Unpacked 1ST QTR Melcs 2023 English Secondary

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OFFICE OF KIDAPAWAN CITY
SCHEDULE OF MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
Week No. English Grade 7

Competencies
1ST Quarter
Week 1 Supply other words or expressions that complete an
analogy
EN7V-IV-c-23.1
Day 1 – Define an analogy

Day 2 – Identify common analogical relationships, such as
synonyms, antonyms, part-whole, cause-effect, and
comparisons (within grade-level texts and contexts)
Day 3 – Expand vocabulary by comprehending a variety of
words and expressions that can effectively complete analogies
Day 4 – Supply other words or expressions that complete an
analogy
Week 2 Identify the genre, purpose, intended audience and

features of various viewed texts such as movie clip,
trailer, newsflash, internet-based program, documentary,
video
EN7VC-I-d-6
Day 1 – Identify the genre of a movie clip, trailer and video.

Day 2 – Identify the purpose of a movie clip, trailer and video.
Day 3 - Identify the intended audience of a movie clip, trailer
and video.
Day 4 - Identify the features of a movie clip, trailer and video.
Week 3 Identify the genre, purpose, intended audience and
features of various viewed texts such as movie clip,
trailer, newsflash, internet-based program, documentary,
video
EN7VC-I-d-6
Day 1 – Identify the genre of a newsflash, internet-based

program and documentary
Day 2 – Identify the purpose of a newsflash, internet-based
Day 3 - Identify the intended audience of a newsflash,
internet-based program and documentary.
Day 4 - Identify the features of a newsflash, internet-based
Week 4 Use the passive and active voice meaningfully in varied

contexts
EN7G-III-c-2
Day 1 – Differentiate between active and passive voice

constructions in written and spoken texts
JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

Telephone No.: (064) 5724144/ (064) 5779654
Website: depedkidapawancity.com Email: kidapawan.city@deped.gov.ph
Day 2 - Demonstrate the skill to switch between active and

passive voice constructions
Day 3 - Apply active and passive voice in a range of contexts
(across subjects)
Day 4 - Use the passive and active voice meaningfully in
varied contexts
Week 5 Use the past and past perfect tenses correctly in varied
contexts
EN7G-III-h-3
Day 1 – Distinguish between the past and past perfect tenses

Day 2 – Identify the usage of past and past perfect tenses in
diverse texts
Day 3 – Identify sentences and narratives with accurate past
and past perfect tense usage
Day 4 – Use the past and past perfect tenses correctly in
varied contexts
Week 6 Use direct and reported speech appropriately in varied

contexts
EN7G-III-e-3
Day 1 – Identify instances of direct and reported speech in

written and spoken texts
Day 2 – Transform direct speech into reported speech while
maintaining grammatical accuracy and contextual
appropriateness
Day 3 – Transform reported speech into direct speech while
maintaining grammatical accuracy and contextual
appropriateness
Day 4 – Use direct and reported speech appropriately in
varied contexts
Week 7 Use phrases, clauses, and sentences appropriately and

meaningfully
EN7G-II-a-1
Day 1 – Determine the use of phrases

Day 2 – Determine the use of independent clauses
Day 3 – Determine the use of dependent clauses
Day 4 – Use phrases, clauses, and sentences appropriately
and meaningfully
Week 8 Use appropriate reading strategies to meet one’s purpose

(e.g. scanning, skimming, close reading, etc.)
EN7RC-IV-b-10
Day 1- Differentiate various reading strategies based on their

specific purposes and benefits

Telephone No.: (064) 5724144/ (064) 5779654
Day 2 – Identify the purpose of obtaining specific information,

gaining a general understanding, or analyzing in-depth
details
Day 3 – Scan text to quickly locate specific information
(keywords, dates, or numbers, while effectively filtering out
irrelevant content)
Day 4 – Skim text to grasp the main ideas, structure, and
tone

EN7RC-IV-b-10
Day 1 – Develop close reading of complex texts

Day 2 – Identify the main idea
Day 3 – Identify literary devices
Day 4 - Apply reading strategies to encourage critical thinking

EN7RC-IV-b-10
Day 1 – Take relevant notes while employing different reading

strategies
Day 2 – Adapt reading strategies to comprehend diverse
materials (academic articles)
Day 3 – Adapt reading strategies to diverse materials (news
articles)
Day 4 – Use appropriate reading strategies to meet one’s
purpose (e.g. scanning, skimming, close reading, etc.)

