. 35, 36-37, 41, 47-49, 50.

8. *English for All Times 5. 1999. pp 19, 37, 47, 77, 84-85, 92, 107-108.

9. *English Expressways 5. 2010. pp 7, 26-27, 54-55, 84-87, 121-123, 134, 143-144, 165.

3Q

Distinguish reality from fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
2. BEAM-DLP4 Module 67 – Evaluating Ideas/Making Judgment (Reality or Fantasy).
3. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN4LC-IIh-22 4. *English for You and Me 3 (Reading). 2008. pp 161.
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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

4Q

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

1Q

Speak clearly using appropriate pronunciation and 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
intonation 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
EN4OL-Ia-1.14.4 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4OL-Ib-1.14.4 4. *English for You and Me 3 (Language). 2008. pp 18-19.
5. *English for All Times 5. 1999. pp 125.

6. *English Expressways 5. 2010. pp 57-58.

Give oral directions EN4OL-Ie-1.13.1 1. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.

LEARNING COMPETENCY CODE LEARNING MATERIALS

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

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

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

V - Vocabulary Development

1Q

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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

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

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

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

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

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

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

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

Use context clues (synonym and antonym) to find the EN4V-IIIa-13.2 EN4V- 3. 4. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
meaning of unfamiliar words IIIb-13.2 5. BEAM ENG5 Module 9 – Using Antonyms.
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 K to 12 BASIC EDUCATION CURRICULUM

*English for You and Me 3 (Reading). 2008. pp 113.

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

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

4Q

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

LEARNING COMPETENCY CODE LEARNING MATERIALS

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

4. *English for All Times 5. 1999. pp 37, 59-60.

5. BEAM ENG5 Module 3 – Decoding Words with Prefixes.

6. BEAM ENG5 Module 4 – Decoding Words with Suffixes.

7. *English for You and Me 3 (Reading). 2008. pp 39-40.

8. *Fun in English 4. 1999. pp. 115, 116, 123, 124, 131.

Identify the meaning of unfamiliar words through BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIc-32
structural analysis (words and affixes) Analysis.
Identify the meaning of unfamiliar words according to EN4VD-IVe-11.5 EN4V- *English for You and Me 3 (Language). 2008. pp 105.
structure (inflections) IVf-11.5
RC - Reading Comprehension

1Q

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

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

5. *English for All Times 5. 1999. pp 19, 58.

Infer the theme of literary text EN4RC-Ig-2.9.1 *Fun in English 4. 1999. pp. 92-93.
EN4RC-Ih-2.9.1
EN4RC-Ii-2.9.1
EN4RC-Ij-2.9.1
2Q

Identify main idea, key sentences and supporting details 1. BEAM-DLP4 Module 18 – Giving Main Idea.
of a given text 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4RC-IIIg-40 5. BEAM ENG5 Module 10 – Getting the Main Idea.
6. *English for You and Me 3 (Reading). 2008. pp 31, 33, 81, 83.

7. *Fun in English 4. 1999. pp. 35, 36, 47-49, 50.

8. *English for All Times 5. 1999. pp 54, 76-77, 84, 107-108, 121-122, 143.

9. *English Expressways 5. 2010. pp 76-77, 84-85.

3Q

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

LEARNING COMPETENCY CODE LEARNING MATERIALS

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

5. *English Expressways 5. 2010. pp 132-133.

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

3Q

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

3Q

Use dictionary in getting the meaning of words 1. BEAM-DLP4 Module 6 – Using the Dictionary.
2. *English for You and Me 3 (Reading). 2008. pp 40.
EN4SS-IIIc-1.4 3. *English for You and Me 3 (Language). 2008. pp 164-166.
EN4SS-IIId-1.4 4. *Fun in English 4. 1999. pp. 150-151, 160-161, 204-205.
EN4SS-IIIe-1.4 5. *English for All Times 5. 1999. pp 20.
6. *English Expressways 5. 2010. pp 20.

Locate information from Indices 1. BEAM ENG5 Module 43 – Using Library Resources to Get Information.
2. *English for You and Me 3 (Language). 2008. pp 40, 173-174.
EN4SS-IIIf-1.3 3. *Fun in English 4. 1999. pp. 57, 65, 72-73.

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4. *English Expressways 5. 2010. pp 227-228.

4Q

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

G – Grammar

1Q

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

6. BEAM ENG5 Module 20 – Using Possessive Forms of Plural Nouns.

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 5
FIRST QUARTER

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

Content Standard Performance Standard

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

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

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

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

LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
expressions unfamiliar using paragraph conventions of
words appropriate composition using film and
(compound) grammatical an outline/other moving pictures
based on given structures: - (lights,
graphic organizers
context clues Aspects of blocking,
verbs direction,
(synonyms,
antonyms, characterization
word parts) , acting, dialog,
and other setting or
strategies setup)
2 EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib- EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 1.6 Read Compose clear 1.1.6.1 Plan a Describe Observe
Identify the Use appropriate Infer the Infer the theme aloud grade and coherent two to different forms politeness at all
elements of body meaning of of literary text level sentences threeparagraph and times
movements/ges unfamiliar appropriate using conventions of
literary texts composition
tures words text with an appropriate film and
accuracy rate grammatical using an
(compound) moving pictures
of 95 – 100% structures: - outline/other
based on given (lights,
Aspects of graphic blocking,
context clues
verbs organizers direction,
(synonyms,
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 K to 12 BASIC EDUCATION CURRICULUM
antonyms, characterization
word parts) , acting, dialog,
and other setting or
strategies setup)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic- EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 1.6 Read Compose clear 2.2.4 Write Describe Observe
Identify the informal Infer the Summarize aloud grade and coherent two to different forms politeness at all
elements of English when meaning of narrative level sentences threeparagrap and times
appropriate to unfamiliar appropriate using conventions of
literary texts texts based h composition
task and words text with an appropriate film and
situation ( affixed) on accuracy rate grammatical based on the
moving pictures
elements prepared EN5A-Ic-17
based on given of 95 – 100% structures: (lights,
-Modals outline Show
3 context clues -Theme blocking,
tactfulness
(synonyms, -Setting direction,
when
antonyms, -Characters characterization
communica
word parts) , acting, dialog,
(Heroes and ting with others
setting or
and other Villains)
setup)
strategies -Plot
(beginning,
middle and
ending)

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

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 K to 12 BASIC EDUCATION CURRICULUM
ending)

EN5LC-Ie- EN5OL-Ie- EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16

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

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts) text
and other
strategies

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

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

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

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

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

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

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

3.19 1.26 20.2.1 IIb2.21 1.5.3 Compose clear 2.2.5 Determine Observe
Identify Give precise Identify Identify Use card and coherent Write images/ideas politeness at all
informational information on different main idea, catalog to sentences paragraphs that are times
text-types a given topic meanings of key locate using showing - explicitly used
content specific sentences resources appropriate cause and to influence EN5A-IIb-17
words and grammatical effect viewers Show
(denotation structures: - EN5VC-IIb7.1 tactfulness
2 supporting
and subject-verb Stereotypes, when
details of a
connotation) agreement EN5VC-IIb- communica-
given (intervening
(Science) 7.2 ting with others
paragraph phrases) Point of view
EN5VC-IIb-
7.3
Propagandas

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIc- EN5OL-IIc- EN5V- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 IIc20.1.1 3.2.1 1.8.1 Read 1.4 IIc2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish with Gather relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing - explicitly used
of information Identify purpose frequently sources sentences cause and to influence EN5A-IIc-17
presented different -To classify or occurring -glossaries using effect viewers Show
meanings of describe content appropriate EN5VC-IIc- tactfulness
3 content specific area grammatical 7.1 when
words words structures: - Stereotypes, communica-
(denotation irregular nouns EN5VC-IIc- ting with others
and and verb
7.2
connotation) agreement
Point of view
(Science) EN5VC-IIc-
7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 Read 1.4 IId2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
4 from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times
opinions after Identify according to grade level from various and coherent clarity - explicitly used
reflection different purpose frequently sources - sentences correct to influence EN5A-IId-17
meanings of -To classify or occurring Dictionaries using spelling viewers Show

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

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

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

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

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

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

K to 12 English Curriculum Guide May 2016 Page 87 of 236

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 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

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

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
1 EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information from Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with primary sources and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, in preparation sentences
2.15 words purpose -To EN5F-IIIa- for writing, using EN5A-IIIa-17
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 K to 12 BASIC EDUCATION CURRICULUM
Provide evidence (compound, persuade 1.6 reporting and appropriate Show
to support affixed) based appropriate grammatical tactfulness

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

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

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

K to 12 English Curriculum Guide May 2016 Page 89 of 236

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
IIId20.5
other
strategies
(Health)
EN5LC- EN5OL- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
IIIe2.8.1/2.8.2/2. IIIe3.7 Use 20.3 3.2.6 1.3 Organize IIIe1.8.4 2.2.7 Write a 3.7 Observe
8.3 appropriate Infer the Distinguish Read grade information Use a 3paragraph Infer the politeness at all
Infer the strategies to meaning of text-types level text with from secondary particular feature article target times
5 speaker’s tone, keep the unfamiliar according to accuracy, sources in kind of audience
mood and discussion words features EN5F-IIIe- preparation for sentence for EN5A-IIIe-17
purpose 1.6 Show
going (compound, (structural and writing, a specific
affixed) based language) appropriate reporting and purpose and tactfulness
audience

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

K to 12 English Curriculum Guide May 2016 Page 91 of 236

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
-comparison expressions in similar -making 7.1 when
and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G- EN5WC- EN5VC-IIIh-7 EN5A-IIIh-16
3.17 3.2. 7 1.3 Organize IIIh1.8.10 IIIh1.8.2/1.8.1/1 Determine Observe
Identify pointof- Distinguish text- EN5F-IIIh- information Use a .8.3 images/ideas politeness at all
view types according 1.7 Observe from secondary particular Revise writing for that are times
to features accuracy, sources in kind of clarity - correct explicitly used
(structural and appropriate sentence for spelling - to influence EN5A-IIIh-17
preparation for
language) - rate and a specific appropriate viewers
writing, Show
comparison proper purpose and punctuation EN5VC-IIIh-
reporting and tactfulness
and contrast expressions in audience - marks 7.1
8 similar when
choral, echo expressing -transition/ Stereotypes,
academic tasks communica-
and shadow opinions/ signal words EN5VC-IIIh-
in collaboration Emotions ting with others
reading 7.2
with others
Point of view
EN5VC-IIIh-
7.3
Propagandas
EN5LC-IIIi- EN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G- EN5WC- EN5A-IIIi-16
3.17 Organize IIIi1.8.10 IIIi2.2.7 Write a Observe
Identify pointof- information Use a 3paragraph politeness at all
EN5F-IIIi-1.7
view from secondary particular feature article times
Observe
sources in kind of
accuracy,
preparation for sentence for EN5A-IIIi-17
appropriate
writing, a specific
rate and proper Show
reporting and purpose and
expressions in tactfulness
9 similar audience -
choral, echo when
academic tasks expressing
and shadow communica-
in collaboration opinions/
reading ting with others
with others Emotions

Week LC OL V RC F SS G WC VC A
K to 12 English Curriculum Guide May 2016 Page 93 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G- EN5A-IIIj-16
3.17 Organize IIIj1.8.10 Observe
Identify pointof- information Use a politeness at all
EN5F-IIIj-1.7
view from secondary particular times
Observe
sources in kind of
accuracy,
sentence for EN5A-IIIj-17
appropriate preparation for
a specific
10 rate and proper writing, Show
purpose and
expressions in reporting and tactfulness
audience -
choral, echo similar when
expressing
and shadow academic tasks communica-
opinions/
reading ting with others
in collaboration Emotions
with others

FOURTH QUARTER

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

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 K to 12 BASIC EDUCATION CURRICULUM
IVb3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all

LC OL V RC F WC
SS Study G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
sentences facial 20.2 text-types appropriate relevant notes sentences audience times
heard in one’s expressions Identify according to text with an to show
own words different features accuracy cause and EN5A-IVb-17
meanings of (structural and rate effect Show
content specific language) of 95 – 100%
tactfulness
words -Enumeration
when
(denotation communica-
and
ting with others
connotation)
(Science)
EN5LC- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc- EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
IVc3.11 2.6.2 20.1 3.2. 9 1.6 Read 1.9 1.8.2 1.1.6.1 Plan a 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish text- aloud grade Assess Use two to Infer purposes politeness at all
sentences body 20.2 types according level credibility of compound threeparagraph of the visual times
heard in one’s movements/ Identify to features appropriate the sources of sentences to composition media
own words different (structural and text with an using an EN5A-IVc-17
Gestures information show
3 meanings of language) - accuracy rate outline/other Show
problem-
content specific Time-order of 95 – 100% graphic tactfulness
solution
words (sequence, organizers when
recounts, relationship of
(denotation communica-
process) ideas
and ting with others
connotation)
(Health)
EN5LC- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
IVd3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish text- Read grade Assess Use Compose a Analyze how politeness at all
sentences body 20.2 types according level text with credibility of compound threeparagraph visual and times
heard in one’s movements/ Identify to features 128 words sources of sentences to descriptive essay multimedia
own words Gestures different (structural and correct per information show on selfselected elements EN5A-IVd-17
4 meanings of language) - minute topic Show
problem- contribute to
content specific Time-order
solution the meaning of tactfulness
words (sequence,
relationship of a text when
(denotation recounts,
ideas communica-
and process)
ting with others
connotation)
(Health)
K to 12 English Curriculum Guide May 2016 Page 95 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
IVe3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 Use 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary complex Revise writing Analyze how politeness at all
5 sentences in a TV times
20.2 graphic level text with sources of sentences for clarity - visual and
heard in one’s broadcast Identify organizers in 128 words information to show correct spelling multimedia
own words different texts read correct per cause and elements EN5A-IVe-17

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

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

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

LC OL V RC F WC
SS Study VC A
Week Listening Oral Vocabulary Reading Oral Reading G Grammar Writing/
Strategy Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
Summarize non-verbal cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to threeparagraph connections times
from various broadcast Identify 1.14 projects on a show problem- descriptive between
text types different Observe self-selected solution essay on information EN5A-IVh-17
meanings of accuracy, topic relationship of selfselected viewed and
Show
unfamiliar appropriate topic personal
ideas tactfulness
words rate, proper experiences
when
(denotation expressions communica-
and and correct
ting with others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi EN5A-IVi-16
3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVi- research connections times
from various broadcast 1.14 projects on a between
Observe information EN5A-IVi-17
text types self-selected
accuracy, viewed and Show
topic
appropriate personal tactfulness
9 experiences
rate, proper when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations

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

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

Grade 5 Tagged Materials

LEARNING COMPETENCY LEARNING MATERIALS

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

1Q

Note significant details 1. MISOSA ENG5 – Noting Details.

