English CG

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
K to 12 English Curriculum Guide May 2016 Page 2 of 247

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities5. 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 principles6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and
lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
8
Canale,
K to 12 EnglishM.Curriculum
and M. Swain.
Guide1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
May 2016 Page 6 of 247
IV. CONCEPTUAL
FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through
language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.

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

COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They unders tand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension

1. schema & prior knowledge
2. strategies √ √ √
3. narrative text
4. informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √

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

literature
Study strategies

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

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

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

Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
KEY STAGE STANDARD
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.

GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards
social context interactions.
Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of familiar words used to communicate Shares/express personal ideas, thoughts, actions, and feelings using
personal experiences, ideas, thoughts, actions, and feelings familiar words
Oral Language
demonstrates understanding of familiar literary forms and concept of
participates actively in different oral activities
words in English for effective expression
demonstrates understanding of sounds and their meanings for manipulates skilfully the sounds in words to express meaning
Phonological appropriate use of words displays sensitivity to sounds in spoken language
Awareness demonstrates understanding of sounds and sound patterns for manipulates skilfully the speech sounds through simple meaningful guided
production of words conversations
demonstrates understanding of concepts of nouns and adjectives for correctly names people, objects, places and things through theme-based
identification and description activities
Grammar
demonstrates understanding of concepts of verbs, pronouns, and constructs grammatically correct-simple sentences in theme-based
prepositions in meaningful messages conversations using verbs, pronouns, and prepositions
demonstrates understanding of familiar English words for effective uses basic vocabulary to independently express ideas about personal,
Vocabulary communication home, school and community experiences
demonstrates understanding of word meaning for correct usage correctly uses familiar words in speaking activities
demonstrates understanding of story elements and text structures for correctly identifies elements of literary and informational texts to aid
Listening effective oral expression meaning getting
Comprehension demonstrates understanding of the elements of literary and uses elements of literary and informational texts to sufficiently extend
informational texts for effective oral expression meaning and understanding
Domain
Attitude towards
demonstrates understanding of literary concepts for appreciation of presents varied ideas independently and shows interest enthusiastically in
language, literacy,
literacy-related activities/tasks diverse literacy-related activities/tasks
and literature
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies uses strategies independently in accomplishing literacy-related tasks
learning
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details  EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs  EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character  EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4
1-5 c. events  EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology  EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings and  EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
traits asking permission 1.3
4. Identify cause and/or effect of  EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
6-10 9. Identify the problem and family, one’s pets, and personal
solution experiences
10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home

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

(4TH Quarter Oracy) Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
social context interactions.
WEEK LC OL PA G V
EN1LC-IVa-j- 1.1
Listen to short stories/poems and EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
Talk about pictures presented Distinguish rhyming words from Sort and Classify familiar words
1. note important details using appropriate local non-rhyming words Verbs into basic categories (colors,
pertaining to terminologies with ease and EN1G-IVa-e-3.4 shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 Recognize common action words
b. setting Supply rhyming words in in stories listened to
c. events EN1OL-IVa-j-1.3.1 response to spoken words
2. Give the correct sequence of Talk about stories heard
three events when and where it took
1-5 3. Infer the character feelings place
and  the characters
traits and
4. Identify cause and/or effect of  some important details
events of the story
5. Identify the speaker in the
story or poem EN1OL-IVa-j-1.2.9
6. Predict possible ending of a Participate in some sharing
story read activities
7. Relate story events to one’s  News sharing
experience  Show and tell
8. Discuss, illustrate, dramatize  “I Spy” games
specific events  Recite rhymes,
K to 12 English9.Curriculum Guide
Identify the May 2016
problem and poem Page 20 of 247
Learning
6-10 Materials are uploaded at http://lrmds.deped.gov.ph/.
EN1OL-IVf-1.17.2 *These materials are in textbooks that have
EN1G-IVf-j-5 been delivered to schools.
EN1V-IVf-j-12.1
WEEK LC OL PA G V
solution Ask simple questions Adjectives Give the meaning of words using
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
Follow one-to-two step people, objects, things and movements, etc.)
directions places (color, shape, size,
EN1OL-IVi-j-1.17.1 height, weight, length, distance,
Give one-to-two step etc.)
directions
Listen to narrative and informational text
or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond
through
discussions, illustrations, songs,
dramatization and art
Grade 1 Tagged Materials
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
LC – Listening Comprehension
3Q
Listen to short stories/poems and BEAM ENG1 Module 8 – Noting Details. 2009.
1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IIIa-j-1.1
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 4. BEAM ENG2 – Sequencing Events. 2009.
c. events 5. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 6. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.

LEARNING COMPETENCY
LEARNING MATERIALS
3. Infer the character feelings and traits 7. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 8. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 9. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read 10. *English Expressways. Grade 1. 2010. pp. 228-229.
7. Relate story events to one’s experience 11. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 12. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52, 56,
10. Retell a story listened to 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
13. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171,177 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315,316-
317,318,319, 331-332, 340-341, 350-353, 366-368, 408-412, 422-424, 430-432.
14. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 33-34,43-46, 47, 70-71, 72, 76-79, 91,
94-95, 104-106, 127-130, 135-136, 143, 162-163, 166-168, 170, 174, 180, 184, 189, 215-
217, 220-221, 227, 228.
4Q
Listen to short stories/poems and 1. BEAM ENG1 Module 8 – Noting Details. 2009.
1. note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 5. BEAM ENG2 – Sequencing Events. 2009.
c. events 6. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
3. Infer the character feelings and traits 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read EN1LC-IVa-j-1.1 11. *English Expressways. Grade 1. 2010. pp 228-229.
7. Relate story events to one’s experience 12. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100, 104,
8. Discuss, illustrate, dramatize specific events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 13. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52, 56,
10. Retell a story listened to 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
137-143, 171, 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315-319, 331-332, 340-
341, 350-353, 366-368, 408-412, 422-424, 430-432.
15. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 43-46, 70-71, 76-79, 91, 94-95, 104-
106, 127-130, 135-136, 143, 162-163, 166-168, 174, 180, 184, 189, 215-217, 220-221,
227, 228.
Listen to narrative and informational text or poem 1. BEAM ENG1 Module 8 – Noting Details. 2009.
and 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IVa-j-2.1
1. Note important details 3. *Unionbank Learning System. Grade 2. 2011. pp 20.
4. Let’s Begin Reading in English 2.2013. pp 270.
2. Give one’s reaction to an event or issues EN1LC- IVa-j-3.12 1. *Unionbank Learning System. Grade 2. 2011. pp 30.