Competencies
1st Quarter
Week 1 Determine the meaning of words and expressions that
reflect the local culture by noting context clues
EN8V-If-6
Day1 – Recognize and appreciate words and expressions

specific to the local culture
Day 2 – Determine the steps in noting clues
Day 3 – Identify context clues within texts
Day 4 – Determine the meaning of words and expressions
that reflect the local culture by noting context clues
Week 2 Use conventions in citing sources

EN8SS-IIIg-1.6.4
Day 1 - Differentiate various types of sources, including

books, articles, websites, and multimedia

Telephone No.: (064) 5724144/ (064) 5779654
Day 2 – Identify the different commonly used citation styles

Day 3 – Recognize citations in written works
Day 4 – Use conventions in citing sources
Week 3 Use modal verbs, nouns and adverbs appropriately
Day 1 – Develop a solid grasp of modal verbs (can, could,

may, might) and their functions
Day 2 – Develop a solid grasp of modal verbs (must, shall,
should) and their functions
Day 3 – Develop a solid grasp of modal verbs (will, would) and
their functions
Day 4 – Use modal verbs appropriately
Week 4 Identify and use signals that indicate coherence (e.g.

additive - also, moreover; causative - as a result,
consequently; conditional/ concessional - otherwise, in
that case, however; sequential - to begin with, in
conclusion; clarifying - for instance, in fact, in addition)
Day 1 - Categorize various coherence signals (e.g. additive -

also, moreover; causative - as a result, consequently)
Day 2 – Integrate coherence signals appropriately within
sentences and paragraphs
Day 3 – Establish logical relationships between ideas
Day 4 - Identify and use signals that indicate coherence (e.g.
additive - also, moreover; causative - as a result,
consequently)

conditional/ concessional - otherwise, in that case,
however)
Day 1 – Categorize coherence signals related to conditional

and concessional relationships (e.g. conditional/ concessional
- otherwise, in that case, however)
Day 2 – Establish logical relationships between ideas
Day 3 – Incorporate conditional and concessional coherence
signals
Day 4 – Identify and use signals that indicate coherence (e.g.
conditional/ concessional - otherwise, in that case, however)
Week 6 Identify and use signals that indicate coherence (e.g.;

sequential - to begin with, in conclusion)
Day 1- Classify coherence signals that denote sequential

relationships
Day 2 – Incorporate sequential coherence signals into written
work
Day 3 – Apply sequential coherence signals appropriately

Telephone No.: (064) 5724144/ (064) 5779654
across diverse contexts

Day 4 – Use signals that indicate coherence (e.g.; sequential -
to begin with, in conclusion)

clarifying - for instance, in fact, in addition)
Day 1 – Indentify coherence signals

Day 2 – Categorize coherence signals associated with
clarifying relationships
Day 3 – Illuminate ideas and ensure a coherent flow of
information
Day 4 – Use signals that indicate coherence (e.g. clarifying -
for instance, in fact, in addition)
Week 8 Use a range of verbs, adjectives and adverbs to convey

emotional response or reaction to an issue to persuade
Day 1 – Choose and incorporate a diverse range of verbs that

effectively convey emotional responses or reactions to an
issue to persuade
Day 2 – Integrate emotionally charged verbs into persuasive
texts, effectively evoking feelings, empathy, and resonance in
readers
Day 3 – Ensure selected verbs align with the tone, subject
matter, and intended emotional impact
Day 4 - Use a range of verbs to convey emotional response or
reaction to an issue to persuade

Day 1 – Select a diverse range of evocative adjectives that

accurately convey emotional responses or reactions to an
issue to persuade
Day 2 – Integrate emotionally charged adjectives into
persuasive writing/oral communication
Day 3 – Align chosen adjectives with the topic, target
audience, and desired emotional resonance
Day 4 – Use a range of adjectives to convey emotional
response or reaction to an issue to persuade

Day 1 – Identify adverbs that effectively communicate

emotional responses or reactions to an issue to persuade
Day 2 – Integrate emotionally charged adverbs into a
persuasive writing/oral communication
Day 3 – Align adverbs cohesively with the subject matter,

Telephone No.: (064) 5724144/ (064) 5779654
target audience, and intended emotional impact

Day 4 – Use a range of adverbs to convey emotional response
or reaction to an issue to persuade

Competencies
1st Quarter
Week 1 Express permission, obligation, and prohibition using
modals
Day 1 – Develop a comprehensive understanding of modal

verbs like "can," "may," and "could" and their specific usage to
indicate permission in different contexts
Day 2 – Identify modal verbs to express permission in spoken
and written communication
Day 3 – Use modal verbs to convey permission across various
situations, scenarios, and forms of communication
Day 4 - Express permission using modals

modals
Day 1 – Develop understanding of modal verbs such as

"must," "should," and "ought to" and their specific functions
for indicating obligations in different contexts
Day 2 – Employ modal verbs to express obligations in both
spoken and written communication
Day 3 – Convey obligations across a range of situations,
including formal requests and personal commitments
Day 4 - Express obligation using modals

modals
Day 1 – Develop a clear understanding of modal verbs such

as "must not," "should not," and "ought not" and their specific
usage for indicating prohibition in different contexts
Day 2 – Identify modal verbs to express prohibition in both
spoken and written forms of communication
Day 3 – Apply modals to communicate prohibitions across
various situations, ranging from casual conversations to
formal notices
Day 4 - Express prohibition using modals
Week 4 Use conditionals in expressing arguments