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN5LC-IIIe-
2.8.1/2.8.2/2.8.3 EN5LC-
IIIf2.8.1/2.8.2/2.8.3

Identify point-of-view EN5LC-IIIg-3.17 *English for All Times 5. 1999. pp 18, 184.
EN5LC-IIIh-3.17
EN5LC-IIIi-3.17
EN5LC-IIIj-3.17
4Q

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

2Q

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

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

V - Vocabulary Development

1Q

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

3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
173, 184, 200, 211.

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 K to 12 BASIC EDUCATION CURRICULUM
8. *English for All Times 6. 1999. pp 35, 45, 46, 47, 51, 79, 117.

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

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

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
Correct Word).

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

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

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

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

2Q

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
given context clues (Synonyms/Antonyms word parts) and 1. 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIa-20.4
3. 4. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-IIIb-20.4
5. BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-IIIc-20.4
*English for All Times 6. 1999. pp 35, 51, 79, 117.
EN5V-IIId-20.4
*Fun in English 4. 1999. pp 96-97, 124.
given context clues (Synonyms/Antonyms word parts) and 1. 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIf-20.4 EN5V-
3. BEAM-DLP5 Module 8 – Using Synonyms.
IIIe-20.4
BEAM-DLP5 Module 9 – Using Antonyms.
RC - Reading Comprehension

1Q

Infer the theme of literary text 1. 2. MISOSA ENG6 - Making Inferences.

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
Make an outline from a selection read EN5RC-IIh-2.15.1 *English for You and Me 4 (Reading). 2011. pp 96-97, 100. *English
EN5RC-IIi-2.15.1 1. for All Times 6. 1999. pp 204-205.
3Q

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

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

SS - Study Strategy

2Q

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

1Q

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 K to 12 BASIC EDUCATION CURRICULUM
Compose clear and coherent sentences using appropriate EN5G-Ia-3.3 *English for You and Me 4 (Language). 2011. pp 120-125, 130-138.

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

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

-order of adjectives EN5G-IIf-5.5

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

-subordinate and coordinate conjunctions EN5G-IIh-8.3

3Q

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

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

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

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

4. *English for All Times 6. 1999. pp 161-163.

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

Use compound sentences to show - EN5G-IVa-1.8.1 1. *Fun in English 4. 1999. pp 97-101, 124-125.
cause and effect EN5G-IVb-1.8.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.

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 K to 12 BASIC EDUCATION CURRICULUM
-problem – solution relationship of ideas EN5G-IVc-1.8.2 EN5G- 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119123,
IVd-1.8.2 136-137, 140, 160.
Use complex sentences to show - EN5G-IVe-1.9.1 EN5G- 1. *Fun in English 4. 1999. pp 97-101, 124-125.
cause and effect IVf-1.9.1 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
-problem – solution relationship of ideas EN5G-IVg-1.9.2 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119123,
EN5G-IVh-1.9.2 136-137, 140, 160.
WC - Writing/Composition

1Q

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 6
FIRST QUARTER

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

Content Standard Performance Standard

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

demonstrates understanding that reading a wide range of texts provides

uses literal information from texts to aptly infer and predict outcomes
pleasure and avenue for self-expression and personal development
Writing and drafts texts using appropriate text types for a variety of audiences and
Composition demonstrates understanding of different formats to write for a variety of purposes
audiences and purposes edits texts using appropriate text types for a variety of audiences and
purposes
express ideas effectively in formal and informal compositions to fulfil their rewrites/revises texts using appropriate text types for a variety of audiences
own purposes for writing and purposes

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-Ia- EN6OL-Ia- EN6V- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 Ia12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Describe Observe
EN6LC-Ia- Relate an Infer EN6RC-Ia- when reading Compose clear Write a different forms politeness at all
2.3.3 experience meaning of 2.3.3 and coherent 3line and times
EN6LC-Ia- appropriate to idiomatic EN6RC-Ia- sentences 4stanza conventions of
expressions using poem film and
2.3.2 the occasion 2.3.2
using appropriate moving
EN6LC-Ia- EN6RC-Ia- EN6A-Ia-17
-context clues grammatical pictures
2.3.6 2.3.9 Show
structures: - (lights)
EN6LC-Ia- Analyze tactfulness
Pluralization of
2.3.8 sound when
regular nouns communicating
1 EN6LC-Ia- devices
2.3.7 (onomatop with others
Analyze sound oeia,
devices alliteration, EN6A-Ia-18
(onomatopoeia, assonance, Show openness
alliteration, consonance to criticism
assonance, )
personification,
irony and
hyperbole) in a
text heard
EN6LC-Ib- EN6OL-Ib- EN6V- EN6RC-Ib-6.1 EN6F-Ib- EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 Ib12.4.2.1 EN6RC-Ib-6.2 1.6 Read 2.3.2 2.2.2 5.1.2 Describe Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 aloud grade Compose clear Write a different forms politeness at all
devices experience of idiomatic EN6RC-Ib- level and coherent 3line and times
(personification expressions 6.4 Analyze appropriate sentences 4stanza conventions of
appropriate to
) in a text using poem with 4 text with an using poem film and EN6A-Ib-17
the occasion
heard -affixes or more accuracy rate appropriate moving Show
stanzas in of 95 – 100% grammatical pictures tactfulness
terms of its structures: - (blocking) when
2 elements Pluralization of communicating
(rhymes, sound irregular nouns with others
devices,
imagery EN6A-Ib-18
and Show openness
figurative to criticism
language)

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

2.3.8 1.17 Ic12.4.1.1 EN6RC-Ic-6.6 1.6 Read Compose clear 5.1.3 Observe
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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-Ic- Relate an Infer meaning EN6RC-Ic-6.7 aloud grade and coherent Describe politeness at all
level

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
2.3.7 experience of idiomatic Determine tone, appropriate sentences different forms times
Analyze sound appropriate to expressions mood, and text with an using and
devices (irony the occasion using -roots purpose of accuracy appropriate conventions of EN6A-Ic-17
and hyperbole) the author rate grammatical film and Show
in a text heard of 95 – 100% structures: - moving pictures tactfulness
tenses of (direction) when
verbs communicating
with others

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16
2.11.1 12.3.2 6.10 1.8.1 Read Compose clear 5.1.5 Describe Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- with and coherent different forms politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences and times
EN6LC-Ie- EN6V- Analyze grade level using conventions of
2.11.3 Ie12.4.2.2 figures of frequently appropriate film and EN6A-Ie-17
Infer meaning speech occurring moving Show
Infer the grammatical
5 of figurative (hyperbole, content pictures tactfulness
speaker’s structures: -
language using irony) area (acting) when
tone, mood modals
-context words communicating
and
purpose clues -affixes with others
and roots -
other EN6A-Ie-18
strategies Show openness

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

EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16
2.24.1 1.8.1 Read 4.4.1 5.1.7 Describe Observe
EN6RC-Ig- with EN6G-Ig- different forms politeness at all
2.24.2 automaticity 4.4.3 and times
Evaluate grade level EN6G-Ig- conventions of
narratives frequently 4.4.2 film and EN6A-Ig-17
based on occurring moving Show
Compose clear
how the content pictures tactfulness
and coherent
author area (setting ) when
7 sentences using
developed words communicating
appropriate
the with others
elements: - grammatical
Setting structures: -
EN6A-Ig-18
-Characters Pronounreference
Show openness
(Heroes and agreement
to criticism
Villains) (number, case,
gender)

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

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

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

EN6A-Ih-18
Show openness
to criticism

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 K to 12 BASIC EDUCATION CURRICULUM
EN6RC-Ii- EN6F-Ii- EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16
2.24.4 1.13 Read Compose clear 3.3.1 Observe
EN6RC-Ii- grade level and coherent EN6VC-Ii- politeness at all
2.24.5 Evaluate text with 135 sentences 3.3.2 times
narratives based on words using EN6VC-Ii-
how the author correct per appropriate EN6A-Ii-17
3.3.3 Analyze
developed the minute grammatical Show
the characters
elements: -theme structures: - tactfulness
used in print,
-point of view Subject-verb when
nonprint, and
agreement digital communicating
materials (Age with others
and gender,
Race and EN6A-Ii-18
9 nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ii-
3.3.4 Analyze
the setting
used in print,
non-print and
digital
materials
(Urban or
Rural;
Affluent or
Poor)
EN6F-Ij- EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
1.13 Read Compose clear 3.3.1 Observe
grade level and coherent EN6VC-Ij- politeness at all
10 times
text with 135 sentences 3.3.2
words using EN6VC-Ij-
correct per

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 K to 12 BASIC EDUCATION CURRICULUM

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

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
1 EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 Employ 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
actual text speaking, 12.4.2.3 Infer of the different information using (biodata, EN6A-IIa-17
adjusting meaning of authentic texts from various appropriate application Show
sources - forms, etc.) tactfulness
language, borrowed grammatical

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 K to 12 BASIC EDUCATION CURRICULUM
gestures, words and glossary structures: - when
rate, and content -indices Order and communicating
volume specific

LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
according to terms using - degrees of with others
audience and context clues regular
purpose -affixes and adjectives EN6A-IIa-18
roots -other Show openness
strategies to criticism
(Math)

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 Employ 12.3.3 5.5 EN6F-IIc-1.3 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish an EN6V-IIc- Note significant EN6F-IIc-1.7 EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of Read grade 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational level text with Gather relevant using organizers for
actual text speaking, 12.4.2.3 Infer texts accuracy, information appropriate pre-writing EN6A-IIc-17
adjusting appropriate from various tasks Show
meaning of grammatical
language, rate and proper sources tactfulness
borrowed structures: -
gestures, expression - when
3 rate, and words and Adverbs of
-Almanac communicating
volume content intensity
-Encyclopedia with others
according to specific terms
audience and using -context
EN6A-IIc-18
purpose clues -affixes
Show openness
and roots - to criticism
other
strategies
(Health)

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

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

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

K to 12 English Curriculum Guide May 2016 Page 117 of 236

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN6LC-IIIc- EN6OL- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 IIIc1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
Detect biases Make a stand EN6V- IIIc - Distinguish text- EN6F-IIIc- information Use a EN6WC-IIIc- Identify the politeness at all
3 based on times
and propaganda 12.4.1.3 types according 1.3 from secondary particular kind 1.8.1 values
devices used by informed Infer meaning to EN6F-IIIc- sources in of sentence EN6WC-IIIc- suggested in
for a

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

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

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

K to 12 English Curriculum Guide May 2016 Page 122 of 236

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

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

FOURTH QUARTER

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy G Grammar Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
meaning through roots purpose and for effective 1.8.3 7.3 Determine EN6A-IVc-17
discussion language Revise writing communication Revise images/ideas Show
features - for of information/ writing for that are tactfulness
Problem and correctness/vali ideas clarity - explicitly used when
solution dy of (compound, correct to influence communicating
information complex spelling - viewers with others
sentences) appropriate (Stereotypes,
punctuation Point of view,
EN6A-IVc-18
marks Propagandas) Show openness
-transition/
to criticism
signal words
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 Use 1.1.6.1 Plan 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short various types a Make politeness at all
information from information of borrowed text-types level text research and kinds of composition connections times
a text heard conveyed words using according to with 145 projects on a sentences for using an between
through Prefix purpose words correct relevant issue effective outline/other information EN6A-IVd-17
discussion and per communication graphic viewed and Show
language minute of information/ organizers personal
4 tactfulness
features ideas experiences when
(compound,
communicating
-Problem and complex with others
solution sentences)

EN6A-IVd-18
Show openness
to criticism
5 EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 IVe2.15.2 1.13 2.3 1.10 Use 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short various types Compose a Make politeness at all
information from information of borrowed appropriate level text research and kinds of threeparagraph connections times
a text heard conveyed words using graphic with 145 projects on a sentences for persuasive between
through Suffix organizers in words correct relevant issue effective essay on information EN6A-IVe-17
discussion texts read per communication selfselected viewed and Show
minute of information/ topic personal
tactfulness
ideas experiences
when
(compound,
communicating
complex
with others
sentences)

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 K to 12 BASIC EDUCATION CURRICULUM
EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf1.4 EN6A-IVf-16
6 2.23 3.6 12.3.3 IVf2.15.2 EN6F- IVf 3.2 2.3 1.10 1.8.2 Make Observe
Summarize the Summarize EN6V- IVf - Use Conduct short Use various EN6WC-IVf- politeness at all

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

EN6OL-IVg- EN6V-IVg- EN6RC- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 6 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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LC - Listening Comprehension

1Q

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

V - Vocabulary Development

1Q

Infer meaning of idiomatic expressions using -context 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context. BEAM-DLP6
clues EN6V-Ia-12.3.1 2. Module 12 – Common Idioms.
3. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149.