LEARNING COMPETENCY
LEARNING MATERIALS
2. English (Learner’s Material). Grade 2. 2013. pp 211-212.
3. English (Teacher’s Guide). Grade 2. 2013. pp 109.
3. Infer important details 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. *Unionbank Learning System. Grade 2. 2011. pp 20.
EN1LC- IVa-j-2.8 3. English (Learner’s Material). Grade 2. 2013. pp 218-222.
4. English (Teacher’s Guide). Grade 2. 2013. pp 114-115.
5. Let’s Begin Reading in English 2.2013. pp 167-175.
4. Sequence events when appropriate 1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp134-138.
EN1LC- IVa-j-2.7
4. Let’s Begin Reading in English 2.2013. pp 42, 45, 163-164, 174, 269, 274-275, 290.
5. Listen and respond through discussions, 1. UnionBank English. Grade 2. Unit 3. Lesson 27.
illustrations, songs, dramatization and art EN1LC- IVa-j-1.13.2.1 2. *Unionbank Learning System. Grade 2. 2011. pp 35, 90, 102, 108, 112,
157. 3. Let’s Begin Reading in English 2.2013.pp 127-128, 160, 285-286, 371
OL – Oral Language
3Q
Use/Respond appropriately to polite expressions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIa-e-1.5 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. UnionBank English. Grade 2. Unit 1. Lesson 17.
5. English (Learner’s Material) 2. 2013. pp 51-52.
6. English (Teacher’s Guide). Grade 2. 2013. pp 37
1. greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 11.
3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN1OL-IIIa-1.5.1
4. *English Expressways 1. 2010. pp 3-5, 7-8.
5. Unionbank English 2. Unit 1. Lesson 17 pp 51-52.
6. *Unionbank Learning System. Grade 2. 2011. pp 34-35.
2. leave takings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 13.
EN1OL-IIIb-1.5.2
4. *English Expressways 1. 2010. pp 6.
5. expressing gratitude and apology 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIc-1.5.3 2. Unionbank Learning System. Grade 2. 2011. pp 40.
3. *English Expressways 1. 2010. pp 66-68.
6. asking permission EN1OL-IIId-1.5.4 1. BEAM ENG1 Module 1 – Expressions. 2009.
7. offering help 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 14.
EN1OL-IIIe-1.5.5
Talk about oneself and one’s family EN1OL-IIIa-b – 1.17 1. BEAM ENG1 Module 1 – Expressions. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
6. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
9. *English Expressways 1. 2010. pp 16-29, 44-47, 54-56.
11. Let’s Begin Reading in English 2.2013. pp 113, 127-133.
Talk about one’s personal experiences pertaining to the 1. *English Expressways 1. 2010. pp 105, 116-119, 124-125, 198-199.
EN1OL-IIIb-c 1.3.3
family, one’s pets, and personal experiences
Relate one’s activities/responsibilities at home 1. UnionBank English. Grade 2. Unit 4. Lesson 2, 3.
EN1OL-IIIc – 1.17.1 2. *English Expressways 1. 2010. pp 203-208.
Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN1OL-IIId-1.3.4 2. BEAM ENG2 – Perceiving Relationships. 2009.
Use common expressions and polite greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1OL-IIIa-e – 1.5
Talk about stories heard when and where it took place 1. UnionBank English. Grade 2. Unit 1. Lesson 10, 13.
 the characters and 2. UnionBank English. Grade 2. Unit 2. Lesson 8.
 some important details of the story EN1OL-IIIa-j-1.3.1 3. *English Expressways 1. 2010. pp 212-217.
EN1OL-IVa-j-1.3.1 4. English (Learner’s Material). Grade 2. 2013. pp 91-92.
6. Let’s Begin Reading in English 2.2013. pp 111-112, 146-148, 384-385.
Participate in some sharing activities 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
 News sharing 2. BEAM ENG1 Module 3A – Sounds like Science. 2009.
 Show and tell EN1OL-IIIa-j-1.2.9 3. BEAM ENG1 Module 5 – All About Rhymes. 2009.
 “I Spy” games EN1OL-IVa-j-1.2.9 4. UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
 Recite rhymes, poem 5. *English Expressways 1. 2010. pp 236.
6. Let’s Begin Reading in English 2. 2013. pp 201.
4Q
Talk about pictures presented using appropriate local 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
terminologies with ease and confidence 2. UnionBank English. Grade 2. Unit 2. Lesson 36.
EN1OL-IVa-j-1.3
4. UnionBank English. Grade 2. Unit 4. Lesson 21, 33. 5.
*English Expressways 1. 2010. pp 182-185,
188-191.
6. English (Learner’s Material). Grade 2. 2013. pp
K to 12 English Curriculum Guide May 2016 228-229. Page 24 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1OL-IVf-1.17.2 3. *English Expressways 1. 2010. pp 202.
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1LC-IVg-h-3.6 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. Let’s Begin Reading in English 2.2013. pp 214-215, 301.
Give one-to-two step directions 1. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1OL-IVi-j-1.17.1
PA – Phonological Awareness
3Q
Recognize rhyming words in nursery rhymes, poems, 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
songs heard 2. BEAM ENG2 Module 4 – Rhymes.
EN1PA-IIIa-e-2.2 3. English (Learner’s Material). Grade 2. 2013. pp 41-42, 186-187, 231.
4. English (Teacher’s Guide). Grade 2. 2013. pp 34-35, 119.
5. *English Expressways 1. 2010. pp 122, 156, 170.
6. Let’s Begin Reading in English 2.2013. pp 48-50, 53, 64.
Give the number of syllables of given words 1. English (Learner’s Material). Grade 2. 2013. pp 299.
EN1PA-IIIa-b- 3.1 2. English (Teacher’s Guide). Grade 2. 2013. pp 157.
3. Let’s Begin Reading in English 2.2013. pp 318, 322, 333, 335, 344.
4Q
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
EN1PA-IVa-b-2.3 3. English (Teacher’s Guide). Grade 2. 2013. pp 96-98.
4. *Unionbank Learning System 2.2013. pp 115-118.
Supply rhyming words in response to spoken words EN1PA-IVc-e-2.4 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
G – Grammar
3Q
Sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp 173-176, 427, 460, 473-474.
EN1G-IIIa-e-1
3. English (Teacher’s Guide). Grade 2. 2013. pp 92, 224, 247, 255-256.
1. Recognize sentences and non-sentences EN1G-IIIa-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
2. Let’s Begin Reading in English 2.2013. pp 91-95, 134, 149,165-166, 181, 216, 234, 315.
2. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN1G-IIIb-1.4
3. Recognize telling and asking sentences 1. BEAM-DLP 3 Module 39.
EN1G-IIIc-1.3; EN1G- 2. Let’s Begin Reading in English 2.2013.pp 6, 10, 12, 291-295, 400-402.
IIId-1.3; EN1G-IIIe-1.3 3. English (Learner’s Material). Grade 2. 2013. pp 96-98, 460
4. English (Teacher’s Guide). Grade 2. 2013. pp 57-58, 195-196, 226, 247
4Q
Verbs 1. BEAM ENG1 Module 8 – Noting Details. 2009.
3. BEAM ENG2 Module 6B – Action Words. 2009.
EN1G-IVa-e-3 4. UnionBank English. Grade 2. Unit 2. Lesson 10, 12.
6. English (Learner’s Material). Grade 2. 2013. pp 149-154, 164-165.
7. English (Teacher’s Guide). Grade 2. 2013. pp 82-85, 89.
8. Let’s Begin Reading in English 2. 2013. pp 251, 267, 321, 327, 356.
Recognize common action words in stories listened to 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN1G-IVa-e-3.4
Adjectives 1. UnionBank English. Grade 2. Unit 3. Lesson 13, 15,
Recognize describing words for people, objects, things 16, 8. 2. *English Expressways 1. 2010. pp 113-115, 160-
and places (color, shape, size, height, weight, length, EN1G-IVf-j-5 163.
distance, etc.) 3. English (Learner’s Material). Grade 2. 2013. pp 279, 293.
4. English (Teacher’s Guide). Grade 2. 2013. pp 146,154.
5. Let’s Begin Reading in English 2.2013. pp 408-409,
416, 419, 424-426, 435, 437, 443, 459-
460, 466-468.
V – Vocabulary Development
3Q
Use words that are related to self, family, school, 1. *English Expressways 1. 2010. pp 12-13, 33-34.
community, and concepts such as the names for colors, 2. English (Learner’s Material). Grade 2. 2013. pp 75-80, 107-110.
EN1V-IIIa-e-5
shapes, and numbers 3. English (Teacher’s Guide). Grade 2. 2013. pp 51-52,63-64.
4. Let’s Begin Reading in English 2.2013. pp 67, 167-169.
4Q
Sort and Classify familiar words into basic categories EN1V-IVa-e-3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
(colors, shapes, foods, etc) 2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Give the meaning of words using clues (TPR, pictures, EN1V-IVf-j-12.1 1. Let’s Begin Reading in English 2.2013. pp 15, 22, 26, 35, 40-41, 54.
body movements, etc.)

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.

Domain
demonstrates understanding of grade level appropriate words used to
independently takes turn in sharing inter and intra personal experiences,
communicate inter- and intrapersonal experiences, ideas, thoughts,
ideas, thoughts, actions and feelings using appropriate words
Oral Language actions and feelings
demonstrates understanding of familiar literary texts and common
uses appropriate expressions in oral interpretation and familiar situations
expressions for effective oral interpretation and communication
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency accurately and fluently reads aloud literary and informational texts
intonation and vocal patterns as guide for fluent reading and speaking
appropriate to the grade level
demonstrates understanding of text elements to see the relationship correctly presents text elements through simple organizers to make
Listening between known and new information to facilitate comprehension inferences, predictions and conclusions
Comprehension demonstrates understanding of information heard to make meaningful uses information from theme-based activities as guide for decision making
decisions and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison to distinguishes similarities and differences of the alphabets in English and
Knowledge the alphabets of Filipino and Mother Tongue Mother Tongue/Filipino
Phonics and analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic principles of
Word ably reads and spells out grade appropriate regular and irregular words in
Mother Tongue and English to decode unknown words in English
Recognition English
effectively transfers the knowledge of letter-sound relationship from
Phonological demonstrates understanding of the letter-sound relationship between Mother Tongue to English
Awareness Mother Tongue and English for effective transfer of learning
correctly hears and records sounds in words
demonstrates understanding of suitable vocabulary used in different uses familiar vocabulary to independently express ideas in speaking
Vocabulary
languages for effective communication activities
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions

Domain
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
demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas,
Writing and express ideas and feelings make a draft for specific purposes
Composition demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional
audiences and purposes purposes
demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses
expression them in a variety of oral and written theme-based activities
Grammar demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written theme-
adjectives for proper identification and description based activities
demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in
for appropriate communication different theme-based activities
demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to
Attitude
texts for appreciation familiar books
demonstrates understandings of useful strategies for purposeful literacy
Study Strategies Independently uses strategies in accomplishing literacy-related tasks
learning
1st Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a
1-5 family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib- sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical c-4 and non- concepts such as role playing,
Recognize the
WEEK LC PA BPK AK V
OL G A SS
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih- b. settings Discriminate  EN2G-Id-e-
j- 1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about b. Give the background Recognize proper Recognize Differentiate
one’s correct of other eye movement different English words
environment sequence of sounds skills (transfer kinds of from other
(e.g. persons, three events skills) sentences languages
animals, places, c. Infer the  left to (declarative, spoken at home
things, events, character right interrogative and in school
etc.) feelings and  top to )
traits bottom EN2VD-Id-e-1
d. Identify cause  return Identify the
and/or effect sweep English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or or in Filipino
poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
K to 12 English Curriculum Guide Maylistened
2016 to Page 29 of 247
WEEK LC PA BPK AK V
OL G A SS
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN2LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use variety of media same/different environmental alphabets of are related to dialogues, variety of ways
appropriate including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
expressions in audiotapes Recognize names school, interview, TV talk information (e.g.
common videos and other EN2PA-Ig- EN2BPK-Ig- EN2AK-Ih- people, objects, community, and show etc. role playing,
situations (polite age-appropriate 2.3 h-4 j-2 things and places concepts such as reporting,
expressions, publications Distinguish Recognize the Identify (e.g. names of the names for summarizing,
6-10 greetings, rhyming words common terms in letters in animals, fruits, colors, shapes, retelling and
seeking EN2LC-Ig-3.16 from non- English relating English that are objects in songs, and numbers in show and tell)
directions, Follow a set of rhyming words to part of book not present in stories, poems, both Mother
apologizing, verbal two-step (e.g. cover, title Mother nursery rhymes, Tongue and
asking help, directions with EN2PA-Ih- page, etc.) book Tongue/Filipino pictures, realia English
query and picture cues 2.4 orientation and vice-versa and other ICT-
clarification) Supply words based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 that rhyme with EN2BPK-Ii-j-5 Differentiate
Activate prior given words Recognize proper EN2G-Ih-2.4 English words
knowledge based eye movement Recognize nouns from other
K to 12 English Curriculum Guide May 2016 EN2PA-Ii-j- skills (transfer Page 30 of 247
2.4
Supply rhyming
WEEK LC PA BPK AK V
OL G A SS
on new words in skills) in simple languages
knowledge response to  left to right sentences spoken at home
formed spoken words  top to and in school
bottom EN2G-Ii-
EN2LC-  return 9.2 EN2V-Ii-j-1
Ii-j-1.2 sweep Recognize Identify the
Relate the English
information and use of a/an + equivalent of
events in a noun words in the
selection to life Mother Tongue
experiences and or in Filipino
vice versa
2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
EN2OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa-e- EN2SS-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
 EN2OL-IIa- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
b-1.3.3 characters, and Recognize the words in reporting,
Talk about events) common terms in EN2AK-IIa-e-3 retelling, EN2V-IIb-c- summarizing,
1-5 one’s English relating Give the conversation, etc. 12.1 retelling and
activities/res EN2LC-IIa-j- to part of book beginning letter Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title of the name of meaning of
at home Listen to a page, etc.) book each picture words using clues
and in variety of media orientation (Total Physical
school and including books, Response
community audiotapes EN2BPK-IId-e- through realia,
 EN2OL-IIc- videos and other 5 pictures, body
d-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues

WEEK LC PA BPK AK V
OL G A SS
topics of a. Note skills (transfer etc.)
interest important skills) EN2V-IId-e-6
(likes and details  left to Derive meaning
dislikes) pertaining to right from repetitive
a. character  top to language
b. settings bottom structures
c. events  return
b. Give the sweep
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause
and/or effect
of events
e. Identify the
speaker in the
story or
poem
f. Predict
possible
ending of a
story read
g. Relate
story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify
the
problem and
K to 12 English Curriculum Guide Maysolution
2016 Page 32 of 247
Learning Materials are uploaded j. Retell a story
at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
listened to
WEEK LC PA BPK AK V
OL G A SS
EN2LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to
EN2LC-IId-e-
2.5
Validate ideas
made after
listening to a
story
EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-j-
1.17.2 2.2 Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2
Ask simple Identify and rhyming words environmental English that are familiar words dialogues, Engage in a
questions discuss the from non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a rhyming words Mother Recognize categories interview, TV talk to share
EN2LC- story (theme, EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g.
IIg-3.6 setting, EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing,
Follow one-to- characters, and 2.4 Recognize the things and places reporting,
two step events) Supply words common terms in (color, shape, EN2V-IIh-i- summarizing,
directions that rhyme with English relating size, height, 12.1 retelling and
EN2LC-IIh-i- given words to part of book weight, length, Determine show and tell)
6-10 EN2OL-IIh- 2.1 (e.g. cover, title distance, etc.) the
1.17.1 Ask and EN2PA-IIi-j- page, etc.) book meaning of
Give one-to-two answer 2.4 orientation words using clues
step directions simple questions Supply (Total Physical
(who, what, rhyming EN2BPK-IIi-j-5 Response
EN2OL-IIi-j- where, when, words in Recognize proper through realia,
1.6 why, and how) response to eye movement pictures, body
Recite about text spoken words skills (transfer movements,
memorized listened to skills) context clues etc.
verses, short  left to
poems, and EN2LC-IIj-2.5 right EN2V-IIj-6
rhymes Validate ideas  top to Derive meaning
made after bottom from repetitive
listening
K to 12 English Curriculum Guide May 2016 to a  return language Page 33 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. sweep *These materials are in textbooks that have been delivered to schools.
WEEK LC PA BPK AK V
OL G A SS
story structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c- IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will 1 Produce Discuss the Give the Sentenc 13.1 Participate/ Follow
1-3 texts understandi read Participate speech beginning es Give the engage in a instructions
identifying ng of should be in sounds illustrations sound of meaning of read-along orally
major characters, controlled generating (sounds on the each EN2G- words of texts given
points and incidents depending ideas and letter cover and consonant IIIa-1.1 used in (e.g.
key themes and on the through names) predict (m,s, f, t, Distinguish stories poetry,
PWR prewriting what the sentences presented
Oral Alphabet Study
Comprehen Comprehen Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
Language Knowledge Strategy
settings to lesson.) activities story may h) from non- through repetitive
EN2OL- make Show be about real text)
IIIc-d-1.2 predictions understandi EN2AK- sentences objects,
Participate ng of a EN2BPK- IIIb-1.2 illustrations
in choral EN2LC- story IIIa-b-4 Give the EN2G- ,
speaking IIIa-j-1.1 listened to Identify the beginning IIIb-1.3 demonstrati
and echo Listen to a through the common sound of Use on and
reading of variety of following terms in each different context
short media writing English consonant kinds of clues
poems, including activities: relating to (c, r, n,b, sentences:
rhymes and books, EN2WC- part of g, p) declarative EN2V-
stories audiotapes IIIb-1.9 book (e.g. (telling) IIIc-13.1
with videos and a. Writing cover, title EN2AK- and Recognize
repeated other age- a phrase page, etc.) IIIc- interrogativ that some
patterns appropriate or 1.2 e(asking) words
and sentence EN2BPK- Give the mean the
refrains in publications about IIIb-2 beginning EN2G- same
English and an Identify sound of IIIc-1.6 (synonyms)
a. Note illustrati title, author each Recogniz
importan on and book consonant e EN2V-
t EN2WC- illustrator (d, j, w, punctuation IIIc-d-
details IIIc-1.10 and tell v, z, y) marks 13.2
pertainin b. Comple what they (period, Recognize
g to ti do EN2AK- question that some
a. ng a IIIa-c-1.2 mark) words have
characte Lost and Name the opposite
r Found pictures meaning
b. settings Poster that begin (antonyms)
c. events EN2WC- its name
d. Give the IIIc-1.11 with a
correct c. Filling in particular
sequenc blanks in consonant
e of a letter
three EN2WC- EN2AK-
events IIIc-1.12 IIIa-c-4
c. Infer the d. Drawing Give the
characte and beginning
r feelings writing consonant
and some sound of
traits words the name
d. Identify on a of each
cause birthday picture
and/or card
effect of EN2WC-
K to 12 English Curriculum events
Guide May 2016 IIIc-1.13 Page 35 of 247
e. Identify e. Writing
Oral Alphabet Study
the some
speaker words
in the about a
story or characte
poem r
EN2OL- f. Predict EN2RC- EN2PA- EN2PWR- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 possible IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and ending 2.10 Produce Read words 2.11 Spell words Nouns Give the
respond to of a Note the sounds with short Read with short Give meaning of
texts to story details of English e sound in aloud e sound in naming short e
clarify read in letters CVC phrases, CVC words for words
meanings g. Relate sentences using the pattern sentences pattern persons,
heard while story and stories letter (e.g. pen, and stories places,
drawing on events sounds of men, . . .) consisting EN2S- things
personal to one’s (controlled Mother of short e IIId-j-4
experiences experien words, Tongue as EN2PWR- words with Spell words EN2G-
ce short e, a.. reference IIId-f-9 appropriate with short e IIId-2.4
h. Discuss, .) that they Read some speed, and a Use
illustrate read the sight accuracy sound in common
, words and proper CVC nouns in
dramatiz EN2RC- expression pattern simple
e IIId-e-2.4 EN2PWR- sentences
specific Identify the IIId-f- EN2G-
4-6 events basic 7.1 IIIf-9.2
i. Identify sequence Match the Use the use
the of events picture with of a/an +
problem and make its noun
and relevant and sight
solution predictions word
j. Retell a about
story stories EN2PWR-
listened IIId-f-10
to EN2RC- Read short
IIIf-h- phrases
EN2LC- 2.17 consisting
IIIb-c-2.5 Answer of short e
Use an questions words and
understandi to clarify Some sight
ng of understandi words
incidents, ng before,
characters during and EN2PWR-
and after IIIg-h-
settings to reading 11
validate Read short
K to 12 English Curriculum Guide May 2016 phrases Page 36 of 247
and
Oral Alphabet Study
predictions sentences
consisting
EN2LC- of short e
IIId-e-2.4 words and
Use the sight
personal words.
experiences
to make EN2PWR-
predictions IIIi-j-12
about text Read a
viewed and short story
listened to consisting
of short e
EN2LC- words and
IIIf-g- sight words
3.15
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to
EN2G-
IIIg-h-3
EN2LC-
EN2OL- Verbs
IIIh-3.1
IIIg-1.16;
Identify
Create and EN2G-
important
participate IIIg-3.1
details in
in oral Identify
expository
dramatic action
text
activities words
listened
7-10
EN2G-
EN2LC-
EN2OL- IIIh-3.4
IIIi-j-2.6
IIIh-j-1.6 Use
Retell
Dramatize common
and/or
familiar action
reenact
stories, words in
events
rhymes and retelling,
from a
poems conversatio
story
ns, etc.