EN9G-IIe-20
Day 1 – Define arguments

Day 2 – Determine the purpose of arguments
Day 3 – Develop the ability to draw conclusions

Telephone No.: (064) 5724144/ (064) 5779654
Day 4 – Enhance communication by presenting ideas,

possibilities and logical connections
Week 5 Use conditionals in expressing arguments

EN9G-IIe-20
Day 1 – Develop a strong grasp of different types of

conditionals (e.g., zero, first, second, third conditionals) and
their appropriate structures
Day 2 – Convey hypothetical scenarios and their potential
consequences to support viewpoint
Day 3 – Apply various types of conditionals within different
contexts
Day 4 - Use conditionals in expressing arguments
Week 6 Employ the appropriate communicative styles for various

situations (intimate, casual, conversational, consultative,
frozen)
Day 1 – Identify the characteristics of intimate

communication, including familiarity, emotional connection,
and personal sharing
Day 2 – Demonstrate skill in conveying emotions, thoughts,
and feelings authentically and empathetically within intimate
conversations, fostering a sense of closeness and
understanding
Day 3 – Apply appropriate communicative styles to various
intimate situations, such as conversations with close friends
or family members
Day 4 – Employ the appropriate communicative styles for
various situations (intimate)

frozen)
Day 1 – Identify different communication situations to

determine the appropriate level of casual communication
Day 2 – Explore colloquialisms, idiomatic phrases, slang, and
informal language patterns
Day 3 – Simulate various casual communication scenarios-
conversations with friends, family members, or colleagues in
informal settings
various situations (casual)

frozen)

Telephone No.: (064) 5724144/ (064) 5779654
Day 1 – Determine the context of each conversation

(environment, participants, topic, and purpose)
Day 2 – Expand vocabulary to encompass both formal and
informal terms
Day 3 – Cultivate active listening skills to understand the
nuances of the conversation and the preferences of
communication partner
various situations (conversational)

frozen)
Day 1 – Identify the purpose of communication, the

audience's expectations and preferences
Day 2 – Identify the the skills of adapting language and tone
to match the consultative communicative style
Day 3 – Select the most suitable consultative communicative
style that aligns with the specific situation
various situations (consultative)

frozen)
Day 1 – Determine the structure of frozen communicative

style
Day 2 – Identify cultural significance of certain phrases and
expressions to ensure alignment of values and exprectations
Day 3 – Communicate with the appropriate level of formality
and respect
various situations (frozen)

Competencies
1st Quarter
Week 1 Use information from news reports, speeches, informative
talks, panel discussions, etc. in everyday conversations and
exchanges
EN10LC-Ia-11.1
Day 1 – Identify the different kinds of news reports

Day 2 – Identify key facts and insights from news reports
Day 3 – Determine the effects of current events, trends and
developments
Day 4 – Use information from news reports in everyday
conversations and exchanges

Telephone No.: (064) 5724144/ (064) 5779654

exchanges
EN10LC-Ia-11.1
Day 1 – Identify the different kinds of speeches

Day 2 – Enhance active listening skills
Day 3 – Extract relevant information from speeches
Day 4 – Use information from speeches in everyday

exchanges
EN10LC-Ia-11.1
Day 1 – Identify different kinds of informative talks

Day 2 – Identify key concepts and insights from informative
talks
Day 3 – Explore the topics from informative talks
Day 4 – Use information from informative talks in everyday

exchanges
EN10LC-Ia-11.1
Day 1 – Identify the characteristics of panel discussion

Day 2 – Connect ideas from different panelists during
discussion
Day 3 – Develop efficient note-taking techniques during panel
discussion
Day 4 – Use information from panel discussions in everyday
Week 5 Determine the effect of textual aids like advance

organizers, titles, nonlinear illustrations, etc. on the
understanding of a text
EN10RC-Ia-2.15.2
Day 1 – Identify various textual aids

Day 2 – Organize information, establish context and facilitate
connections between concepts
Day 3 – Assess the needs and preferences of the intended
audience
Day 4 – Determine the effect of textual aids

Telephone No.: (064) 5724144/ (064) 5779654
Week 6 Appraise the unity of plot, setting and characterization in

a material viewed to achieve the writer’s purpose
EN10VC-IVc-29
Day 1 – Identify a writer’s purpose as viewed