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-affixes 1. BEAM-DLP6 Module 5 – Words with Affixes – Prefixes. BEAM-
EN6V-Ib-12.4.2.1 2. DLP6 Module 6 – Words with Affixes – Suffixes.
3. *English Arts I. 2000. pp. 205-207

Infer meaning of figurative language using -context EN6V-Id-12.3.2 EN6VIe- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
clues 12.3.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-affixes and roots EN6V-Id-12.4.1.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-12.4.1.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-other strategies EN6V-Id-12.4.2.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6VIe-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.

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2Q

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

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

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

3Q

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

-suffix 1. *English for All Times 5. 1999. pp. 110, 166.

2. *English Expressways 5. 2010. pp 109, 110.
EN6V-IIIf-12.4.2.3 3. *English for All Times 6. 1999. pp 28-29.

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4. *English for You and Me 6 (Reading). 2011. pp 11-12.

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

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

-suffix EN6V-IVe-12.4.2.3 1. *English for All Times 5. 1999. pp. 110, 166.

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2. *English Expressways 5. 2010. pp 109, 110.

3. *English for All Times 6. 1999. pp 28-29.

4. *English for You and Me 6 (Reading). 2011. pp 11-12.

Infer meaning of content-specific terms using -context EN6V-IVf-12.3.3 EN6V- 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
clues IVg-12.3.3 2. *English for All Times 6. 1999. pp 184-185.
EN6V-IVh-12.3.3
EN6V-IVi-12.3.3
EN6V-IVj-12.3.3
-affixes and roots EN6V-IVf-12.4.1.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.

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EN6V-IVg-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVh-12.4.1.3 3. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
EN6V-IVi-12.4.1.3
EN6V-IVj-12.4.1.3
-other strategies EN6V-IVf-12.4.2.3 *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
EN6V-IVg-12.4.2.3
EN6V-IVh-12.4.2.3
EN6V-IVi-12.4.2.3
EN6V-IVj-12.4.2.3
RC - Reading Comprehension

1Q

Analyze sound devices (onomatopoeia, alliteration, EN6RC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 103, 145.
assonance, consonance) EN6RC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN6RC-Ia-2.3.2 3. *English Arts I. 2000. pp 40, 42.
EN6RC-Ia-2.3.9
Analyze poem with 4 or more stanzas in terms of its EN6RC-Ib-6.1 *English Arts I. 2000. pp 40-44, 244-247.
elements (rhymes, sound devices, imagery and figurative EN6RC-Ib-6.2
language) EN6RC-Ib-6.3
EN6RC-Ib-6.4
Determine tone, mood, and purpose of the author 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
EN6RC-Ic-6.5 3. MISOSA ENG6 – Determining the Purpose of the Author.
EN6RC-Ic-6.6 4. *English for All Times 5. 1999. pp 18, 135.
EN6RC-Ic-6.7 5. *English Expressways 5. 2010. pp 137.
6. *English Arts I. 2000. pp 26, 27, 249.

Analyze figures of speech (simile, metaphor) 1. BEAM-DLP6 Module 2 – Using Figurative Language.
2. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6RC-Id-6.8 3. MISOSA ENG6 – Using Figures of Speech.
EN6RC-Id-6.9 4. *English for All Times 5. 1999. pp 190, 191.
5. *English for You and Me 6 (Reading). 2011. pp 51.

6. *English Arts I. 2000. pp 43, 186, 187.

Analyze figures of speech (hyperbole, irony) EN6RC-Ie-6.10 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.

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

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

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

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

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

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

4Q

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

SS - Study Strategy Research

2Q

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

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

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

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

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

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

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

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

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2. *English Expressways 5. 2010. pp 111-112.

3. *English for All Times 6. 1999. pp 84-87.

-Encyclopedia 1. *English for All Times 5. 1999. pp. 111-113.

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

G - Grammar

1Q

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

-tenses of verbs 1. *English for You and Me 6 (Language). 2011. pp 92.

EN6G-Ic-3.2 2. *New Horizons in Learning English I. 1999. pp 15, 92-93, 222.

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3. *English Arts I. 2000. pp 104-107.

-modals EN6G-Ie-3.6 *English Arts I. 2000. pp 261.

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

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

Compose clear and coherent sentences using appropriate EN6G-IIa-5.5 1. BEAM-DLP6 Module 11 – Using Adjectives in Series.
grammatical structures: EN6G-IIa-5.2 2. *New Horizons in Learning English I. 1999. pp 194-195.
-Order and degrees of regular adjectives --- 3. *English Arts I. 2000. pp 221-228.
EN6G-IIb-5.5.1
EN6G-IIb-5.2.1
-Adverbs of frequency 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IId-6.7
2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN6G-IIe-6.8
2. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
-Adverbs of place and time 1. MISOSA ENG5 Module 8 – Using Adverbs of Time, Place, Manner and Frequency.
EN6G-IIf-6.5

-Prepositions and prepositional phrases 1. BEAM-DLP5 Module 40 – Using Prepositions and Prepositional Phrase.
2. BEAM-DLP6 Module 57 – Using Prepositions and Prepositional Phrase.
EN6G-IIg-7.3.1 3. MISOSA 5 Module 6 – Using Prepositions and Prepositional Phrase.
EN6G-IIg-7.3.2 4. *English for You and Me 6 (Language). 2011. pp 152-153.
4. *New Horizons in Learning English I. 1999. pp 165.

5. *English Arts I. 2000. pp 251-252.

-Subordinate and coordinate conjunctions EN6G-IIh-8.3 1. *New Horizons in Learning English I. 1999. pp 245-246.
EN6G-IIh-8.4

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

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

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

Use various types and kinds of sentences for 1. BEAM-DLP5 Module 23 – Using Variety of Sentences According To Structure.
effective communication of information/ideas 2. BEAM-DLP6 Module 32 – Using Compound Sentences.
(compound sentences) EN6G-IVa-1.8 3. MISOSA ENG6 – Using Compound Sentences.
4. *English for You and Me 6 (Language). 2011. pp 61-63.

5. *English Arts I. 2000. pp 33, 34.

Use various types and kinds of sentences for 1. BEAM-DLP6 Module 33 – Using Complex Sentences.
effective communication of information/ideas 2. *English for You and Me 6 (Language). 2011. pp 65-67.
(complex sentences) EN6G-IVb-1.9 3. *New Horizons in Learning English I. 1999. pp 271-272.
4. *English Arts I. 2000. pp 35, 36.

Use various types and kinds of sentences for EN6G-IVc-1.10 1. *English for You and Me 6 (Language). 2011. pp 61-69.
effective communication of information/ideas EN6G-IVd-1.10 2. *New Horizons in Learning English I. 1999. pp 271-272.
(compound, complex sentences) EN6G-IVe-1.10
EN6G-IVf-1.10
EN6G-IVg-1.10
EN6G-IVh-1.10
EN6G-IVi-1.10
EN6G-IVj-1.10
WC - Writing/Composition

1Q

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

Fill-out forms accurately and efficiently (bio data, 1. BEAM-DLP5 Module 12 – Filling out Forms Correctly.
application forms, etc.) EN6WC-IIa-3.7 2. *English Expressways 5. 2010. pp 13-15.
3. *English for All Times 6. 1999. pp 141.

Plan a composition using an outline/other graphic *English for You and Me 6 (Reading). 2011. pp 66-67.
EN6WC-IIb-1.1.6.1
organizers
Write a 4-paragraph composition showing - EN6WC-IId-2.2.6 1. *New Horizons in Learning English. 1999. pp 201-202.
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comparison and contrast 2. *English Arts I. 2000. pp 261, 262.
Revise writing for clarity -correct EN6WC-IIe-1.8.2 *New Horizons in Learning English. 1999. pp 42.
spelling EN6WC-IIg-1.8.2

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GRADE 7
FIRST QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.

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

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

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
2 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,

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medium, low) when
reading lines of
poetry, sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read intensively Listen for important Give the meaning of Use appropriate Discover literature Differentiate literary 1.14.2: Observe Observe correct
to find answers to points signalled by given signs and idiomatic as a means of writing from the correct pitch subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing levels (high, agreement
pitch, stress, signs, prohibited variety of basic significant past medium, low) when
intonation, juncture, signs, etc.) interpersonal EN7LT-I-c-2.2.1: reading lines of
and rate of speech communicative Express poetry, sample
3 EN7LC-I-c-5.2: situations appreciation for sentences and
Note the changes in sensory images
paragraphs
volume, projection, used
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph (primary, agreement
4 pitch, stress, variety of basic significant past. secondary, tertiary
trailer, news flash,
intonation, juncture, interpersonal EN7LT-I-d-2.2.2: and weak) when
internet-based
and rate of speech communicative Explain the literary reading passages
program,
situations devices used
documentary, video,

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7LC-I-d-5.2: etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material viewed appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past EN7WC-I-e-2.8.1: secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: Recognize the parts and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary of a simple reading passages
5 and in writing the ry, video, etc.) another word or devices used paragraph
information EN7LC-I-e-5.2: expression
presented in Note the changes in
diagrams, charts,
volume, projection,
table, graphs, etc.
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with agreement
presented in pitch, stress, idiomatic word or significant past YesNo and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the tone, rising-falling
6 another word or mood, technique, intonation with
EN7LC-I-f-5.2: expression and purpose of the information-
Note the changes in author seeking
volume, projection, questions, option
questions and
pitch, stress,
with statements
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:
Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
7 given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;

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

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 K to 12 BASIC EDUCATION CURRICULUM
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication Draw similarities intonation with
and differences of information- seeking
EN7LC-I-g-5.2: the featured questions, option
selections in relation questions and with
Note the changes in
to the theme statements
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:
Give the meaning of Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, juncture, EN7LT-I-h-2.3: when reading
signs, etc.) expressions in oral
and rate of speech Draw similarities sample passages
communication
8 and differences of (prose or poetry)
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i-1.14.5: EN7G-I-i-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, juncture, expressions in oral when reading
and rate of speech EN7LT-I-i-3:
communication sample passages
9 Explain how a (prose or poetry)
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors
and rate of speech
that affect meaning

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 K to 12 BASIC EDUCATION CURRICULUM
10 Culminating Task
SECOND QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate listening strategies Note details, Discriminate Discover the conflicts Extract Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and presented in literary information from a verbal cues in and sentences
the library for familiarity with the relationships of figurative language selections and the text using a conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-II-a10.1.1: need to resolve summary, precis, dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short Classify sample those conflicts in and paraphrase interviews
Use the card texts listened to texts into literal or nonviolent ways EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: figurative EN7LT-II-a-4.1: Use appropriate
public access Extract information Identify the verbal and nonverbal
catalog, or from the text distinguishing cues when
electronic search listened to features of developing,
engine to locate literature during the maintaining and
specific resources Period of ending
Apprenticeship conversations and
dialogs

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express
appreciation for
sensory images
used
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
e1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5 information from cues to determine chronologically/ figures of conflicts presented techniques and and sentences
the different parts the order of ideas/ Arrange ideas speech that in literary selections strategies when appropriately and
show

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
in the library personification) conflicts in answers
nonviolent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used

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

f1.3/1.4: Get f2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
information from the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
the different parts of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
of a book and from characters in the pictures, and oxymoron, paradox) and the need to asking questions meaningfully
general references narrative listened to excerpts of the resolve those and eliciting
6 in the library material viewed conflicts in answers
nonviolent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

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

10 Culminating Task

THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1:

Use one’s schema Use different Determine the key 13.11: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert narrative texts opinions, feelings using logical
understand a text based on purpose, in the material expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels viewed according to identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema of difficulty of shades of meaning better understand features of group/panel and logical
as basis for simple informative EN7V-III-a- other people narrative writing discussions, sequence and
conjectures made and 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation
1 about a text short narrative texts Identify the debates, etc.
collocations used
EN7LC-III- in a selection distinguishing EN7OL-III-a-5:
a2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:
8.1: Use one’s b3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
schema as basis Recognize main message conveyed collocations used as a tool to assert and factual recounts appropriate oral using logical
points and in the material in a selection one’s unique language and connectors that
for conjectures
supporting ideas viewed identity and to stance in an signal chronological
2 made about a in the text listened interview, a panel and logical
better understand
text to other people discussion, in a sequence and
forum and in a summation
EN7LT-III-b-5.2: debate
Identify the