4th Quarter (Beginning Reading and Writing)
Oral Alphabet Study
Compre Compo logical Print and Word Fluency Spelling Grammar Develop Attitude
hension Compre sition Awareness Knowledge Recognition ment
hension
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2PWR- EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronou Give the Participate/ Arrange
texts understandi read in e the common a words in phrases, with short e ns meaning of engage in a words
identifying ng of should be generating concept of terms in CVC sentences and a short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in  EN2G- words of texts ly by the
points and incidents depending through dividing relating to (cat, man, consisting CVC IVa-b- (e.g. 1st letter
key themes and on the prewriting spoken part of bag) of short a pattern 4.2.1 EN2V- poetry,
settings to PWR activities sentences book (e.g. words and (see PWR) Use IVa-e-22 repetitive
make lesson.)  EN2WC- in English cover, title EN2PWR- some sight personal Give the text)
2 predictions IVa-1.1 into page, etc.) IVa-c- words with EN2S- pronouns meaning of
EN2RC- brainstor individual book ori 2.9 appropriate IVa-e-3 (e.g. I, 2-syllable
IVa- ming words entation Match speed, Spell you, he, words with
2.2  EN2WC- pictures accuracy words she, it, short e and
State IVb-1.2 with short and proper with short we, they) a sounds
details of webbing a words expression e, a and i in
text during  EN2WC- sound in dialogues
and after IVc-1.3 CVC
reading) drawing pattern
EN2OL- EN2LC- EN2RC- EN2PA- (see PWR) EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 IVc-d-6.2; IVc-d- IVc-d-
Participate Use an Give the Produce EN2S- 4.2.3 3
in choral understandi sequence speech IVa-e-3.1 Use Interpret
3
speaking ng of of three sounds Spell 2- demonstrati simple
and echo incidents, events in (sounds syllable ve maps of
reading of characters stories read and letter words with pronouns unfamiliar
short and names) short e, a (this/that, places,
poems, settings to EN2RC- EN2WC- EN2PWR- and i sound these/ signs and
rhymes and validate IVd- IVd-g-1.6 IVd-13 in CVC those) symbols
stories predictions 2.8 Express Differentiat pattern
with Infer/ idea e and read
4 (see PWR)
repeated predict through correctly
patterns outcomes illustrations the short e
and or and a
refrains in storyboard words
English (pan- pen,
EN2OL- EN2LC- EN2RC- EN2PA- man-men,
IVe- IVe-f-2.4 IVe-2.16 IVe-f-6.3 tan-iten
K to5 12 English Use Guide MayUse
1.1 Curriculum clues
2016 Produce etc.) Page 38 of 247
Learning Listen personal
Materials are uploaded to
atmake the sounds
http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
and experiences and justify of English EN2PWR-
respond to to make predictions letters
texts to
clarify
Oral Alphabet Study
hension
meanings predictions before, using the IVd-14
heard while about text during and letter Write the
drawing on viewed and after sounds of names
personal listened to reading Mother of
experiences (titles, Tongue as pictures
pictures,) reference with the
short a, e
words.
EN2PW
R-
IVd-e-
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create syllable phrases,
and words sentences
participate consisting and stories
in oral of short e consisting
dramatic and a of short e,
6 activities (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
K to 12 English Curriculum Guide May 2016 and proper Page 39 of 247
expression
Oral Alphabet Study
hension
EN2LC- EN2PWR- EN2F- EN2G- EN2V-
IVg-3.15 IVg-h-16 IVg-j-4.2 IVg-h-7 IVg-21
Recognize Read short Read Prepositio Give
the i words in phrases, ns the
difference CVC sentences EN2G- meaning of
between pattern and stories IVg-i-7.3 short i
“made-up” (pin, big, fit consisting Use the words
and “real” . . .) of 2- most
in) texts syllable frequently
7 listened to EN2PWR- short e, a, occurring
IVg-h- and i words preposition
2.8 and some (e.g. on,
Match sight words over,
pictures with under, to,
with short i appropriate from,
words speed, above,
accuracy etc.)
EN2PWR- and proper
IVh-17.2 expression
EN2OL- EN2LC- Differentiat EN2V- EN2SS-
IVh-j-1.6 IVh- e and read IVh-j-22 IVh-
Dramatize 3.1 correctly Give the 1.2
familiar Identify the short e, meaning of Interpret
8 stories, important 2-syllable pictographs
a and i
rhymes and details in words words with
poems expository (pan- pen- short e , a
text pin, bag- and i
listened beg-big) sounds
EN2G-
EN2LC- EN2PWR-
IIIi-j-5 ;
IVi-j-2.6 IVi-14.1
Adjectiv
Retell Write the
es
and/or names of
reenact pictures
EN2G-
events with the
IIIi-j-5.1
from a short a, e
Describe
story and i
9 people,
words.
objects,
EN2LC-
things and
IIa-j-1.1 EN2PWR-
places
Listen to a IVi-
using
variety of 10.1.1-
simple
media Read
adjectives
including
K to 12 English Curriculum Guide May 2016 phrases,
(color, Page 40 of 247
books, short
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. sentences
*These materials are in textbooks that
shape, size, have been delivered to schools.
audiotapes
Oral Alphabet Study
hension
videos and and short height,
other age- stories weight,
appropriate consisting length,
of short e, distance,
publications a and i etc.)
and words and
a. Note the Who,
importa What and
nt Where
details questions
pertaini about them
ng to EN2PWR-
a. IVj-15.2
charact Read 2-
er syllable
b. words
settings consisting
c. of short a,
events e and i
b. Give words
the (pigpen,
correct magnet . .
.)
sequen
ce of EN2PWR-
three IVj-2.8
10 events Match the
2-syllable
words with
c. Infer the
the correct
charact pictures
er
feelings EN2PWR-
and IVj-18
traits Write
d. Identify correctly
cause the 2-
and/or syllable
effect words that
of name the
events pictures
e. Identif
K to 12 English Curriculum Guide May 2016 EN2PWR-
Page 41 of 247
y
Learning Materials are uploaded
the at http://lrmds.deped.gov.ph/. IVj- *These materials are in textbooks that have been delivered to schools.
speaker
in the
Oral Alphabet Study
hension
story or 10.1.2-
poem Read
f. Predict phrases,
possible sentences
ending and short
of a stories
story consisting
read of two
g. Relate syllable
story words and
events the
to one’s questions
experie about them
nce
h. Discuss
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to
LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Talk about oneself and one’s family 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-j-1.3 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
6. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-g-1.3.1
Talk about one’s environment (e.g. persons, animals, 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
EN2OL-Ih-j-1.3.2
places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations (polite 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
expressions, greetings, seeking directions, apologizing, 2. BEAM ENG1 Module 1 – Expressions. 2009.
asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2OL-Ia-e-1.5 4. BEAM-DLP3 Module 15 – Using Courteous Expressions. 2009.
5. UnionBank English 2. Unit 1. Lesson 17.
6. *English Expressways 1. 2010. pp 3-6, 7-8 66-68.
2Q
Talk about oneself and one’s family 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2OL-IIa-e-1.3 5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
 Talk about one’s activities/responsibilities at home 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
and in school and community EN2OL-IIa-b-1.3.3 2. UnionBank English. Grade 2. Unit 2. Lesson 2.
 Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN2OL-IIc-d-1.3.4
3. BEAM ENG2 – Perceiving Relationships. 2009.
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIf-1.17.2
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIg-3.6 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.
EN2OL-IIh-1.17.1
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIi-j-1.6 2. BEAM ENG2 Module 4 – Rhymes. 2009.
3. *English for You and Me 3 (Reading). 2011. pp 48.
3Q
Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
EN2OL-IIIc-d-1.2
poems, rhymes and stories with repeated patterns and Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IIIg-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIIh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
4Q
Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
poems, rhymes and stories with repeated patterns and EN2OL-IVc-d-1.2 Rhythm.
refrains in English
Create and participate in oral dramatic activities EN2OL-IVf-g-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IVh-j-1.6
1Q
Listen to a variety of media including books,
1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate
publications and
3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to
4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character
b) settings
6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events
EN2LC-Ia-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events
8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits
n. Identify cause and/or effect of events
10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem
p. Predict possible ending of a story read
364-367, 408-410.
q. Relate story events to one’s experience
12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events
s. Identify the problem and solution 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.

LEARNING COMPETENCY
LEARNING MATERIALS
t. Retell a story listened to
Follow a set of verbal two-step directions with picture 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig- 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
3.16 5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
2Q
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
b. Give the correct sequence of three events EN2LC-IIa-j-1.1 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
c. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
d. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
e. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
f. Predict possible ending of a story read 410-412.
g. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
h. Discuss, illustrate, dramatize specific 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
events
i. Identify the problem and solution
j. Retell a story listened to
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-IIc-2.1 3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-IIh-i-2.1 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events EN2LC-IIIa-j-1.1 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
Recognize the difference between “made-up” and “real” 1. UnionBank English. Grade 2. Unit 3. Lesson 11.
EN2LC-IIIf-g-3.15
in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2LC-IIIi-j-2.6
4Q
Recognize the difference between “made-up” and “real” 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
in) texts listened to 2. English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
c) events EN2LC-IIa-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
LEARNING COMPETENCY
LEARNING MATERIALS
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IIId-e-2.4
predictions about stories 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
Answer questions to clarify understanding before, during *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72, 78-80,
EN2RC-IIIf-h-2.17
and after reading 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
4Q
Give the sequence of three events in stories read 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IVc-3.1.3
2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
Infer/ predict outcomes 1. *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
EN2RC-IVd-2.8
Use clues to make and justify predictions before, during *English for You and Me 3 (Reading). 2011. pp 138.
EN2RC-IVe-2.16
and after reading (titles, pictures,)
WC – Writing/ Composition
4Q
Participate in generating ideas through prewriting
EN2RC-IVa-c-1
activities
a. drawing EN2RC-IVc-1.3 *English for You and Me 3 (Reading). 2011. pp 13-14, 21-22.
PA - Phonological Awareness
1Q
Classify/Categorize sounds heard (animals, mechanical, 2. BEAM ENG1 Module 3A – Sounds like Science.
objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
Discriminate sounds from a background of other sounds EN2PA-Id-e-1.2 1. BEAM ENG1 Module 3A – Sounds like Science.
Recognize same/different sounds EN2PA-If-1.2.1 2. *English Expressways 1. 2010. pp 52-53, 62-65, 98-99.
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-Ig-2.3 3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
Supply words that rhyme with given words EN2PA-Ih-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-Ii-j-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2Q
Distinguish rhyming words from non-rhyming words 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2PA-IIf-2.3
4. *English Expressways 1.2010. pp. 51.
5. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.

LEARNING COMPETENCY
LEARNING MATERIALS
Supply words that rhyme with given words EN2PA-IIg-h-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-IIi-j-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
3Q
Produce speech sounds (sounds and letter names) EN2PA-IIIc-e-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
4Q
Produce speech sounds (sounds and letter names) EN2PA-IVc-d-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
BPK – Book and Print Knowledge
1Q
Recognize the common terms in English relating to part of EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-Id-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-Ig-h-4
a. left to right
b. top to bottom EN2BPK-Ii-j-5
c. return sweep
2Q
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIb-c-4
a. left to right
EN2BPK-IId-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
a. left to right EN2BPK-IIi-j-5
b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
book (e.g. cover, title page, etc.)
4Q
Identify the common terms in English relating to part of EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.