Day 2 – Determine the sequence of events, conflict
development and resolution of the material viewed
Day 3 – Acquire skills to align plot, setting and
characterization
Day 4 – Appraise the unity of plot, setting and
characterization in a material viewed to achieve the writer’s
purpose
Week 7 Compare and contrast the contents of the materials

viewed with outside sources of information in terms of
accessibility and effectiveness
EN10VC-IVa-15
Day 1 – Identify sources of information and its purpose

Day 2 – Analyze the contents of the materials viewed and the
selected outside sources
Day 3 –Identify the similarities and differences in conveying
points
Day 4 – Compare and contrast the contents of the materials
viewed with outside sources of information in terms of
accessibility and effectiveness
Week 8 Employ analytical listening in problem solving

EN10LC-IIe-13.2
Day 1 – Develop active listening skills focusing on

understanding the problem discussed
Day 2 – Identify and analyze key issues listened to
Day 3 – Address the root causes of the problem
Day 4 – Employ analytical listening in problem solving
Week 9 Evaluate and make judgements about a range of texts

using a set of criteria e.g. comparing arguments on the
same topic, critiquing a short story
Day 1 – Set criteria for evaluation and making judgements

Day 2 – Assess how each text presents strength and
weaknesses
Day 3 – Highlight effectiveness, credibility and overall quality
of the texts presented
Day 4 – Evaluate and make judgements about a range of
texts using a set of criteria e.g. comparing arguments on the
same topic, critiquing a short story

Telephone No.: (064) 5724144/ (064) 5779654
Week 10 Evaluate spoken texts using given criteria, e.g. fluency,

tone, cohesion, correctness
Day 1 – Define fluency, tone, cohesion and correctness in

spoken texts
Day 2 – Identify instances of fluency, appropriateness of tone,
coherence in ideas and linguistic correctness in spoken texts
Day 3 – Develop skills in evaluating spoken texts
Day 4 – Evaluate spoken texts using given criteria, e.g.
fluency, tone, cohesion, correctness

Telephone No.: (064) 5724144/ (064) 5779654

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Republic of the Philippines

SCHEDULE OF MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

Week No. English Grade 7

Day 1 – Define an analogy

Week 2 Identify the genre, purpose, intended audience and

Day 1 – Identify the genre of a movie clip, trailer and video.

Day 1 – Identify the genre of a newsflash, internet-based

Week 4 Use the passive and active voice meaningfully in varied

Day 1 – Differentiate between active and passive voice

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

Day 2 - Demonstrate the skill to switch between active and

Day 1 – Distinguish between the past and past perfect tenses

Week 6 Use direct and reported speech appropriately in varied

Day 1 – Identify instances of direct and reported speech in

Week 7 Use phrases, clauses, and sentences appropriately and

Day 1 – Determine the use of phrases

Week 8 Use appropriate reading strategies to meet one’s purpose

Day 1- Differentiate various reading strategies based on their

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

Day 2 – Identify the purpose of obtaining specific information,

Week 9 Use appropriate reading strategies to meet one’s purpose

Day 1 – Develop close reading of complex texts

Week 10 Use appropriate reading strategies to meet one’s purpose

Day 1 – Take relevant notes while employing different reading

Week No. English Grade 8

Day1 – Recognize and appreciate words and expressions

Week 2 Use conventions in citing sources

Day 1 - Differentiate various types of sources, including

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

Day 2 – Identify the different commonly used citation styles

Week 3 Use modal verbs, nouns and adverbs appropriately

Day 1 – Develop a solid grasp of modal verbs (can, could,

Week 4 Identify and use signals that indicate coherence (e.g.

Day 1 - Categorize various coherence signals (e.g. additive -

Week 5 Identify and use signals that indicate coherence (e.g.

Day 1 – Categorize coherence signals related to conditional

Week 6 Identify and use signals that indicate coherence (e.g.;

Day 1- Classify coherence signals that denote sequential

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

across diverse contexts

Week 7 Identify and use signals that indicate coherence (e.g.

Day 1 – Indentify coherence signals

Week 8 Use a range of verbs, adjectives and adverbs to convey

Day 1 – Choose and incorporate a diverse range of verbs that

Week 9 Use a range of verbs, adjectives and adverbs to convey

Day 1 – Select a diverse range of evocative adjectives that

Week 10 Use a range of verbs, adjectives and adverbs to convey

Day 1 – Identify adverbs that effectively communicate

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

target audience, and intended emotional impact

Week No. English Grade 9

Day 1 – Develop a comprehensive understanding of modal

Week 2 Express permission, obligation, and prohibition using

Day 1 – Develop understanding of modal verbs such as

Week 3 Express permission, obligation, and prohibition using

Day 1 – Develop a clear understanding of modal verbs such

Week 4 Use conditionals in expressing arguments

Day 1 – Define arguments