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

distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2: Use
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material in a selection one’s unique identity entries language and meaningfully in
to viewed and to better stance in an varied contexts
understand other interview, a panel
people discussion, in a
3 EN7LT-III-c-2.2: forum and in a
Explain how the debate
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of d3.18: Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate Determine the message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema order of ideas in the material genus-species one’s unique identity on a significant language and meaningfully in
as signaled by cues viewed (hyponymous) and to better personal stance in an varied contexts
4 relations in a understand experience. interview, a panel
selection other people
discussion, in a
forum and in a
EN7LT-III- debate
d2.2.2: Explain
literary devices used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3:
Make predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
about the text process material viewed expressions with as a tool to assert an anecdote appropriate oral reported speech
genus-species one’s unique identity based on a language and appropriately in
(hyponymous) and to better significant stance in an varied contexts
5 relations in a interview, a panel
understand other personal experience
selection discussion, in a
people EN7LT-III-
forum and in a
e2.2.2: Explain debate
literary devices used

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

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

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

Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a g3.4.1: Express Use direct and
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions reported speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
7 fact from opinion, explicit statements other people
fantasy from reality made EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
in the text stand of the part-whole identity and to other people provoking questions contexts
speaker based on (partitive) relations in public
better understand
explicit statements forums/panel
other people
8 made discussions, etc.
EN7LT-III-h-3:
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use
9
2.1.7: React to Formulate Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise the past and past
K to 12 English Curriculum Guide May 2016 Page 151 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

assertions made by predictions about material viewed words or expressions as a tool to assert personal letter to a sensible, challenging perfect tenses
the author in the the contents of the with part-whole one’s unique identity friend, relative, and thought provoking correctly in varied
text text (partitive) relations and to better other people questions contexts
understand other in public
people EN7LT-III- forums/panel
i-3: Explain how a discussions, etc.
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task

FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
1 EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to based on a material understanding the need to work EN7WC-IV-a- language, stance giving instructions
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
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 K to 12 BASIC EDUCATION CURRICULUM
recount, persuasive) Determine the and expressions responsibly in features of giving information,
intentions of today’s global personal essays instructions, making
speakers by village explanations, and

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to based on a material in understanding the need to work a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical instructions in
10.1: Give and intentions of today’s global sketch, varied oral
2 follow instructions speakers by focusing village. and feature article communication
and directions on their unique EN7LT-IV-b-2.2: situations
verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection

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

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

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate meaningful
thoughts and based on a material identified the need to work of a person multimedia expressions
feelings expressed viewed homonymous or cooperatively and interviewed resources when EN7G-IV-f-6.2:
in the text listened polysemous words responsibly in orally giving Formulate who,
6
to or expressions today’s global information, what, when, where,
village instructions, making why, and how
explanations and questions
narrating events in
personal or factual
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:
10.4: Cite evidence Determine the worth Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
to support a general of ideas mentioned beliefs/convictions expressions used in Philippine literature biographical sketch appropriate what, when, where,
statement in the based on a material a selection that the need to work based on a personal multimedia why, and how
7 text listened to viewed show varying cooperatively and interview and resources when questions
shades of meaning responsibly in background orally giving
(gradients)
EN7RC-IV- today’s global research information,
g3.1.13: Make a village instructions, making
explanations and
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities and personal or factual
differences of the recounts
featured selections
in relation to the
theme

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

10 Culminating Task

Grade 7 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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 K to 12 BASIC EDUCATION CURRICULUM
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.

1. BEAM ENG7 Module 3 – Using Gambits.

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.

1. BEAM ENG7 Module 3 – Using Gambits.

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 EN7RC-I- 1. BEAM ENG7 Module 1 – Asking and Answering Questions.

Read intensively to find answers to specific questions
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.
in diagrams, charts, table, graphs, etc. EN7RC -I-e-1.2 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.

Transcode orally and in writing the information presented 1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
in diagrams, charts, table, graphs, etc. 2. *English for All Times 6. 1999. pp 185-187.
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
2. *English for All Times 6. 1999. pp 161-162.
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. *English
Follow directions using a map EN7RC-I-i-14:
1. 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.

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 K to 12 BASIC EDUCATION CURRICULUM
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
LEARNING MATERIALS
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Get information from the different parts of a book and 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-d-1.3/1.4 4. *English Arts I. 2000. pp 249, 250.
6. *English Expressways II. 2007. pp 57.

Get information from the different parts of a book and 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library EN7RC-II-e-1.3/1.4 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-f-1.3/1.4 3. BEAM ENG8 Module 4 – Using Library Resources.
4. *English for All Times 6. 1999. pp 84-85.

5. *English for You and Me 6 (Reading). 2011. pp 200-202.

Gather current information from newspapers and other 1. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-2.1
print and non-print media 2. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1
3. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1
4. *English Expressways II. 2007. pp 74-77.
3Q

Use one’s schema to better understand a text EN7RC-III-a-8 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
Use one’s schema as basis for conjectures made about a EN7RC-III-a-8.1 EN7RC- 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text III-b-8.1
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 EN7RC- 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
III-d-8.2
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8 EN7RC-
2. *English for All Times 6. 1999. pp 113.
III-f-2.8
3. *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
Identify the author’s intentions for writing 1. *English for All Times 6. 1999. pp 130.
EN7RC-III-g-9
2. *English Expressways II. 2007. pp 114-117, 200-201, 260-261.

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 K to 12 BASIC EDUCATION CURRICULUM
Distinguish fact from opinion, fantasy from reality in the 1. BEAM ENG 7 - Appreciation of Various Literary Types.
text 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.

React to assertions made by the author in the text EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
4Q

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

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2. BEAM ENG 7 Module 1 – Life's Values.

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

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

LC - Listening Comprehension

1Q

Recognize prosodic features: volume, projection, pitch, 1. *English for You and Me 6 (Language). 2011. pp 2-3.
stress, intonation, juncture, and speech rate that serve as EN7LC-I-a-5 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
carriers of meaning
Listen for important points signalled by volume, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5.1

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

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

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

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

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

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

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

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

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

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

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

1Q

EN7VC-I-a-8 1. *English Arts I. 2000. pp 116, 117, 131, 132.

Use structural analysis to determine the meaning of
EN7VC-I-b-8
unfamiliar words or expressions from the material viewed

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

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

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

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

4Q

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

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

V - Vocabulary Development

1Q

basic 1. 2. *English for All Times 6. 1999. pp 228-229.

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

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

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

le 1. 2. *English for All Times 6. 1999. pp 145.

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

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EN7V-III-f-13.8

4Q

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

1Q

Describe the different literary genres during the 1. *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
precolonial period
Identify the distinguishing features of proverbs, 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
2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
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
1. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for sensory images used EN7LT-II-d-2.2.1
2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
4. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain the literary devices used EN7LT-II-0-2.2.2
5. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Determine tone, mood, technique, and purpose of 1. *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
the author
3Q

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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 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
the author
4Q

Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-IV-c-2.2.1
2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
Explain the literary devices used EN7LT-IV-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.

Determine tone, mood, technique, and purpose of 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
the author
EN7LT-IV-e-2.2.3

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WC – Writing and Composition

1Q

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

Recognize the common purposes for writing EN7WC-I-a-4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201, 260-261.
EN7WC-I-b-4.2 EN7WC- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 EN7WC- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs 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 EN7WC- 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details
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.

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

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

1Q

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

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

Use appropriate prosodic features of speech like pitch, 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11.
stress, juncture, intonation, volume and projection and 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184186,
EN7F-I-b1.14
rate/speed of speech in differing oral communication 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. 2. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-108.
EN7F-I-f-1.14.4 EN7F-I-
questions; the rising-falling intonation with information- 3. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
g-1.14.4
seeking questions, option questions and with statements *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, 184186,
EN7F-II-h-1.14 EN7F-II-
projection and rate/speed of speech in conversations and 211, 269.
i-1.14
dialogs
3Q

Express ideas, opinions, feelings and emotions during 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-176, 208-209, 276-277.
interviews, group/panel discussions, forums/fora, debates, EN7F-III-a-1.3
etc.
Employ the appropriate oral language and stance in an EN7F-III-b-3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 151, 152.

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interview, a panel discussion, in a forum and in a debate
EN7F-III-f-3.4.1 EN7F- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209, 276-277.
Express ideas and opinions based on text listened to
III-g-3.4.1
G - Grammar Awareness

1Q

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

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 8
FIRST QUARTER

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

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

EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in
intonation, juncture, unfamiliar words or noting context African writers ideas using a composing
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of an informative speech
1 collocations Identify the graphic
distinguishing organizers
features of
notable African
chants, poems,
folktales, and
short stories

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EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in
2 intonation, juncture, unfamiliar words or African writers one-step word,
noting context composing
and rate of speech expressions EN8LT-Ib-8.1: phrase, and an informative speech
clues and
Identify the sentence outline
collocations
distinguishing forms
features of

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

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

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

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

2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary notes taken prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres from an speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by expository text delivering lines devices in
reading etc.) for one’s and speech rate serve unfamiliar words African writers EN8WC-Ie-6.1: composing
purpose as carriers of and idiomatic EN8LT-Ie-2.2: Arrange notes an informative speech
meaning expressions Explain how the using a variety of
elements specific graphic organizers
5 to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3: Determine
tone, mood,
technique, and

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 K to 12 BASIC EDUCATION CURRICULUM
purpose of the
author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
6 reading, intensive intonation, juncture, that reflect the understanding the EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech
local culture by human being and Arrange notes an informative speech
purpose that affect meaning
noting context the forces he/she using a variety of
clues needs to contend graphic organizers
with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize Deliver a parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary notes taken selfcomposed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres from an informative speech appropriate cohesive
7 intonation, juncture, same topic in that reflect the contributed by expository text EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing African writers EN8WC-Ig-6.2: Use the correct
local culture by an informative speech
that affect meaning genres EN8LT-Ig-2.3: Arrange notes in stance and
noting context
clues Draw similarities one-step word, behavior
phrase, and

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea development.

The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
PERFORMANCE STANDARD
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

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

EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
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 excerpts dramatic types of East Asian writers entertainment pattern of idea
narrative texts
theme to previous EN8VC-IIa-17: irony and give EN8LT-IIa-9.2: speech development:
EN8LC-IIa-7.2:
1 experiences and Discern positive examples of each Identify the • general to
Employ projective
background knowledge and negative distinguishing particular
listening strategies
messages conveyed features of • claim and
with longer stories in a material notable East counterclaim
viewed Asian poems, • problemsolution
folktales, and • cause-effect
short stories • and others
2 EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
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
Relate content or excerpts dramatic types of East Asian writers variety of pattern of idea
narrative texts entertainment
theme to previous EN8VC-IIb-17: irony and give EN8LT-IIb-9.2: techniques to development:
EN8LC-IIb-6.2: speech
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 K to 12 BASIC EDUCATION CURRICULUM
experiences and Infer dominant Discern positive examples of each Identify the introduce a topic • general to
background knowledge thoughts and feelings and negative distinguishing particular
expressed in the text messages conveyed features of • claim and
listened to in a material

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

viewed notable East counterclaim

Asian poems, • problemsolution
folktales, and • cause-effect
short stories • and others

EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use

Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
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 pattern of idea
entertainment
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary sentences development:
speech
the text Determine the tone Discern positive examples of each selection • general to
3 EN8LT-IIc-
and mood of the and negative 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 • problemsolution
used • cause-effect
• and others

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 K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively or expressions
text
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an suitable to each
narrative texts excerpts dramatic types of theme of a variety of pattern of idea
entertainment
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to development:
speech
4 Determine the tone Discern positive examples of each selection formulate a • general to
and mood of the and negative EN8LT-IId- particular
conclusion
speaker or characters messages conveyed 2.2.2: Explain • claim and
in the narrative in a material the literary counterclaim
listened to viewed devices used • problemsolution
• cause-effect
• and others

EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use

Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate Develop Use appropriate appropriate
5
relationships illustrated listening skills and the material viewed between literal literature as an paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to based on the title, art form inspired illustrate each text when delivering or expressions

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

information maps found long descriptive and pictures, and and figurative and influenced type (narrative in lines in an suitable to each
in expository texts narrative texts excerpts language by nature literature, entertainment pattern of idea
EN8RC-IIe-11: EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech development:
Transcode information Infer the theme of Discern positive explanatory, factual • general to
from linear to nonlinear the text listened to and negative and personal particular
texts and viceversa messages conveyed recount, • claim and
in a material persuasive) counterclaim
viewed • problemsolution
• cause-effect
• and others