LEARNING COMPETENCY
LEARNING MATERIALS
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Ih-j-2
Tongue/Filipino and vice-versa
2Q
Identify letters in English that are not present in Mother EN2AK-IIc-e-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Identify the name and sound of each consonant EN2AK-IIa-e-3 Let’s Begin Reading in English 2.2013. pp 11, 23.
Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Iif-j-2
3Q
Give the beginning sound of each consonant (m,s,f,t,h) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-1.1 2. *English Expressways 1. 2010. pp 62-65, 69-71, 80-83, 92-95.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (c,r,n,b,g,p) 1. BEAM ENG2 Module 1B – Critical Speech Sounds
EN2AK-IIIb-1.2 2. *English Expressways 1. 2010. pp 52-53, 62-65, 84-85, 96-99.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (d,j,w,v,z,y) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIc-1.2 2. *English Expressways 1. 2010. pp 52-53, 69-71, 86-87, 101-103.
3. English (Learner’s Material). Grade 2 2013. pp. 19.
Name the pictures that begin its name with a particular BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-1.2
consonant
Give the beginning consonant sound of the name of each BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-4
picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern (e.g. pen, 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short phrases consisting of short /e/ words and EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
some sight words
Read short phrases and sentences consisting of short /e/ EN2PWR-IIIg-h-11 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
words and the sight words
Read a short story consisting of short /e/ words and sight 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words EN2PWR-IIIi-j-12 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. *Unionbank Student’s Work Text 2. 2013. pp 11.
LEARNING COMPETENCY
LEARNING MATERIALS
4Q
Read short /a/ words in CVC pattern (cat, man, bag) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVa-c-1 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
Differentiate and read correctly the short /e/ and /a/ 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Read short /i/ words in CVC pattern (pin, big, fit . . .) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVg-h-16 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
S - Spelling
3Q
Spell words with short e sound in CVC pattern EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
Spell words with short e and a sound in CVC pattern EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
4Q
Spell words with short e and a sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Spell words with short e, a and i sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Spell 2-syllable words with short e, a and i sound in CVC 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
(see PWR) EN2S-IVa-e-3.1 8. *Unionbank Student’s Work Text 2. 2013. pp 11.
G - Grammar
1Q
Sentences EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.
a. Recognize sentences and non-sentences EN2G-Ia-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
b. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2G-Ib-c-1.4 2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.
LEARNING COMPETENCY
LEARNING MATERIALS
c. Recognize different kinds of sentences English (Learner’s Material) 2. 2013. pp 426-429, 459-461.
EN2G-Id-e-1.3
(declarative, interrogative)
Nouns 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-If-g-2
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.
EN2G-Ih-2.4
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
Recognize common action words in retelling, EN1G-IIa-e-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
conversation, etc.
Adjectives EN2G-IIf-j-5 English (Learner’s Material) 2. 2013. pp 279-281.
Recognize descriptions of people, objects, things and English (Learner’s Material) 2. 2013. pp 292-294.
EN2G-IIf-j-5.1
places (color, shape, size, height, weight, length,
distance, etc.)
3Q
Sentences EN2G-IIIa-c-1 English (Learner’s Material) 2. 2013. pp 173-174.
Distinguish sentences from non-sentences EN2G-IIIa-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
Use different kinds of sentences: declarative (telling) and BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
interrogative (asking)
Recognize punctuation marks (period, question mark) 1. BEAM ENG1 Module 7 – Personal Idea.
EN2G-IIIc-1.6 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IIIf-9.2
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3
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
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
in dialogues 3. *English Expressways 1.2010. pp 116-119, 122-125, 129-130.
5. Let’s Begin Reading in English 2. 2013. pp 113, 173-176.
Use demonstrative pronouns (this/that, these/those) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IVc-d-4.2.3
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.)
Give the meaning of words used in stories presented 1. *English for You and Me 3 (Reading). 2011. pp 3, 37, 39, 44.
EN2V-IIIa-b-13.1
through real objects, illustrations, demonstration and
context clues
Recognize that some words mean the same (synonyms) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2V-IIIc-13.1
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.
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
playing, reporting, summarizing, retelling and show and
EN2SS-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)
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
structure in oral and written communication, and reads with comprehension

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

Domain
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
LC RC WC PWR V
WEEK 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
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 forms of simple b-7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
1 controlled
with peers in a based on the as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
depending on
variety of stories to be the PWR to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read lesson.) poems listened a and i words syllable words sentences from to repetitive text) order
to in CVC pattern with short non-sentences
EN3OL-Ib-3.6 Listen to a Read simple vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of sentences and EN3WC-Ia-j- EN3PWR-Ib- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and levelled stories 4 d-19 95-100% Show self-correct
conversational expository texts and a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- EN3RC-I0- write with short o Construct of meaning of comprehension
2.1 2.2 sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note a. note details about one’s pattern and 1.10.1 sentences through and skimming
1.19 important regarding drawing phrases and Read aloud drawing,
Express one’s details character, EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
2 ideas by EN3LC-Ia-j- setting and 5 containing prose and 1.4.1 using them in 1.1
presenting a 2.7 plot b. a note of these words poetry Use a sentences Follow
skit b. sequence EN3RC-I0- advice Consisting of declarative instructions
at least 3 2.10 EN3WC-Ia-j- EN3PWR-Ib- Long vowel sentence given
events b. sequenc 6 d-19.1 words with orally
using signal e3 c. Thank you Recognize fluency, EN3G-Ib-
words events letter more common appropriate 1.4.1.1
EN3LC-Ia-j- (Note: different EN3WC-Ia-j- sight words in rhythm, pacing Differentia
2.6 comprehension 7 order to read and intonation te a
c. retell skills may d. descriptive simple phrases declarative
some recur in from an
K to 12 English Curriculum Guide May 2016 different Page 54 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.
quarters) *These materials are in textbooks that have been delivered to schools.
LC RC WC PWR V
and Spelling
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-
d. differentiat ending for a 1.6
e real story Use proper
from EN3WC-Ia-j- punctuation for
make- 2.2 declarative
believe f. a diary and
EN3LC-Ia-j- interrogative
2.8 EN3WC-Ia-j- sentences
e. infer 9
feelings g. a short EN3G-Ib-
and traits paragraph, 1.4.7
of etc. Construct
characters declarative and
EN3LC-Ia-j- interrogative
2.16 sentences
f. identify
cause and EN3G-Ib-
effect 1.4.8
EN3LC-Ia-j- Identify
2.17 an
g. draw exclamator
conclusio y sentence
EN3OL-Ic-1.3 ns EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant 2.1 Identify an Show
information Listen to poems Describe imperative understanding
and literary sentence of meaning of
EN3LC-Ic- elements of short u words
2.18 texts including EN3G-Ic- through
3 a. identify the characters 1.3 drawing,
rhyming setting and plot Use actions, and
words different using them in
EN3LC-Ic- kinds of sentences
3.11 sentences (e.g.
give a simple declarative,
paraphrase interrogative,
exclamatory,
imperative)
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
4
specific/signific Read aloud
ant events short EN3G-Id-1.6
LC RC WC PWR V
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)
EN3OL-Ie- EN3PWR-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize with short u EN3F-Ie-j- common words
and sound in CVC 4.3 EN3G-Ie-2.4 into
Restate pattern Read with Use nouns (e.g. conceptual
5 information accuracy, people, categories (e.g.
shared by speed and animals, animals, foods,
others proper phrasing places,, things toys)
sentences and events) in
stories with simple EN2V-Ie-j-4.1
short u words sentences Show
EN3RC-If-j- EN3PWR-If- and other EN3G-If-2.2 understanding
2.8 g-17.1 words Use common of meaning of
6 previously 2-syllable
Make and Differentiate and proper
confirm words with studied nouns words
predictions different medial EN2G-Ig-h-2 consisting of
about texts vowels (eg: EN3F-Ie-j- .3 short e to u
7 cap- cop-cup; 4.2.1 Use plural form words through
fan-fin, fun) Read with of regular drawing,
accuracy, nouns by actions, and
EN3PWR-Ig- appropriate adding /s/ or using them in
h-20.1 speed and /es/ (e.g., dog, correctly in
Read phrases, correct dogs; wish, sentences
sentences and intonation 2- wishes)
8 short stories syllable words
consisting of consisting of
short vowel short e to u
words and the words
questions about
them
EN3OL-Ii-j- EN3PWR-Ii- EN3G-Ii-j-2.4
9 Use plural from
1.10.3 15
LC RC WC PWR V
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
10 short stories
consisting of 2-
syllable words
and the
questions about
them
2nd Quarter: Continuation of Beginning Literacy
WEEK OL LC RC WC PA PWR V SS
Listening Reading Phonics and F S G A
Oral Writing/ Phonological Vocabulary Study
Compre Word Fluency Spelling Grammar Attitude
Language Composition Awareness Development Strategy
hension Compre Recognition
hension
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa-EN3V-IIa- EN3A-IIa- EN3SS-IIa-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d- IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 b-1.1
1 1.17.2 Follow a set they will Participate 2 Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read in Show how with initial 3 level texts to- two understandi engage in a words with
questions three-step should be generating spoken consonant consisting of syllable EN3G-IIa- ng of read-along the same
directions controlled ideas words are blends (l, r 2-syllable words with b-3.4 meaning of of texts first letter
with picture depending through represented and s words with consonant Use the be- words with (e.g. poetry, but a
cues on the prewriting by written blends) long vowel blends (e.g.verbs (am, initial repetitive different
PWR activities letters that EN3PWR- sound with pl, tr) is, are consonant text) second letter
2 EN3LC- lesson.) a. are IIa-b-23 at least 95- was, were) blends in alphabeti
IIc-e-1.1 EN3WC- arranged in followed by 100% correctly in through cally order
Activate EN3RC- IIa-1.1 a specific short vowel accuracy sentences drawing,
K to 12 English Curriculumprior
Guide May 2016
IIa-b-2.19 brainstor order sounds (e.g. actions, Page 57 of 247
Rereads,
ming *These materials are in textbooks that have been delivered to schools.
hension
knowledge monitors b. black, frog, EN3F-IIa- and using
based on and EN3WC- step) j-1.10.1 them in
new self- IIb-1.2 Read aloud sentences
knowledge correct webbing EN3PWR- from familiar EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3SS-IIc-
formed one’s c. EN3WC- IIc-24 prose and d-3.4 6 2 3.6
comprehensi IIc-1.3 Read poetry Identify Derive Revisit Follow one-
EN3LC- on drawing phrases, Consisting and meaning favorite to-three step
IIa-j-2 sentences of use action from books, directions
Activate EN3RC- EN3WC- and short Long vowel words in repetitive songs,
prior IIc-e-2.2 IId-h-3 stories words simple language EN3SS-IIc-
knowledge Note Write at consisting of with sentences structures rhymes d-2.15 Use
based on details least three words with fluency, review graphic
the stories in a given sentences initial appropriate organizers to
to be read text from various consonant rhythm, show
familiar blends pacing and understandi
Listen to a EN3RC- sources intonation ng of texts
variety of IIa-b-2.8 EN3G-IId-
3 literary and Make simple Write EN3F-IIa- f-3.2
expository predictions different c-4.4 Form and
texts forms of Read with use the past
EN3LC- Read simple simple accuracy, tense of
IIa-j-2.1 sentences composition speed and frequently
a. note and levelled as a proper occurring
important stories and response to phrasing regular
details EN3RC- stories/ sentences verbs (walk
EN3LC- II0-2.2 poems and stories –
IIa-j-2.7 a. note listened to with words walked,
b. sequence details EN3WC- beginning in etc)
at least regarding IIa-j-4 consonant
3 events character, a. draw blends and EN3G-IIe-
using setting and other words f-3.2.1.1
signal and plot write previously Use verbs in
words EN3RC-II0 sentence studied simple
EN3OL- EN3LC- -2.10 s about EN3PWR- EN3F-IId- EN3S-IId- present EN3V-IId- EN3A-IId-
IId-e- IIa-j-2.6 b. sequence one’s IId-e-1.1 e-4.4.1 e-4.1 tense e-5.1 f-7
4 1.17.1 c. retell 3 events drawing Read words Read with Spell words Show Identify
Give one-to- some (Note: EN3WC- with final accuracy, with understandi
three step parts of different IIa-j-5 blends (-st, speed ending ng of favorite
K to 12 English Curriculum Guide comprehensi
May 2016 EN3PA-
directions the story b. a note of -lt, -nd, -nt, and consonant meaning of authors andPage 58 of 247
5
Learning
o n skills
Materials are uploaded at http://lrmds.deped.gov.ph/.advice IIe-f-4.1
may recur in -ft.. ) proper *These materials are in textbookswords
blends that with
have been delivered to schools.
stories
EN3WC- phrasing
hension
EN3LC- different IIa-j-6 Identify preceded by sentences final
IIa-j-3.15 quarters c. Thank sounds and short e, a, and stories consonant
d. differentia ) you letter count i,o and u consisting of blends
te real EN3WC- syllables in words (belt, words with through
from IIa-j-7 words sand, raft) ending drawing,
make- d. descriptiv consonant actions,
believ e blends and using
e paragrap and other them in
EN3LC- h words sentences
IIa-j-2.8 EN3WC- previously
e. infer IIa-j-8 studied
EN3OL- feelings e. another EN3PWR- EN3SS-IIf-
IIf- and traits ending IIf-1.1 h-1.5
1.11 of for a Read Locate
Restate characters story phrases, information
and EN3LC- EN3WC- sentences using print
retell IIa-j-2.16 IIa-j-2.2 and short and non-
information f. identify f. a diary stories print sources
cause and EN3WC- consisting of
6 effect IIa-j-9 words with
EN3LC- g. a final
IIa-j-2.17 short consonant
g. draw paragrap blends and
conclusio h, etc. other words
ns previously
EN3WC- studied and
EN3LC-IIf- IIi-j-2.6 the
h- 2.8 Use questions
Make simple appropriate about them
EN3OL- inferences EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 about punctuation IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and thoughts marks Read Read with Spell words Use verbs Show
share and feelings words accuracy, with in understandi
experiences, based from with initial speed and consonant simple ng of
film viewed texts and final proper digraphs ch present and meaning of
8 and story viewed/ consonant phrasing and sh past tense words with
read/listene listened to digraph sentences consonant
d to as ch and stories digraphs ch
K to 12 English CurriculumEN3LC-IIi-
springboard Guide May 2016 with through Page 59 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. words *These materials are in textbooks that have been delivered to schools.
hension
for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G-IIi- EN3V-IIi-j-
j-3 IIi-j-22.1 4.4.2 4.3 j-3.2.2 5.3
9 Retell Read 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
other and short proper finalconsona meaning of
children stories phrasing nt blends words with
consisting of sentences and consonant
words with and stories consonant digraphs sh
EN3RC-
consonant with words digraphs through
IIi-j-2.10
digraph ch consisting of drawing,
Sequence a
and sh and l ch and sh actions,
series of
10 other words wordsand and using
events in a
previously other words them in
literary
studied and previously sentences
selection
the studied with
questions speed,
about them accuracy
and proper
phrasing