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 K to 12 BASIC EDUCATION CURRICULUM
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that non-verbal cues grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text when delivering or expressions
information maps found long descriptive and pictures, and emphasis contribute to the type (narrative in lines in an suitable to each
in expository texts narrative texts excerpts (hyperbole and theme of a literature, pattern of idea
entertainment
EN8RC-IIf-11: EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, development:
speech
6 Transcode information Formulate predictions Discern positive selection explanatory, factual • general to
from linear to nonlinear about the contents of and negative EN8LT-IIf- and personal particular
texts and viceversa messages conveyed 2.2.3: Determine recount, • claim and
the listening text.
in a material tone, mood, persuasive) counterclaim
viewed technique, and • problemsolution
purpose of the • cause-effect
author • and others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Deliver a appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text entertainment or expressions
information maps found long descriptive and pictures, and emphasis contribute to the type (narrative in speech using all the suitable to each
in expository texts narrative texts excerpts (hyperbole and theme of a literature, needed speech pattern of idea
EN8RC-IIg-11: EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
Transcode information Listen to paraphrase Discern positive selection explanatory, factual EN8OL-IIh-3.13: • general to
7
from linear to nonlinear information/ideas and negative EN8LT-IIg- and personal Maintain the particular
texts and viceversa messages conveyed 2.2.3: Determine recount, interest of the • claim and
in a material tone, mood, persuasive) audience by counterclaim
viewed technique, and delivering punch • problemsolution
purpose of the lines effectively • cause-effect
author • and others

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

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 K to 12 BASIC EDUCATION CURRICULUM
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Draw similarities Develop Deliver a appropriate
relationships illustrated listening skills and the material viewed figures of speech and differences paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment or expressions
information maps found long descriptive and pictures, and emphasis selections in type (narrative in speech using all the suitable to each
in expository texts narrative texts excerpts (hyperbole and relation to the literature, pattern of idea
needed speech
EN8RC-IIh-2.15: EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, development:
8 explanatory, factual conventions • general to
Organize information in Employ projective Discern positive
tables, graphs, and listening strategies and negative and personal particular
maps with longer stories messages conveyed recount, • claim and
in a material persuasive) counterclaim
viewed • problemsolution
• cause-effect
• and others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3: EN8G-IIi-9: Use
Explain visual-verbal Employ appropriate Predict the gist of Discriminate Explain how a Develop Deliver a appropriate
relationships illustrated listening skills and the material viewed between literal selection may be paragraphs that selfcomposed grammatical signals
in tables, graphs, and strategies suited to based on the title, influenced by illustrate each text entertainment or expressions
and figurative
information maps found long descriptive and pictures, and culture, history, type (narrative in speech using all the suitable to each
narrative texts language literature, pattern of idea
in expository texts excerpts environment, or needed speech
EN8RC-IIi-2.15: EN8LC-IIi-7.2: EN8VC-IIi-17: expository, development:
other factors conventions
Organize information in Employ projective Discern positive explanatory, factual • general to
9
tables, graphs, and listening strategies and negative and personal particular
maps with longer stories messages conveyed recount, • claim and
in a material persuasive) counterclaim
viewed • problemsolution
• cause-effect
• and others

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM
THIRD
QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.

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

EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa3.11: EN8RC-IIIa-10:

Recognize propaganda Determine the target IIIa3.4/4.4/5.4: Explain the Identify the Organize Use the correct Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a sounds of English opinion-marking
given text listening text and the target audience of word through genres chosen subject during speech signals
objective/s of the a material viewed structural analysis contributed by using a graphic delivery EN8G-IIIa-3.6: Use
Southeast Asian organizer modals appropriately
speaker (prefixes, roots,
writers
suffixes)
EN8LT-IIIa-
11.1: Identify the
1 distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
2 EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance IIIb3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking

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 K to 12 BASIC EDUCATION CURRICULUM
given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
listened to a material viewed structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
(prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately

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

suffixes) writers
EN8LT-IIIb-
11.1: Identify the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
difficulty of the (prefixes, roots, to the theme of a secondary sources persuasive speech appropriate
particular literary documentation EN8G-
3 listening text suffixes)
selection IIIc-3.6: Use modals
EN8LT-
appropriately
IIIc2.2.1:
Express
appreciation for
sensory images
used
4 EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements Compose an correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a informative essay pitch, and juncture EN8G-IIId-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of a persuasive speech
particular literary
selection
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 K to 12 BASIC EDUCATION CURRICULUM
EN8LT-IIId-
2.2.4: Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for IIIe1.14: Use modals appropriately
5 asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property appropriate EN8G-IIIe-12: Use
in a text given issue presented presented in the clues mirror to a rights by persuasive devices emphasis markers for
in the text listened to material viewed shared heritage acknowledging persuasive purposes

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

of people with citations made in

diverse an informative
backgrounds essay EN8SS-
IIIe1.6.3:
Acknowledge
sources by creating
a bibliography

EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use

Evaluate the details Distinguish facts from Judge the Arrive at meanings 2.2: Explain how Show respect for Deliver a modals appropriately
that support assertions opinion cited in the relevance and through context the elements intellectual property selfcomposed EN8G-IIIf-12: Use
in a text text listened to worth of ideas clues specific to a rights by persuasive speech emphasis markers
presented in the genre contribute acknowledging for
material viewed to the theme of a citations made in persuasive purposes
6 particular literary an informative
selection essay. EN8SS-
EN8LT-IIIf- IIIf1.6.3:
2.2.5: Determine Acknowledge
key ideas, tone, sources by creating
and purposes of a bibliography.
the author

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 K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg1.14: EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for Use appropriate Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual property persuasive devices opinion-marking
author suited to the topic, worth of ideas expressions used specific to a rights by signals
purpose, and level of presented in the in propaganda genre contribute acknowledging EN8G-IIIg-3.6: Use
material viewed to the theme of a citations made in modals appropriately.
difficulty of the techniques
7 particular literary an informative EN8G-IIIg-12: Use
listening text
selection essay emphasis markers for
EN8LT-IIIg- EN8SS-IIIg- persuasive purposes
2.2.5: Determine 1.6.4: Use
key ideas, tone, conventions in
and purposes of citing sources
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property selfcomposed opinion-marking
author economic issues worth of ideas expressions used differences of the rights by persuasive speech signals
8 discussed in the text presented in the in propaganda featured acknowledging EN8G-IIIh-3.6:
material viewed selections Use modals
listened to techniques citations made in
an informative appropriately
essay EN8G-IIIh-12: Use
emphasis markers for
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

EN8SS-IIIh- persuasive purposes

1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: Use EN8LT-IIIi-3: EN8WC- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the relevance appropriate Explain how a IIIi2.2.16: Use appropriate Share ideas using
strategies to process social, moral, and and worth of ideas strategies for selection is Compose an verbal and nonverbal opinion-marking
information in a text economic issues presented in the unlocking unfamiliar influenced by informative essay cues when delivering signals
discussed in the text material viewed words culture, history, a persuasive speech EN8G-IIIi-11: Use
listened to environment appropriate
9 documentation EN8G-
IIIi-3.6: Use modals
appropriately EN8G-
IIIi-12: Use emphasis
markers for persuasive
purposes

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 K to 12 BASIC EDUCATION CURRICULUM
10 Culminating Task

FOURTH QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD deeper appreciation of Philippine Culture.

The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

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

EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use

Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
1
topic sentence follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical

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

listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify the in an oration, in a
distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
K to 12 English Curriculum Guide May 2016 Page 186 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
South and West
Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence a text listened to aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
viewed meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVb- memorized speech tenses in journalistic
feature article, and
13.1: Identify the in an oration, in a writing
sports news article)
2 distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English journalistic writing
used by the writer with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
presented in a Asian writers manuscript or appropriate modifiers
3 opinion article,
material viewed EN8LT-IVc- memorized speech
feature article, and
13.1: Identify the in an oration, in a
sports news article)
distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,

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

drama, and short

stories
contributed by
South and West
Asian writers

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

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

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 K to 12 BASIC EDUCATION CURRICULUM
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use
Evaluate the accuracy Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported
of a given information and worth of ideas elements that make strategies in Explain how the intellectual property manuscript/memori speech in
presented in the text up reality and decoding the elements specific rights by zed oral speech journalistic writing
listened to fantasy based on a meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
material viewed contribute to the sources of fluency before an appropriate modifiers
theme of a EN8G-IVg-16: Use
information in audience
7 particular literary appropriate logical
journalistic writing
selection connectors for
EN8LT-IVg- emphasis
2.2.5:
Determine key
ideas, tone, and
purposes of the
author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13:
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective Use active and
from a set of details delivered by making about a particular strategies in similarities and conventions to nonverbal passive
inferences from what aspect of a material decoding the differences of the indicate communication constructions in
has been listened to viewed meaning of words featured acknowledgement strategies: gestures journalistic contexts
selections of sources and body EN8G-IVh-14: Use
8
EN8LT-IVh-3: direct and reported
movements and
Explain how a speech in
eye contact, etc.
selection is journalistic writing
influenced by
culture, history,
environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15: EN8V-IVi-15: Use EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
Synthesize essential Summarize Compare and various strategies Appreciate Compose Deliver a active and passive
information found in information from the contrast one’s in decoding the literature as an journalistic texts manuscript/memori constructions in
a given text text listened to beliefs/convictions meaning of words expression of zed oral speech with journalistic contexts
9 philosophical and EN8G-IVi-14: Use
with those ease and fluency
religious ideals direct and reported
presented in a before an audience
material viewed speech in
journalistic writing
K to 12 English Curriculum Guide May 2016 Page 189 of 236
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 K to 12 BASIC EDUCATION CURRICULUM

Grade 8 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension

1Q

Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2 EN8RC-Ib-
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
7.2
3. *English Expressways III. 2007. pp 238-239.
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1 EN8RC- 2. *New Horizons in Learning English I. 1999. pp 29-34.
Id-1.5.1 3. *English Expressways II. 2007. pp 56, 216.
4. *English Expressways III. 2007. pp 44-45, 113.

Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 EN8RC-If- 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose 7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 EN8RC-Ih- 1. *English Expressways II. 2007. pp 216-217.
7.1 2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences. *English
EN8RC-Ii-7
speed reading, intensive reading etc.) for one’s purpose 1. Expressways III. 2007. pp 286-287.
2Q

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 K to 12 BASIC EDUCATION CURRICULUM
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines. *English
EN8RC-IIa-2.18
background knowledge 2. Expressways III. 2007. pp 250.
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines. *English
EN8RC-IIb-2.18
background knowledge 2. Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 174, 175, 178.

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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3. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.

Transcode information from linear to non-linear texts and EN8RC-IIe-11 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
vice-versa EN8RC-IIf-11 2. *English Expressways III. 2007. pp 76-78.
EN8RC-IIg-11
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIf-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 171-173.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIg-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 182, 183.
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2 EN8RC- 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts IIi-1.2
Organize information in tables, graphs, and maps 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIh-2.15 EN8RC- 3. *English Arts I. 2000. pp 171-179, 182, 183.
IIi-2.15 4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
5. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.

6. *English Expressways III. 2007. pp 77.

3Q

Recognize propaganda techniques used in a given text EN8RC-IIIa-12.1 1. *English Expressways II. 2007. pp 45-46.
EN8RC-IIIb-12.1 2. *English Arts III. 2000. pp 156-158.
Differentiate facts from opinions 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
Attitudes.
EN8RC-IIIc-2.13 2. BEAM ENG8 – Social Issues Affecting the Community.
3. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.

Utilize coping reading strategies to process information in EN8RC-IIId-12 EN8RC- 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text IIIi-12
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 K to 12 BASIC EDUCATION CURRICULUM
React to what is asserted or expressed in a text 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN8RC-IIIe-2.1.7
2. *English Expressways III. 2007. pp 116-117.
Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
EN8RC-IIIh-3.1.12
4Q

Identify positions of a topic sentence EN8RC-IVa-2.21.1 1. *English Expressways II. 2007. pp 82, 91.
Identify details that support the topic sentence EN8RC-IVb-2.21.2 1. *English Expressways II. 2007. pp 82, 91, 200-201.
Note explicit and implicit signals (like cohesive devices) 1. BEAM ENG8 – Social Issues Affecting the Community.
used by the writer EN8RC-IVc-13.1 2. *English Expressways II. 2007. pp 153-154, 195.
3. *English Expressways III. 2007. pp 92-94.

Interpret and follow instructions, directions, notices, rules 1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
and regulations
Use text type knowledge (narrative in literature, 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal recount, EN8RC-IVe-13
persuasive, expository) to process information in a text
Distinguish between general and specific statements EN8RC-IVf-10.2 1. *English Expressways II. 2007. pp 68-71, 190-195.

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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Draw conclusions from a set of details EN8RC-IVh-2.12 1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension

1Q

Listen for important points signaled by volume, projection, 1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211. *English
EN8LC-Ia-5.1
pitch, stress, intonation, juncture, and rate of speech 2. Expressways III. 2007. pp 38.
Listen for important points signaled by volume, projection, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 3. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1 *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
4. *English Expressways III. 2007. pp 106-107, 120-121.

Listen for important points signaled by volume, projection, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 3. *English Arts I. 2000. pp 31, 32, 238, 239.
EN8LC-Ic-5.1 *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.

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 K to 12 BASIC EDUCATION CURRICULUM
5. *English Expressways III. 2007. pp 105-107, 120-121.

Listen for important points signaled by volume, projection, 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8LC-Id-5.1
pitch, stress, intonation, juncture, and rate of speech 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
Determine how volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10, 11.
intonation, juncture, and speech rate serve as carriers of EN8LC-Ie-9 2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
meaning
Note the changes in volume, projection, pitch, stress, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2 3. *English Arts I. 2000. pp 10, 11.
meaning *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress, 1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect 3. *English Arts I. 2000. pp. 31, 32, 238, 239.
meaning EN8LC-Ih-5.2 *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways III. 2007. pp 105-107.

Note the changes in volume, projection, pitch, stress, 1. 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning
2Q

Employ appropriate listening skills and strategies suited to EN8LC-IIa-7 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
long descriptive and narrative texts EN8LC-IIb-7
EN8LC-IIc-7
EN8LC-IId-7
EN8LC-IIe-7
Employ projective listening strategies with longer stories EN8LC-IIa-7.2 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN8LC-IIh-7.2 EN8LC-IIi-
7.2

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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Infer dominant thoughts and feelings expressed in the 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
text listened to
Determine the tone and mood of the speaker or EN8LC-IIc-2.13 EN8LC- 1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to IId-2.13 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1. *English Expressways II. 2007. pp 12, 98, 140.
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 K to 12 BASIC EDUCATION CURRICULUM
Formulate predictions about the contents of the listening 1. BEAM ENG8 Module 6 – Making Outlines.
EN8LC-IIf-2.5
text 2. *English Expressways II. 2007. pp 99, 140-141.
Listen to paraphrase information/ideas 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
EN8LC-IIg-3.12
2. *English Arts III. 2000. pp 94, 113-114.
Employ appropriate listening skills and strategies suited to 1. *English Arts I. 2000. pp 218, 236.
EN8LC-IIi-7
long descriptive and narrative texts 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
3Q

Determine the target audience of a listening text and the 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN8LC-IIIa-7.3
objective/s of the speaker
Judge the relevance and worth of ideas presented in the 1. *English Arts III. 2000. pp 104, 156, 255-256.
EN8LC-IIIb-8.2
text listened to 2. *English Expressways II. 2007. pp 78-79, 109-110.
EN8LC-IIId-8.2
3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
Determine the stand of the speaker on a given issue 1. *English Arts I. 2000. pp 237, 238.
presented in the text listened to EN8LC-IIIe-7.1 2. *English Expressways II. 2007. pp 270.
3. *English Expressways III. 2007. pp 36-37.

Distinguish facts from opinion cited in the text listened to EN8LC-IIIf-2.10 1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
4Q

Predict what is to follow after a segment of a text listened 1. *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
to
Infer thoughts and feelings expressed in a text listened to EN8LC-IVb-6.2

Judge the relevance and worth of ideas presented in the EN8LC-IVd-8.2 1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IVg-8.2 2. *English Expressways III. 2007. pp 128-131, 288-289.
Summarize information from the text listened to. EN8LC-IVe-3.14 EN8LC- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
IVi-3.14
Process speech delivered by making inferences from what EN8LC-IVf-10 EN8LC- 1. *English Expressways II. 2007. pp 12, 98, 140.
has been listened to IVh-10 2. *English Expressways III. 2007. pp 288-289, 327-329.
VC- Viewing Comprehension

1Q

Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ib-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ic-8
the meaning of unfamiliar words or expressions
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 K to 12 BASIC EDUCATION CURRICULUM
2Q

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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Predict the gist of the material viewed based on the title, EN8VC-IIa-1.3 1. *English Expressways III. 2007. pp 271-272.
pictures, and excerpts EN8VC-IId-1.3
EN8VC-IIg-1.3
Determine the issue and stand presented in the material 1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions and Values.
EN8VC-IIId-18
viewed
4Q

Analyze the elements that make up reality and fantasy EN8VC-IVa-20

based on a material viewed EN8VC-IVd-20
EN8VC-IVg-20
V- Vocabulary Development

1Q

Determine the meaning of idiomatic expressions by noting 1. BEAM ENG8 Module 15 – Getting Meaning of Idioms.
context clues and collocations 2. *English Arts I. 2000. pp 148, 149.
EN8V-Ia-10.2 3. *English Expressways II. 2007. pp 153, 179-180, 191-195, 273.
4. *English Arts III. 2000. pp 11-12, 235-236.

5. *English Expressways III. 2007. pp 144, 157, 251.

Determine the meaning of idiomatic expressions by noting 1. *English Arts I. 2000. pp 80, 81, 99, 100, 101.
context clues and collocations EN8V-Ib-10.2 2. *English Arts III. 2000. pp 11-12.
3. *English Expressways III. 2007. pp 45-47, 172, 350.

Determine the meaning of idiomatic expressions by noting EN8V-Ic-10.2 EN8V-Id- 1. *English Arts I. 2000. pp 258, 259.
context clues and collocations 10.2 2. *English Expressways III. 2007. pp 207, 305.
Use appropriate strategies in unlocking the meaning of 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
unfamiliar words and idiomatic expressions 2. *English Expressways II. 2007. pp 179-180.
EN8V-Ie-4 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
4. *English Expressways III. 2007. pp 157, 287.

2Q

Discriminate between literal and figurative language EN8V-IIe-24 EN8V-IIi- 1. *English Expressways II. 2007. pp 153, 166, 191-195.
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 K to 12 BASIC EDUCATION CURRICULUM
24
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIf-10.1.4
and litotes) 2. *English Arts III. 2000. pp 54, 103-104.
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIh-10.1.4
and litotes)
3Q

Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) 2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3 3. *English Arts III. 2000. pp 113.
4. *English Expressways III. 2007. pp 29-30, 114-115.

Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) EN8V-IIIb-15.3 2. *English Arts III. 2000. pp 113.
3. *English Expressways III. 2007. pp 114-115.

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Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
EN8V-IIIc-15.3
(prefixes, roots, suffixes) 2. *English Expressways III. 2007. pp 30, 114-115.
Use appropriate strategies for unlocking unfamiliar words 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 116, 117, 131, 132, 148, 149.
2. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.
EN8V-IIId-25 EN8V-IIIi- 3. *English Expressways II. 2007. pp 179-180.
25 4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
5. *English Expressways III. 2007. pp 287.

Arrive at meanings through context clues 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.
2. *New Horizons in Learning English I. 1999. pp 109, 228-230.
EN8V-IIIe-12.3 EN8V- 3. *English Expressways II. 2007. pp 153, 191-195.
IIIf-12.3 4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
5. *English Expressways III. 2007. pp 45-47, 172, 350.

Analyze intention of words or expressions used in EN8V-IIIg-26 1. *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-26
Use appropriate strategies for unlocking unfamiliar words EN8V-IIIi-25 1. *English Expressways III. 2007. pp 157, 287.
4Q

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 K to 12 BASIC EDUCATION CURRICULUM
Use various strategies in decoding the meaning of words EN8V-IVa-15 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb-15 2. *English Expressways II. 2007. pp 179-180.
EN8V-IVc-15 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8V-IVd-15
EN8V-IVe-15
EN8V-IVf-15
EN8V-IVg-15
EN8V-IVh-15
EN8V-IVi-15
LT- Literature

1Q

Express appreciation for sensory images used 1. *English Arts I. 2000. pp 246, 247.
EN8LT-Ic-2.2.1
2. *English Expressways III. 2007. pp 180-181, 281-285.
Explain the literary devices used. EN8LT-Ic-2.2.2

Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-Id-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.

Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author Attitudes.
EN8LT-Ie-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
history, environment, or other factors
2Q

Express appreciation for sensory images used EN8LT-IIc-2.2.1 1. *English Arts I. 2000. pp. 246, 247.

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

Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-IIf-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.

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 K to 12 BASIC EDUCATION CURRICULUM
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author Attitudes.
EN8LT-IIg-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
history, environment, or other factors
3Q

Identify the distinguishing features of notable poems, 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
short stories, dramas, and novels contributed by EN8LT-IIIa-11.1
Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
EN8LT-IIIf-2.2.5
Attitudes.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
Attitudes.
EN8LT-IIIg-2.2.5 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

4Q

Express appreciation for sensory images used EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
EN8LT-IVg-2.2.5 Attitudes.
2. *English Expressways III. 2007. pp 9-11, 206-207.

WC- Writing and Composition

1Q

Present ideas using a variety of graphic organizers 1. 2. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
EN8WC-Ia-1.1.6.1
*English Expressways II. 2007. pp 14-18, 150-152, 242.
Organize ideas in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence EN8WC-Id-1.1.6 1. 2. *English Arts I. 2000. pp 197-199.

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 K to 12 BASIC EDUCATION CURRICULUM
outline forms *New Horizons in Learning English I. 1999. pp 243-244.
Arrange notes using a variety of graphic organizers EN8WC-Ie-6.1 EN8WC-If- 1. 2. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
6.1 *English Expressways II. 2007. pp 14-18, 150-152, 242.

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3. *English Expressways III. 2007. pp 290-291.

Arrange notes in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *English Arts I. 2000. pp 197-199.
EN8WC-Ii-6.2
outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
2Q

Compose effective paragraphs EN8WC-IIa-2.8 1. *English Arts I. 2000. pp. 228-230.

EN8WC-IIb-2.8 2. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
EN8WC-IIc-2.8 3. *English Arts III. 2000. pp 36-37, 99, 197.
EN8WC-IId-2.8 4. *English Expressways III. 2007. pp 17-18, 63-65.
Develop related support sentences EN8WC-IIc-2.2.1 1. *English Expressways II. 2007. pp 12 82, 91, 200-201.
Use a variety of techniques to formulate a conclusion EN8WC-IId-2.8.9 1. *English Expressways II. 2007. pp 11.
Develop paragraphs that illustrate each text type 1. BEAM ENG8 – Social Issues Affecting the Community.
(narrative in literature, expository, explanatory, factual EN8WC-IIe-2.2 2. *English Arts I. 2000. pp 52, 231.
and personal recount, persuasive) 3. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIf-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Arts I. 2000. pp 253.
(narrative in literature, expository, explanatory, factual EN8WC-IIg-2.2 2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIi-2.2
and personal recount, persuasive)
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 K to 12 BASIC EDUCATION CURRICULUM
3Q

Organize information about a chosen subject using a 1. *English Expressways II. 2007. pp 94-95, 283-284.
EN8WC-IIIa-1.10
graphic organizer 2. *English Expressways III. 2007. pp 290-291.
Transcode information from a graphic organizer to a topic 1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
or sentence outline
Compose an informative essay 1. *English Arts I. 2000. pp 69.
EN8WC-IIId-2.2.16
2. *English Expressways II. 2007. pp 81-82, 158.
EN8WC-IIIi-2.2.16

Acknowledge sources by creating a bibliography EN8WC-IIIe-1.6.3 1. *English Expressways III. 2007. pp 230-231.
EN8WC-IIIf-1.6.3
4Q

Distinguish among types of journalistic writing (news EN8WC-IVb-3.4.2 1. *English Expressways II. 2007. pp 81-82, 158.

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report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVc-3.4.2
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVd-3.4.2
article)
F- Oral Language and Fluency

1Q

Use the correct sounds of English EN8F-Ia-3.11 1. *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211, 269.
EN8F-Ib-3.11 2. *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ic-3.11
2Q

Deliver a self-composed entertainment speech using all EN8F-IIg-3 1. *English Arts III. 2000. pp 178-180.
the needed speech conventions EN8F-IIh-3
EN8F-IIi-3

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 K to 12 BASIC EDUCATION CURRICULUM
Maintain the interest of the audience by delivering punch 1. BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIh-3.13
lines effectively
3Q

Observe the use of correct stress, pitch, and juncture 1. *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
EN8F-IIIb-5
when delivering a persuasive speech
Deliver a self-composed persuasive speech EN8F-IIIf-3 EN8F-IIIh- 1. *English Arts III. 2000. pp 33-34.
3
G- Grammar Awareness

1Q

Use parallel structures EN8G-Ia-7 1. *English Expressways II. 2007. pp 208-210.