3rd Quarter: Developing Reading and Writing
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3LC-IIIa- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa-7 EN3A-IIIa- EN3SS-IIIa-
b-2.1 text that they IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 Recognize 7 1.3
Recall details will read Participate in Read words Read grade 3 Spell words Use some words Identify Get
1 from texts should generating with long a level texts that were demonstrativ represented favorite information
viewed/ be ideas through sound (long a consisting of introduced e pronouns by authors and from index
controlle common
d
listened to depending on prewriting ending in e) words with during word (this,/that, abbreviations stories and table of
the activities long vowel recognition these/those) (e.g. Mr. contents
EN3LC-IIIb- PWR EN3WC- sound with at Ave., Oct.) EN3A-IIIb- EN3SS-IIIb-
2.19 lesson.) IIIb-c- least 95- c-2.9 i-1.2
Identify EN3RC-IIIa 3 100% EN1V-IIIa- Take part in Engage in a
possible 2.7.1 Write at least accuracy c-13.1,13.2 creative variety of
solutions to Identify three Give the responses to ways to share
problems several sentences EN3F-IIIa- synonyms stories like information
effects based from various j-3.5.1 and antonyms preparing (e.g. role
EN3LC-IIIb- on a given familiar Read grade 3 of somewords logs, journal playing,)
4 cause sources level texts and other oral reporting,
Infer print consisting of EN1V-IIIa- presentations summarizing,
sources EN3RC-IIIa 2-syllable j-25 retelling and
2.11 words with Show show and tell
EN3LC-IIIc- Make long vowel understandin
d-2.5 inferences sound with at g of meaning
Validate ideas and draw least 95- of long vowel
2 made after conslusions 100% words (a, i, o,
listening to a based on accuracy and u)
story texts through
(pictures, title EN3F-IIIa- drawing,
EN3LC- and content j-1.10.1 actions, and
IIIa-j-1.1 words) Read aloud using them in
Activate prior from familiar sentences
knowledge EN3RC-IIIa prose and
based on new 2.13 poetry EN3V-IIIb-
knowledge Distinguish Consisting of d-13
formed fact from Long vowel Increase
opinion words vocabulary
with
EN3LC-IIIa- fluency, through
j-2 EN3RC- appropriate Synonyms
K to 12 English Curriculum Guide May
Activate 2016 IIIa-b-2.13
prior rhythm, (e.g. Page 61 of 247
knowledgeat http://lrmds.deped.gov.ph/.
Identify cause pacing and *These materials are in textbooks that
quick/fast) have been delivered to schools.
PWR
WEEK OL LC RC WC F S G V A SS
Phonics and
Recognition
based on the and effect intonation and antonyms
EN3OL-IIIc- stories to be EN3PWR- EN3G-IIIc- (e.g.
1.16.2 read. IIIc- d-4.2.3 big/small)
Listen and Listen to a 11,12,13 Use personal
respond to variety of Read pronouns
others literary and sentences, (e.g. I, you,
3 expository stories and he, she, it,
texts poems we, they)
EN3LC-IIIa- consisting of
j-2.1 long a words
a. note and questions
important about them
EN3OL- details EN3WC- EN3PWR- EN3A-IIId-
IIId-1.16.3 EN3LC- IIId-e-2.6 IIId-24 h-6
Follow and IIIa- Use Read Take books
4 j-2.7
explain appropriate words from home
processes b. sequence punctuation with long i to school or
at least 3 marks sound (long i vice-versa for
events ending in e) EN3F-IIIe- EN3V-IIIe-
EN3OL-IIIe- using EN3RC- EN3PWR- f-1.8 EN3S-IIIe- EN3G-IIIe- f13.6 independent /
1.16.4 signal IIIe-f-2.11 IIIe-25 Read with f-5 f-4.2.4 Homonyms shared extra
Express words Make Read automaticity Spell some Use (e.g. reading
opinions and EN3LC-IIIa- inferences sentences, 100 2nd and irregularly - commonly flower/flour)
feelings about j-2.6 and draw stories and 3rd grade spelled words used
5 other’s ideas c. retell conclusions poems high- (e.g. have, possessive
some based consisting of frequency/sig said, please, pronouns
parts of from texts long i words ht words because)
the story and questions
EN3LC-IIIa- about them
j-3.15
EN3OL-IIIf- d. differentia EN3PWR-
1.16.5 te real IIIf-26
Engage in from Read EN3G-IIIf- EN3A-IIIf-
6 make- g-1
discussions words g-5
about specific believe with long o Adjectives Express
topics EN3LC-IIIa- sound (long a feelings,
j-2.8 ending in e) EN3G-IIIf-
EN1OL- e. infer EN3RC- EN3PWR- EN3S-IIIg- g-5.3.1 opinions
IIIg-h-3.2 feelings IIIg-j-2.5 IIIg- j-2.5 Use EN3V-IIIg- through
7 and traits EN3F-IIIg- h-13.7 journals, logs
Ask and Use different 26.1 Use descriptive
K to 12 English Curriculum
respond to Guide May 2016 sources of Read capitalization etc. Page 62 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. sentences, *These materials are in textbooks that have been delivered to schools.
PWR
Phonics and
Recognition
questions of information in stories and j-1.11 rules in word adjectives Homographs
about characters reading poems Observe the and (e.g., read-
informational EN3LC-IIIa- consisting of use of sentence read)
texts listened j-2.16 Read simple long o words punctuations level (e.g.
to f. identify sentences And questions including proper and
(environment, cause and and levelled about them commas, common
health, how- effect stories and EN3WC- EN3PWR- periods and nouns,
to’s, etc.) EN3LC- EN3RC- IIIh- IIIh- question beginning
IIIa-j-2.17 III0-2.2 2.4 26.2 marks to words in
g. draw a. note Complete Read words guide reading sentences)
8 details
conclusions patterned with long u for fluency
regarding poems using sound (long a
EN3LC-IIIe- character, appropriate ending in e)
f-2.4 setting rhyming
Propose and plot words
EN3OL-IIIi- several EN3RC-III0 EN3PWR-
j-1.9 predictions -2.10 IIIi-26.3
about EN3V-IIIi-j-
Compare and b. sequence Read
13.7
contrast texts/stories 3 events words
(Note: Hyponyms-
information listened to with long a, i,
9 different type of (e.g.
heard o, and u and
EN3LC-IIIg- comprehension guava -
phrases,
h-3.15 skills may type of
recur in
sentences
fruit)
Determine different and stories
whether a quarters) containing
story is these words.
realistic or EN3PWR-
fantasy IIIj-27
Read
EN3LC- sentences,
IIIi- j-3.7 stories and
Identify and poems
use the consisting of
10 elements of long u words
an and questions
informational/ about them
factual text
heard EN3PWR-
IIIj-15
Read 2-
K to 12 English Curriculum Guide May 2016 syllable words Page 63 of 247
PWR
Phonics and
Recognition
(fireman)
with long
vowel sound
4th Quarter: Developing Reading and Writing
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3A- IVa – EN3SS- IVa
1 e-1.19 -3.7 text that IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 c-7 -1.3
Present Identify and they will Write a Read Read grade Spell words Give the Identify Follow simpl e
information in use the simple story words 3level texts that were correct favorite written
read
varied artistic elements of with vowel consisting of introduced meaning of authors and directions
ways (e.g. an should be digraphs words with during word stories
role playing, informational/ controlled ai (pail), vowel recognition homonyms EN3SS- IVa-
2 show and tell, factual text depending ay (bay) digraphs and (pail,pale) b -1.2.3
radio heard on the PWR diphthongs Interpret
play/podcast/ lesson.) with at least EN3V-IVa-j- simple maps
broadcast/ EN3LC- IVb 95-100% 12.3 of places
reporting/ -3.7.1 accuracy Use clues
poster Informational EN3RC-IVa- EN3PWR- from the EN3SS- IVc-
presenta Reports b-2.13 IVc-2 EN3F-IVc-d- context to d-1.2.7
tions) (School Identify cause Match 1.4 figure out Interpret a
events, and effect words, Read aloud what words
EN3OL-IVa- sports, phrases and from familiar mean pictograph
j-5 projects) EN3RC- IVa sentences prose and
Engage in a –b-2.14 containing poetry with EN3V-IVa-j-
3
variety of EN3LC-IVc- Show these words fluency, 12.3
ways to share 3.7.2 understandin with pictures appropriate Determine
information Three-step g of a story rhythm, what words
(e.g. role directions by present EN3PWR- pacing and mean based
playing,) EN3LC- ing them in IVc-28 intonation on how they
reporting, IVd through Read stories are used in a
summarizing, -3.7.3 dramatization containing EN3F-IVa- sentence
Conversati these words j-
ons May 2016
K to 12 English Curriculum Guide Page 64 of 247
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
retelling and , role playing and other 3.5.1
show and tell EN3LC-IVa- etc. words Read grade 3
(depending j-1.1 previously level texts
on th e Activate prior Read simple learned consisting of
selection knowledge sentences 2-syllable
presented) based on new and levelled EN3PWR- words with EN2S-IVd-f- EN3A-IVd-f-
knowledge stories and IVd-e-22 long vowel 5 2.9
4 formed EN3RC-I0- and 29 sound with at Spell some Take part in
EN3OL-IVa- EN3LC-IVa- 2.2 Read words least 95- irregularly - creative
j-3.2 j-2 a. note with vowel 100% spelled words responses to
Ask and Activate prior details digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
respond to knowledge regarding and ee and said, please, preparing
questions based on the character, EN3F-IVa-j- f -1.2.2
phrases, because) logs, journal
about stories to be setting 1.10.1 Interpret
5 sentences and other oral
informational read. and plot and stories Read aloud presentations simple
texts listened Listen to a EN3RC-I0 - containing from familiar tables
to variety of prose and EN3V-IVf-g-
2.10 these words.
(environment, literary and poetry 13.6
b. sequenc EN2WC-IVf- EN3PWR-
health, how- expository e Consisting of Use
j-2.3 IVf-g-8 homonyms
to’s, etc) texts 3 events Long vowel
6 Make a card Read correctly
EN3LC-IVa- (Note: words with
for various words (meat- meet,
EN3OL-IV j-2.1 different fluency,
comprehension occasions with vowel road, -rode)
a-j-1.9 a. note (birthday, digraphs appropriate
skills may EN3S-IVg-i- EN3G-IVg-7 EN3A-IVg-i- EN3SS- IVg-
Compare important oo(food), oa rhythm,
recur in 2.5 Prepositions EN3V-IVg-i- 6 h -1.2.1
and details different Christmas, (road) pacing and
Use 9 Take books Interpret a
contrast EN3LC- quarters) New intonation
capitalization EN3G-IVg- Use known from home to bar
information IVa- Year, etc) EN3PWR- rules in word h-7.3 words to school or graphs
heard j-2.7 EN3RC - IVg-2 EN3F-IVa-j-
and Use the most perform vice-versa for
b. sequence IVc- d-1.2 Match 1.8
sentence frequently artistic independent /
at least Interpret words, Read with
level (e.g. occurring theme-based shared extra
7 3 events simple maps phrases and automaticity
proper and prepositions(e reading
using of sentences 100 2nd
common .g. towards, activities(e.g.
signal unfamiliar containing and 3rd
nouns, beside,, into, interviews,
words places, signs these words grade high-
beginning etc.) telephone
EN3LC-IVa- and with pictures frequency/
words in conversation,
j-2.6 symbols sight words
sentences) role-play,
c. retell EN3PWR-
EN3F-IVa- etc.) using
some IVg-28
j- common
parts of EN3RC -
Read stories sight
IVe-g-1.2
K to 12 English Curriculum Guide May 2016 Interpret containing Page 65 of 247
pictographs *These materials are in textbooks that have been delivered to schools.
PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
the story these words 1.11 words
EN3LC-IVa- and other Use
j-3.15 words punctuations
d. differentiat including
previously
e real commas,
from learned periods and
make- question EN3V-Ih-i-
believe EN2PW- marks to EN3G-IVh- 26
EN3LC-IVa- IVh-i-6 guide reading 5.6 Show
j-2.8 Read for fluency Give the understandin
8 e. infer EN3RC - words synonyms g of the
feelings IVh-j-1.2 with vowel EN3F-IVi-j- and antonyms meaning of
and traits Interpret diphthongs 5 of common words with
of simple graphs Oy (boy), oi Read poems adjectives vowel
characters and tables (boil), ou with fluency, diphthongs by
EN3G-IVi-j-
EN3LC-IVa- (out) appropriate using them in
5.2
j-2.16 Ow (bow) rhythm,pacin correct
Use the
f. identify g and sentences in
EN3PWR- degrees of
cause and intonation correct
IVi-2 adjectives in
effect sentences
Match these making
EN3LC-IVa- comparisons
j-2.17 words with
the (positive,
g.draw comparative,
conclusions appropriate
pictures superlative)
9 EN3LC- IVe- EN3G-IVi-6