EN8G-Ib-7
EN8G-Ic-7
EN8G-Id-7
EN8G-Ie-7
EN8G-If-7
EN8G-Ig-7
EN8G-Ih-7
EN8G-Ii-7
Use appropriate cohesive devices in composing an EN8G-Ia-8 1. *English Expressways II. 2007. pp 212-213, 271. *English
informative speech EN8G-Ib-8 2. Expressways III. 2007. pp 280.
EN8G-Ic-8
EN8G-Id-8
EN8G-Ie-8

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EN8G-If-8
EN8G-Ig-8
EN8G-Ih-8
EN8G-Ii-8
2Q

Use appropriate grammatical signals or expressions EN8G-IIg-9 1. *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development: EN8G-IIh-9
• general to particular
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 K to 12 BASIC EDUCATION CURRICULUM
• claim and counterclaim
• 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
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 K to 12 BASIC EDUCATION CURRICULUM
EN8G-IVi-13

Use past and past perfect tenses in journalistic writing EN8G-IVb-3 1. *English Expressways II. 2007. pp 39-42.
EN8G-IVd-3 2. *English Arts III. 2000. pp 66-68.
EN8G-IVe-3
EN8G-IVi-3
Use direct and reported speech in journalistic writing EN8G-IVc-14 1. *English Arts III. 2000. pp 97-99.
EN8G-IVd-14
EN8G-IVe-14
EN8G-IVg-14
EN8G-IVh-14
EN8G-IVi-14

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 9
FIRST QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: prosodic features of Use appropriate
literary writing.
following instructions Identify the speech when punctuation marks
distinguishing delivering lines of and capitalization to
1
features of poetry and prose in convey meaning
a speech choir, jazz EN9G-Ia-18: Use
notable
interjections to
AngloAmerican chants and raps.
convey meaning
lyric poetry,
songs, poems,
sermons, and
allegories
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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-Ib-16: EN9LC-Ib-6.2: EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior Infer thoughts, Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a feelings and feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic intentions of the intentions in the appropriate for a discovering the among informative, of English) and the writing
2 speaker material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of between and segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the among informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3 poetry and prose in convey meaning
to a genre
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to
particular literary EN9F-Ic-3.1: convey meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN9LT-Id- Use appropriate
volume and
4 mentioned 2.2.1: Express punctuation marks
projection when
appreciation for and capitalization to
delivering lines of convey meaning
sensory images
poetry and prose in EN9G-Id-18: Use
used
dramatic and interjections to
conventional speech convey meaning.
choirs
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in creative
5 author’s purpose material viewed word formation discovering the stress, intonation, writing
(clipping, self rate of speech, EN9G-Ie-1.6/1.7:
blending, EN9LT-Ie- volume and Use appropriate
acronymy, 2.2.2: Explain projection when punctuation marks

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
compounding, folk the literary delivering lines of and capitalization
etymology, etc.) devices used poetry and prose in to convey meaning
dramatic and EN9G-Ie-18: Use
conventional speech interjections to
choirs convey meaning
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use
Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the appropriate normal and inverted
key ideas and and worth of ideas relevance and of words through as a means of features of poetry. gestures (hand, word order in
author’s purpose. presented worth of ideas word formation discovering the face, and body) creative writing
presented in the (clipping, self EN9G-If-1.6/1.7:
material viewed blending, EN9LT-If- Use appropriate
6
acronymy, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization
etymology, etc.) to convey meaning
technique, and
EN9G-If-18: Use
purpose of the
interjections to
author.
convey meaning

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-Ig-17: Make EN9LC-Ig-8.7: EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: EN9OL-Ig-2.6.2: EN9G-Ig-17: Use
a connection Draw generalizations Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
between the present and conclusions from relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
text and the worth of ideas (restatement, discovering the face, and body) writing
previously read texts material listened to presented in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. convey meaning.
technique, and
EN9G-I-0-18: Use
purpose of the
interjections to
author
convey meaning
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech EN9G-Ih-1.6/1.7:
synonyms, EN9LT-Ih-2.3: choir presentations. Use appropriate
8 antonyms) used Draw similarities punctuation marks
for a given word and differences and capitalization to
or expression of the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to
theme
convey meaning

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii1.5/2.5: EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
subtitles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
etc. given in a text the material viewed definition, self expected of speech EN9G-Ii-1.6/1.7:
synonyms, EN9LT-Ii-3: Use appropriate
9 choir presentations
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
EN9G-Ii-18: Use
culture, history,
interjections to convey
environment, or
meaning
other factors

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.

The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
PERFORMANCE STANDARD
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa19:
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied Use adverbs in
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and narration.
presented in different based on topic, these lead to the communicative other people and poetry and in nonverbal
texts. purpose, and level of ending of a material. styles for various their various prose. strategies to
difficulty of the situations circumstances in create impact on
the audience

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.

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 K to 12 BASIC EDUCATION CURRICULUM
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media information from information contained appropriate a means of valuing features present in verbal and adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and nonverbal narration.
poetry and in
pamphlets, periodicals, persuasive texts. styles for various their various strategies to
and audio-video prose. create impact on
EN9LC-IIb-2.8: situations circumstances in
recordings. Make inferences from (intimate, casual, life. the audience while
what was said. conversational, delivering lines in
consultative, EN9LT-II-0-14.2: a Readers Theatre
frozen). Explain how the or in a
Chamber Theatre.
elements specific to
a selection build its
theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
Get information from 3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media paraphrase and information contained appropriate a means of valuing features present in correct production adverbs in
like brochures, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
pamphlets, periodicals, from persuasive texts. styles for various their various prose. vowels sounds,
and audio-video situations circumstances in consonant sounds,
recordings. (intimate, casual, life. diphthongs, etc.
conversational,
consultative, EN9LT-IIc-2.2:
frozen). Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
pamphlets, purpose. styles a situation their various prose. vowels sounds,
periodicals, and audio- (intimate, casual, circumstances in consonant sounds,
video recordings. conversational, life. diphthongs, etc.
consultative,
frozen). EN9LT-IId-2.2.1:
K to 12 English Curriculum Guide May 2016 Page 209 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
Express appreciation
for sensory images
used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: Use EN9G-
information from Make a stand based Agree or disagree with Give the Analyze literature as Distinguish the the appropriate IIe20: Use
various print media on the text listened the ideas presented in appropriate a means of valuing features present in prosodic features conditionals
like brochures, to. the material viewed. communicative other people and poetry and in of speech when in expressing
pamphlets, periodicals, styles for various their various prose. delivering lines in a arguments
and audio-video situations circumstances in Readers Theatre or
recordings. (intimate, casual, life. in a Chamber
conversational, EN9LT-IIe-2.2.2: Theatre.
consultative, Explain the literary
frozen). devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf20:
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
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.
circumstances in types and delivering lines in a
style.
life. features of Readers Theatre or
EN9LT-IIf-2.2.3: short prose. in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
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
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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 K to 12 BASIC EDUCATION CURRICULUM
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the appropriate 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
write-ups. utterances in presented in the jargons expected of other people and EN9WC-IIh- of speech when expressing
persuasive texts. material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
circumstances in devices and Readers Theatre or
style.
life. techniques to in a Chamber
EN9LT-IIh-2.3: craft short Theatre.
Draw similarities and prose forms.
differences of the
featured selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: Judge EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi20:
Organize information the relevance and the relevance and Determine the Analyze literature as Compose forms of the appropriate Use
in various ways worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
(outlining, graphic, presented. presented in the jargons expected of other people and EN9WC-IIi- of speech when expressing
representations, etc.) material viewed. a communicative their various 9.3: Use literary delivering lines in a arguments.
circumstances in devices and Readers Theatre or
style.
life. techniques to in a Chamber
EN9LT-IIi-3: craft short Theatre.
Explain how a prose forms.
selection may be
influenced by culture,
history, environment,
or other factors.

10 Culminating Task

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 K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
CONTENT STANDARD
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.

The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
PERFORMANCE STANDARD
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies Interpret the the technical as a means of literary writing verbal and
EN9LT-IIIa-20.1: suited to type of text message vocabulary for connecting to the EN9WC-IIIa-9.4: nonverbal strategies
Explain how the EN9LC-IIIa-6.1: conveyed in a drama and theatre world. Identify types and while performing in
elements specific to a Extract important material viewed (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify the synopsis. EN9F-IIIa-3.11:
1 contribute to the argumentative/persua distinguishing Produce the English
development of its sive texts features of Anglo- sounds correctly
theme American one-act and effectively
plays when delivering
lines in a one-act
play.

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use
Analyze a one-act Reflect on the ideas 1.2/2.2: Get familiar with Analyze literature Compose forms of Produce the English verbals.
play of the speaker Interpret the the technical as a means of literary writing sounds correctly
EN9LT-IIIb-20.1: message vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively
Explain how the conveyed in a drama and theatre world Identify types and when delivering
elements specific to a material viewed (like stage EN9LT-IIIb- features of a play lines in a one-act
2 one-act play synopsis. play.
directions) 16.1: Identify the
contribute to the distinguishing
development of its features of Anglo-
theme American one-act
plays

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. information listened Interpret the the technical as a means of literary writing prosodic features of
EN9LT-IIIc-20.1: to message vocabulary for connecting to the EN9WC-IIIc-9.4: speech when
Explain how the conveyed in a drama and theatre world Identify types and delivering lines in a
elements specific to a poster (like stage EN9LT-IIIc- features of a play one-act play
3 one-act play synopsis.
directions) 16.1: Identify the
contribute to the distinguishing
development of its features of Anglo-
theme American
one-act plays

EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use

Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId2.3: features of a play one-act play
4 used directions) Draw similarities synopsis
EN9LT-IIId-20.2: and differences of
Explain the literary the featured
devices used selections in
relation to the
theme

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 K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe-9.5: speech when
Express appreciation context or situation material viewed drama and theatre world Use literary devices delivering lines in a
for sensory images (like stage EN9LT-IIIe2.3: and techniques to one-act play
5 used directions) Draw similarities craft a play
EN9LT-IIIe-20.2: and differences of synopsis
Explain the literary the featured
devices used selections in
relation to the
theme

EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use

Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar Analyze literature Compose forms of Use effective and verbals.
6 play and critical feedback/ the information with the as a means of literary writing appropriate
EN9LT-IIIf-2.1.5: reaction to a specific contained in the technical connecting to the EN9WC-IIIf-9.5: nonverbal
vocabulary for

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf2.3: and techniques to strategies
used directions) Draw similarities craft a play
EN9LT-IIIf-20.2: and differences synopsis
Explain the literary of the featured
devices used selections in
relation to the
theme

7 EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use

Determine tone, Share personal Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing appropriate
purpose of the author ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: nonverbal
the material viewed drama and theatre world Use literary devices communication
(like stage EN9LT-IIIg-3: and techniques to strategies
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,

K to 12 English Curriculum Guide May 2016 Page 214 of 236

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 K to 12 BASIC EDUCATION CURRICULUM
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh3.10: EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and feeling levels of feedback to the the technical as a means of literary writing multimedia
purpose of the author utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh-9.5: resources to
persuasive texts the material viewed drama and theatre world Use literary devices accompany the oral
(like stage EN9LT-IIIh-3: and techniques to delivery of lines
8 directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors

EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use

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

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
culture, history,
environment, or
other factors

10 Culminating Task

FOURTH QUARTER

K to 12 English Curriculum Guide May 2016 Page 215 of 236

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 K to 12 BASIC EDUCATION CURRICULUM
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
PERFORMANCE STANDARD
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content to Listen to lay value Determine the Get familiar with Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the the technical as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for understanding communication
dispositions in real life sound analysis and ideas presented in drama and theater unchanging strategies when
call for prompt the material viewed (like stage values in a performing in a
1 actions directions) changing world fulllength play
EN9LT-IVa- EN9F-IVa-3.11:
17.1: Explain Produce the sounds
how the of English
elements specific effectively when
to full-length delivering lines in a

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
plays build its full-length play
theme
2 EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use
Relate text content to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
the material viewed (like stage values in a full-length play
directions) changing world
K to 12 English Curriculum Guide May 2016 Page 216 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
EN9LT-IVb-
17.1: Explain
how the
elements specific
to full-length
plays build its
theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:
Relate text content to Employ analytical Determine the Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the the technical as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for understanding non-verbal prohibition.
dispositions in real life ideas presented in drama and theater unchanging communication
the material viewed (like stage values in a strategies
3 changing world
directions)
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of IVd1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
directions) changing world
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text content to Compare and contrast IVe1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social ideas listened to Formulate the technical as a means of review and appropriate obligation, and

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

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 K to 12 BASIC EDUCATION CURRICULUM
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition writing
dispositions in real life on the material drama and theater unchanging communication an evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used

EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change

Judge the relevance Differentiate biases IVf1.3/2.3: Get familiar with Analyze literature Compose a play Use the appropriate direct to indirect
and worth of ideas, from prejudices Formulate the technical as a means of review suprasegmentals: speech and vice versa
soundness of author’s predictions based vocabulary for understanding pitch, stress,
reasoning, and the on the material drama and theater unchanging juncture, intonation,
viewed (like stage values in a etc.
effectiveness of the
directions). changing world
presentation
6
EN9LT-IVf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:

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

EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24:

8 Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate Use words to
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media express evaluation
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging values appropriately,
effectiveness of the (like stage in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme

EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: Get EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

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

10 Culminating Task

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Grade 9 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension

1Q

Share prior knowledge about a text topic EN9RC-Ia-16 EN9RC-Ib- *English Expressways II. 2007. pp 190-191.
16
Take note of sequence signals or connectors to 1. *English Expressways II. 2007. pp 118-119.
EN9RC-Ic-13.2
determine patterns of idea development given in a text 2. *English Expressways IV. 2007. pp 121-122.
Scan sequence signals or connectors to determine 1. *English Arts III. 2000. pp 79.
patterns of idea development EN9RC-Id-13.2 2. *English Expressways III. 2007. pp 238, 239.
3. *English Expressways IV. 2007. pp 121-122.

Skim to determine key ideas and author’s purpose EN9RC-Ie-1.5.1 EN9RC- 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
If-1.5.1 2. *English Expressways IV. 2007. pp 74-75, 104, 294.
Make a connection between the present text and EN9RC-Ig-17 1. *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih-17 2. *English Expressways III. 2007. pp 208-210, 306.
Identify advance organizers, titles, sub-titles, illustrations, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
etc. given in a text
2Q

Compare and contrast similar information presented in *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
different texts.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.

Get information from various print media like brochures, EN9RC-IIe-19 *English Expressways II. 2007. pp 78-79.

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 K to 12 BASIC EDUCATION CURRICULUM
pamphlets, periodicals, and audio-video recordings.
Sense the difference between linear and non-linear texts. 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1
2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Interpret information found in non-linear texts such as 1. *English Expressways II. 2007. pp 134-135, 247.
diagrams, maps, charts, etc 2. *English Arts III. 2000. pp 205-209.
EN9RC-IIg-5 3. *English Expressways III. 2007. pp 77.
4. *English Expressways IV. 2007. pp 172, 194-196.

Match diagrams with their corresponding write-ups. 1. *English Expressways II. 2007. pp 128-129.
EN9RC-IIh-11.1.1
2. *English Expressways III. 2007. pp 183, 184.
Organize information in various ways(outlining, graphic, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
representations, etc.) EN9RC-IIi-2.15 2. *English Arts III. 2000. pp 205-209.
3. *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181, 222-223.

LEARNING COMPETENCY
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3Q

Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe-2.1.5 2. *English Expressways III. 2007. pp 180, 181, 281-285.
EN9RC-IIIf-2.1.5 3. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9RC-IIId-20.2 *English Arts III. 2000. pp 153-154.
EN9RC-IIIe-20.2
EN9RC-IIIf-20.2
Determine tone, mood, technique, and purpose of the EN9RC-IIIg-2.11 1. *English Expressways III. 2007. pp 9-11, 96.
author EN9RC-IIIh-2.11 2. *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
EN9RC-IIIi-2.11
4Q

Judge the relevance and worth of ideas, soundness of EN9RC-IVf-2.22 *English Arts III. 2000. pp 104, 156, 255.
author’s reasoning, and the effectiveness of the EN9RC-IVg-2.22
presentation EN9RC-IVh-2.22
EN9RC-IVi-2.22
LC- Listening Comprehension

1Q

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 K to 12 BASIC EDUCATION CURRICULUM
Infer thoughts, feelings and intentions of the speaker EN9LC-Ib-6.2 *English Expressways II. 2007. pp 210-211.

Paraphrase the text listened to EN9LC-Ic-3.12 *English Arts III. 2000. pp 89-90, 94, 113-114.

Agree or disagree with the ideas of the speaker EN9LC-Id-8.4 *English Expressways II. 2007. pp 109, 208-209.

Judge the relevance and worth of ideas presented *English Arts III. 2000. pp 104, 156, 255.
EN9LC-If-8.2
*English Expressways III. 2007. pp 128-131, 158-159.
Draw generalizations and conclusions from the material 1. *English Expressways II. 2007. pp 136-137.
EN9LC-Ig-8.7
listened to 2. *English Expressways IV. 2007. pp 133-135.
Compare and contrast information listened to EN9LC-Ih-8.8 *English Expressways II. 2007. pp 136-137, 138-139.

Summarize information from the text listened to EN9LC-Ii-3.14

2Q

Shift from one listening strategy to another based on *English Expressways II. 2007. pp 280-281.
topic, purpose, and level of difficulty of the argumentative EN9LC-IIa-11
or persuasive text.
Make inferences from what was said. EN9LC-IIb-2.8 *English Expressways II. 2007. pp 104-105.

Listen to paraphrase and summarize information from *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14
persuasive texts.
React and share personal opinion about the ideas listened *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIg-3.13
to.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIh-12.1
persuasive texts.
Judge the relevance and worth of ideas presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255.

3Q

Employ appropriate listening strategies suited to type of EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.

LEARNING COMPETENCY
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text

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 K to 12 BASIC EDUCATION CURRICULUM
Extract important information from *English Arts III. 2000. pp 33-34.
EN9LC-IIIa-6.1
argumentative/persuasive texts
Reflect on the ideas of the speaker EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.

Provide appropriate and critical feedback/ reaction to a EN9LC-IIIe-3.13 EN9LC- *English Expressways II. 2007. pp 174-175, 208-209.
specific context or situation IIIf-3.13
Share personal opinion about the ideas listened to 1. *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIIg-2.10
2. *English Arts III. 2000. pp 256.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIIh-12.1
persuasive texts
Judge the relevance and worth of information/ ideas 1. *English Arts III. 2000. pp 104, 156, 255.
EN9LC-IIIi-8.2
2. *English Expressways III. 2007. pp 128-131, 158-159.
4Q

Analyze the stand of the speaker based on the explicit *English Expressways II. 2007. pp 109, 258, 270.
EN9LC-IVd-7.2
statement made
VC- Viewing Comprehension

1Q

Infer thoughts, feelings, and intentions in the material EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.
viewed EN9VC-Ib-3.8
EN9VC-Ic-3.8
Assess the relevance and worth of ideas presented in the EN9VC-If-19 EN9VC-Ig- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. 19 2. *English Expressways III. 2007. pp 128-131.
Draw generalizations and conclusions from the material EN9VC-Ih-1.5/2.5
viewed EN9VC-Ii-1.5/2.5
2Q

Share personal opinion about the ideas presented in the EN9VC-IIf-23 EN9VC- *English Arts III. 2000. pp 256.
material viewed. IIg-23
Judge the relevance and worth of ideas presented in the EN9VC-IIh-19 EN9VC- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. IIi-19 2. *English Expressways III. 2007. pp 128-131.
3Q

Interpret the message conveyed in a material viewed EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIIb-1.2/2.2
EN9VC-IIIc-1.2/2.2

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 K to 12 BASIC EDUCATION CURRICULUM
Interpret the message conveyed in a poster EN9VC-IIId-4.3/5.3 *English Arts III. 2000. pp 46.
Analyze the information contained in the material viewed EN9VC-IIIe-4.3/5.3
EN9VC-IIIf-4.3/5.3
V- Vocabulary Development

1Q

Note types of context clue (restatement, definition, EN9V-Ig-12.3 *English Expressways II. 2007. pp 92, 114, 153, 203.
synonyms, antonyms) used for a given word or EN9V-Ih-12.3

LEARNING COMPETENCY
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expression. EN9V-Ii-12.3

3Q

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

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 K to 12 BASIC EDUCATION CURRICULUM
1Q

Analyze literature as a means of discovering the self EN9LT-Ia-14 *English Arts III. 2000. pp 75.
EN9LT-Ib-14
EN9LT-Id-14
EN9LT-Ie-14
EN9LT-If-14
EN9LT-Ig-14
EN9LT-Ih-14
EN9LT-Ii-14
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-Id-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-Ie-2.2.2 *English Arts III. 2000. pp 153-154, 203-204.

Determine tone, mood, technique, and purpose of the EN9LT-If-2.2.3 EN9LT- 1. *English Expressways III. 2007. pp 9-11, 96.
author. Ig-2.2.3 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
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EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-15
EN9LT-IIh-15
EN9LT-IIi-15
Identify the distinguishing features of notable *English Arts III. 2000. pp 123.
AngloAmerican sonnets, dramatic poetry, vignettes, and EN9LT-IIa-15.1
short stories.
Express appreciation for sensory images used. 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-IId-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.

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 K to 12 BASIC EDUCATION CURRICULUM
Determine tone, mood, technique, and purpose of the EN9LT-IIf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author. IIg-2.2.3
3Q

Analyze literature as a means of connecting to the world. EN9LT-IIIa-16 *English Arts III. 2000. pp 75.
EN9LT-IIIb-16
EN9LT-IIIc-16
EN9LT-IIId-16
EN9LT-IIIe-16
EN9LT-IIIf-16
EN9LT-IIIg-16
EN9LT-IIIh-16
EN9LT-IIIi-16
4Q

Analyze literature as a means of understanding EN9LT-IVa-17 *English Arts III. 2000. pp 75.
unchanging values in a changing world EN9LT-IVb-17
EN9LT-IVc-17
EN9LT-IVd-17
EN9LT-IVe-17
EN9LT-IVf-17
EN9LT-IVg-17
EN9LT-IVh-17 EN9LTIVi-
17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author IVg-2.2.3
WC- Writing and Composition

1Q

Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 6.
EN9WC-Ia-8
and literary writing
Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 57-59.
EN9WC-Ib-8
and literary writing

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Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 EN9WC- *English Arts III. 2000. pp 153, 201, 203.
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 K to 12 BASIC EDUCATION CURRICULUM
Ii-3.6
2Q
Compose forms of literary writing. EN9WC-IIf-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIg-9
EN9WC-IIh-9
EN9WC-IIi-9
3Q
Compose forms of literary writing EN9WC-IIIa-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIIb-9
EN9WC-IIIc-9
EN9WC-IIId-9
EN9WC-IIIe-9
EN9WC-IIIf-9
EN9WC-IIIg-9
EN9WC-IIIh-9
EN9WC-IIIi-9
4Q
Compose a play review EN9WC-IVa-11 *English Arts III. 2000. pp 234.
EN9WC-IVb-11
EN9WC-IVc-11
EN9WC-IVd-11
EN9WC-IVe-11
EN9WC-IVf-11
EN9WC-IVg-11
EN9WC-IVh-11
EN9WC-IVi-11
F- Oral Language and Fluency
1Q
Use the appropriate segmental (sounds of English) and *English Arts III. 2000. pp 190-191.
the supra segmental or prosodic features of speech when
EN9F-Ia-1.15
delivering lines of poetry and prose in a speech choir, jazz
chants and raps
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 28-30, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Id-1.14
poetry and prose in dramatic and conventional speech
choirs
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
EN9F-Ie-1.14
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 K to 12 BASIC EDUCATION CURRICULUM
speech, volume and projection when delivering lines of
poetry and prose in dramatic and conventional speech
choirs

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 10

FIRST QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.

PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1 news reports, definitions of
titles, non-linear to the totality of a to a selection
speeches, informative words
illustrations, etc. on material viewed build its theme
talks, panel
the understanding of
discussions, etc.
a text

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 K to 12 BASIC EDUCATION CURRICULUM
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib- EN10G-Ib-27: Use
Determine the effect of Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify 3.15: Describe reflexive and
textual aids like implicit and explicit how connected formal from elements specific features of and interpret the intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts ethics
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the of public speaking
illustrations, etc. on words theme of a
used by the speaker material viewed
2 the understanding of particular literary
to highlight significant
a text selection
points EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
3
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the speaking
illustrations, etc. on used by the speaker material viewed words theme of a
the understanding of to highlight significant particular literary
a text points selection

EN10LT-Ic-
2.2.2: Explain
the literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and 25:Express 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used insights based on formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker the ideas informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear presented in the definitions of contribute to the sample public
illustrations, etc. on material viewed theme of a
4 words speaking situation
the understanding of particular literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
K to 12 English Curriculum Guide May 2016 Page 230 of 236
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 K to 12 BASIC EDUCATION CURRICULUM
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on words theme of a 12.3: Compose a
hold the attention of speaking situation
the understanding of particular literary persuasive text of
5 the listener
a text selection three paragraphs
EN10LT-Ie- expressing one’s
2.2.3: Determine stand on an issue
tone, mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text techniques in public
6
learnings (e.g. conjunctions, presented in the informal to a genre of three speaking in a
gambits, adverbs) in material viewed definitions of contribute to the paragraphs sample public
expressing one’s
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations Ig1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
7 learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors

K to 12 English Curriculum Guide May 2016 Page 231 of 236

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 K to 12 BASIC EDUCATION CURRICULUM
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for Ih1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
8 learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken Ii1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
9 learnings be repaired or conclusions based informal way of using a variety speaking in a
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity

SECOND QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

K to 12 English Curriculum Guide May 2016 Page 232 of 236

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 K to 12 BASIC EDUCATION CURRICULUM

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, intonation, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate IIb5:Employ Observe correct
from linear to effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 nonlinear texts and material listened to ideas presented in operational elements specific policy, and stress, juncture, definitions
vice taking into account the material viewed definitions to a selection value intonation, etc.
versa the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc3.11: EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns Use the correct Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of sound of English grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an when delivering definitions
the material viewed genre contribute argumentative impromptu and
to the theme of a extemporaneous
taking into account claim
3 particular literary speech
its purpose
selection
EN10LT-
IIc2.2.1:
Express
appreciation
for

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

K to 12 English Curriculum Guide May 2016 Page 233 of 236

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
EN10SS-IId-1.5.2: EN10LC- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed IId3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
4 particular literary
extemporaneous
selection
speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use
Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection eye contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf1.6.6: EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how Use quotation Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements marks or hanging stance and proper expressions that
implicitly stated solving material viewed definitions specific to a indentations for stage behavior as affirm or negate
information genre contribute direct quotes deemed necessary
to the theme of a EN10OL-IIf-
particular literary 2.6.2: Establish
6 selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
Week RC LC VC V LT WC F G
Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar

K to 12 English Curriculum Guide May 2016 Page 234 of 236

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg2.3: EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give Draw similarities 1.6.5: Use in-text Demonstrate words and expressions
explicitly and implicitly prejudices experiences as technical and and differences of citations confidence and ease that
stated information scaffold to the operational the featured of delivery affirm or negate
7 message conveyed definitions selections in
by a material relation to the
viewed theme

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28: Use

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8 culture, history,
a set of criteria exaggerations message conveyed definitions
by a material environment, or
viewed other factors

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

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

10 Culminating Activity

K to 12 English Curriculum Guide May 2016 Page 235 of 236

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.

PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how IIIa14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, synthesize, clarify issues expanded the elements ideas using correct stage effectively
elements of the and evaluate covered in the definitions of specific to a principles of stance and
selection information to expand, material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) review, or to the theme of a coherence giving a roast and a
update knowledge particular literary toast and when
1 selection paying tribute to
EN10LT- someone in a
IIIa2.2.1: eulogy
Express
appreciation for
sensory images
used

K to 12 English Curriculum Guide May 2016 Page 236 of 236

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.