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

PWR
WEEK OL
LC RC WC
Phonics and F S G
V
A SS
Recognition
water cycle) EN3PWR-
IVj-22
EN3LC-IVi- Recognize
j-3.5 and read EN1V-IVj-
Restate some 27
10 facts irregularly Read word
from spelled words with affixes
informational (e.g. such as
texts (climate enough,
change, through,
children’s beautiful)
rights, traffic
safety, etc.)
LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Initiate conversations with peers in a variety of school BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip Presented.
EN3OL-Ib-1.19 2. *Fun in English 4. 1999. pp 6.
3. *English for You and Me 4 (Language). 2011. pp 27, 93.
2Q
Ask simple questions 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
EN3OL-IIa-b-1.17.2 2. *Unionbank Student’s Work Text 2. 2013. pp 203.
3. *English for You and Me 4 (Language). 2011. pp 31-32.
Give one-to-three step directions 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
EN3OL-IId-e-1.17.1 3. BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
4. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.
Recall and share experiences, film viewed and story BEAM ENG2 Module 7 – Organizing Ideas.
EN3WC-IIg-h-2.1
read/listened to as springboard for writing

LEARNING COMPETENCY
LEARNING MATERIALS
Retell familiar stories to other children EN3A-IIi-j-3 English 2. 2013. pp 317, 340, 364-367, 410.
3Q
Listen and respond to others EN3OL-IIIc-1.16.2 *English for You and Me 4 (Language). 2011. pp 93-97.
Ask and respond to questions about informational texts *English for You and Me 3 (Reading). 2008. pp 56.
EN1LC-IIIg-h-3.2
listened to (environment, health, how-to’s, etc.)
4Q
Present information in varied artistic ways (e.g. role *English for You and Me 4 (Language). 2011. pp 27, 93.
playing, show and tell, radio play/podcast/broadcast/ EN3OL-IVa-e-1.19
reporting/poster presentations)
1Q
Activate prior knowledge based on the stories to be read *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-Ia-j-2
Listen to a variety of literary and expository texts 121, 130, 147.
a. note important details 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar. 3.
EN3LC-Ia-j-2.1 *Fun in English 4. 1999. pp. 11, 150, 202.
4. *English for You and Me 4 (Language). 2011.
pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
Sentences/Guided Questions.
EN3LC-Ia-j-2.7 4. English 2 (Learner’s Material). 2013. pp 63-64.
5. English 2 (Teacher’s Guide). 2013. pp 46. 6.
*Fun in English 4. 1999. pp 56, 64, 70-72.
7. *English for You and Me 4 (Language).
2011. pp 96.
8. *English for You and Me 4 (Reading).
2011. pp 105, 115-116.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-Ia-j-2.6
3. English 2 (Teacher’s Guide). 2013. pp 137.
4. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
3. English 2 (Learner’s Material). 2013. pp 276-278.
EN3LC-Ia-j-3.15 4. English 2 (Teacher’s Guide). 2013. pp 143-145.
6. *Fun in English 4. 1999. pp 185, 187.
K to e.
12 Englishinfer
Curriculum Guide May 2016
feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
Page 68 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.EN3LC-Ia-j-2.8 *These materials are in textbooks
2. English 2 (Teacher’s Guide). 2013. pp 209, 394-396. that have been delivered to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
EN3LC-Ia-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *English for You and Me 3 (Reading). 2008. pp 124. 7.
*Fun in English 4. 1999. pp 97-99, 101.
8. *English for You and Me 4 (Reading). 2011.
pp 124-127, 131-132, 139.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
EN3LC-Ia-j-2.17 5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *English for You and Me 3 (Reading). 2008. pp 140, 154.
8. *Fun in English 4. 1999. pp 172-175.
9. *English for You and Me 4 (Reading). 2011. pp 167,169.
Listen to poems and 1. BEAM ENG2 Module 4 – Rhymes.
a. identify the rhyming words 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3LC-Ic-2.18 3. English 2 (Learner’s Material). 2013. pp 33-37, 42.
4. English 2 (Teacher’s Guide). 2013. pp 34-35.
5. Let’s Begin in English 2. 2013. pp 49-50.
b. give a simple paraphrase EN3LC-Ic-3.11
2Q
Follow a set of verbal three-step directions with picture 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
EN3LC-IIa-b-3.16
cues 2. English for You and Me 3 (Language). 2008. pp 41-43.
Activate prior knowledge based on the stories to be read 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IIa-j-2 120-
121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar. 3.
a. note important details EN3LC-IIa-j-2.1 *Fun in English 4. 1999. pp 11, 150, 202.
pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
EN3LC-IIa-j-2.7 3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
K to 12 English Curriculum Guide May 2016 4. English 2 (Learner’s Material). 2013. pp 63-64. Page 69 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
6. English for You and Me 3 (Reading). 2008. pp 109. 7.
*Fun in English 4. 1999. pp 56, 64, 70-72.
8. *English for You and Me 4 (Language). 2011. pp
96.
9. *English for You and Me 4 (Reading). 2011. pp
105, 115-116.
EN3LC-IIa-j-2.6 2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-IIa-j-3.15 3. *Fun in English 4. 1999. pp 185, 187.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
EN3LC-IIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause - Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196. 6.
*Fun in English 4. 1999. pp 97-99, 101.
7. *English for You and Me 4 (Reading). 2011. pp 124-
127, 131-132, 139.
EN3LC-IIa-j-2.17 4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
7. *Fun in English 4. 1999. pp 172-175.
Make simple inferences about thoughts and feelings based 1. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
EN3LC-IIf-h- 2.8
from texts viewed/ listened to
Sequence a series of events viewed/ listened to 1. BEAM ENG2 – Sequencing Events.
EN3LC-IIi- j-2.7 4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96-97, 103.
6. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IIIa-j-2
120-
121, 130, 147.
Listen to a variety of literary and expository texts 1. *Fun in English 4. 1999. pp 11, 150, 202.
a. Note important details EN3LC-IIIa-j-2.1 2. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112,
116,
120-121, 130, 139, 147.
b. Sequence at least 3 events using signal 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
words EN3LC-IIIa-j-2.7 2. *English for You and Me 4 (Language). 2011. pp 96.
3. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
EN3LC-IIIa-j-2.6
EN3LC-IIIa-j-3.15 3. *Fun in English 4. 1999. pp 187.
EN3LC-IIIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
EN3LC-IIIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196. 6.
*Fun in English 4. 1999. pp 97-99, 101.
7. *English for You and Me 4 (Reading). 2011. pp 124-
127, 131-132, 139.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation – I.
EN3LC-IIIa-j-2.17 4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
7. *Fun in English 4. 1999. pp 172-175.
Propose several predictions about texts/stories EN3LC-IIIe-f-2.4 1. MISOSA ENG4 – Predicting Outcomes.
Determine whether a story is realistic or fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
EN3LC-IIIg-h-3.15
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC-IIIi-j-3.7
text heard
4Q
K to 12 English
Identify and useCurriculum Guide
the elements May
of an 2016
informational/factual 1. Page 71 of 247
BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
Learning EN3LC- IVa -3.7
text heard Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
Informational Reports (school events, sports, projects) EN3LC- IVb -3.7.1
Three-step directions EN3LC-IVc-3.7.2 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
EN3LC-IVa-j-2
120-
121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar. 3.
a. note important details EN3LC-IVa-j-2.1 *Fun in English 4. 1999. pp 11, 150, 202.
pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
EN3LC-IVa-j-2.7 Sentences/Guided Questions.
4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96.
6. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some partsof the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IVa-j-2.6
3. English 2 (Learner’s Material). 2013. pp 227-228, 276-278.
EN3LC-IVa-j-3.15 4. English 2 (Teacher’s Guide). 2013. pp 143-145.
5. *Fun in English 4. 1999. pp 185, 187.
6. *English for You and Me (Language) 4. 2011. pp 179-181.
7. *English for You and Me (Reading) 4. 2011. pp 173-176.
EN3LC-IVa-j-2.8 2. English 2 (Teacher’s Guide). 2013. pp 94-96, 209.
3. *Fun in English 4. 1999. pp 158-159.
EN3LC-IVa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
6. *English for You and Me 3 (Reading). 2008. pp 124. 7.
*Fun in English 4. 1999. pp 97-99, 101.
8. *English for You and Me 4 (Reading). 2011.
pp 124-127, 131-132, 139.
EN3LC-IVa-j-2.17 3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
K to 12 English Curriculum Guide May 2016 4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation. Page 72 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These64
5. BEAM-DLP4 Module materials
– Drawingare in textbooks that have been delivered to schools.
Conclusions.
LEARNING COMPETENCY
LEARNING MATERIALS
8. *Fun in English 4. 1999. pp 172-175.
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
RC – Reading Comprehension
1Q
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94, 98,
EN3RC-I0-2.2 100,
104, 110, 132, 136, 138, 144, 176, 182.
4. English 2 (Learner’s Material). 2013. pp 236-238.
6. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
73-
82, 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 3. English 2 (Learner’s Material). 2013. pp 59-64, 430.
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.
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
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.
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.
EN3RC-IIc-e-2.2 2. MISOSA ENG4 – Noting Details Using Story Grammar. 3.
*Fun in English 4. 1999. pp 11, 150, 202.
LEARNING COMPETENCY
LEARNING MATERIALS
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.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98,
EN3RC-II0-2.2
plot 100,
104, 110, 132, 136, 138, 144, 176, 182.
73-
82, 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 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
selection Sentences/Guided Questions.
2EN3RC-II0-2.10 2. English 2 (Learner’s Material). 2013. pp 59-64, 430.
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.
Sequence a series of events in a literary selection 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
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.
3Q
Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
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.
Make inferences and draw conclusion based on texts 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
EN3RC-IIIa-2.11
(pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
Identify cause and effect 1. *Fun in English 4. 1999. pp 97-99.
EN3RC-IIIa-b-2.13
K to 12
Make English Curriculum
inferences Guide May 2016
and draw conclusions based from texts 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli. Page 74 of 247
EN3RC-IIIe-f-2.11
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials areTraits
in textbooks
2. MISOSA ENG4 – Inferring Character Based on that have been
a Selection Read. delivered to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
a. note details regarding character, setting and 1. Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98,
plot 100,
104, 110, 132, 136, 138, 144, 176, 182.
EN3RC-III0-2.2 2. English 2 (Learner’s Material). 2013. pp 123-124.
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.
73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
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.
EN3RC-III0-2.2
a. note details regarding character, setting and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
plot
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.
EN3RC-IVa-b-2.13 3. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Fun in English 4. 1999. pp 97-99.
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.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting and 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98,
EN3RC-I0-2.2
plot 100,
104, 110, 132, 136, 138, 144, 176, 182.
73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
K to 12 English Curriculum Guide May 2016 3. *English for You and Me 4 (Reading). 2011. pp 101-109. Page 75 of 247
Learningsimple
Interpret Materials
mapsare uploadedplaces,
of unfamiliar at http://lrmds.deped.gov.ph/.
signs and 1. Let’s Begin in*These materials
English 2. 2013. ppare in textbooks that have been delivered to schools.
357-358.
symbols 2. *English for You and Me 3 (Language). 2008. pp 42.
EN3RC -IVc-d-1.2
3. *Fun in English 4. 1999. pp 195-196.
LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178,
as a response to stories/ poems listened to EN3WC-Ia-j-4 184.
a. draw and write sentences 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
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.
EN3WC-Ia-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
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.
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.
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.
Use appropriate punctuation marks EN3WC-IIi-j-2.6 1. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
2Q
Participate in generating ideas through prewriting
EN3WC-IIa-b-1
activities
a. brainstorming EN3WC-IIa-1.1 1. *English for You and Me 4 (Reading). 2011. pp 30.
b. webbing EN3WC-IIb-1.2
c. drawing EN3WC-IIc-1.3 1. *Unionbank Student’s Work Text 2. 2013. pp 22, 35, 54, 92.
Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178,
as a response to stories/ poems listened to EN3WC-IIa-j-4 184.
b. draw and write sentences 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
about one’s drawing

LEARNING COMPETENCY
LEARNING MATERIALS
c. a note of advice EN3WC-IIa-j-5
d. Thank you letter 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
EN3WC-IIa-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
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. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3WC-IIa-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
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.
Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
EN3WC-IIi-j-2.6 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
3Q
Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3WC-IIId-e-2.6
Complete patterned poems using appropriate rhyming 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3WC-IIIh-2.4
words 2. BEAM ENG2 Module 4 – Rhymes.
4Q
Write a simple story 1. Let’s Begin in English 2. 2013. pp 307-308.
EN2WC-IVa-e-22 2. *Fun in English 4. 1999. pp 187.
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.
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.

LEARNING COMPETENCY
LEARNING MATERIALS
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.
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 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
EN3PW-Ij-21
2-syllable words and the questions about them
2Q
Read words with initial consonant blends (l, r and s 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
EN3PWR-IIa-b-22
blends)
Read phrases, sentences and short stories consisting of 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
words with consonant digraph ch and sh and other words EN3PWR-IIi-j-22.1 2. *Unionbank Student’s Work Text 2. 2013. pp 62-63.
previously studied and the questions about them
3Q
Read words with long a sound (long a ending in e) EN3PW-IIIa-b-5 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
Read words with long i sound (long i ending in e) 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
EN3PWR-IIId-24
Read words with long o sound (long a ending in e) EN3PWR-IIIf-26 1. *Unionbank Student’s Work Text 2. 2013. pp 13.
And questions about them EN3PWR-IIIh-26.2 1. *Unionbank Student’s Work Text 2. 2013. pp 15.
Read words with long a, i, o, and u and phrases, 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
EN3PWR-IIIi-26.3
sentences and stories containing these words.
Read 2-syllable words (fireman) with long vowel sound EN3PWR-IIIj-15 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
4Q
Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing these 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
words with pictures
Read words with vowel digraphs ea and ee and phrases, EN3PWR-IVd-e-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.
EN2PW-IVh-i-6
oy (boy), oi (boil), ou (out) ow (bow) 2. *Unionbank 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

LEARNING COMPETENCY
LEARNING MATERIALS
F – Fluency
1Q
Read grade 3 level texts consisting of 2-syllable words EN3F-Ia-j-3.5.1 1. *English for You and Me 4 (Language). 2011. pp 5.
with short vowel sound with at least 95-100% accuracy EN3F-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
long vowel words with fluency, appropriate rhythm, 2. BEAM ENG2 Module 4 – Rhymes.
EN3F-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 1. *English for You and Me 4 (Language). 2011. pp 5.
consisting of 2-syllable words with long vowel sound with EN3F-IIIa-j-3.5.1
at least 95-100% accuracy
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
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
Distinguish sentences from non-sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
EN3G-Ia-1.1 2. Let’s Begin in English 2. 2013. pp 373-374.
Sentences 1. Let’s Begin in English 2. 2013. pp. 373-374.
EN3G-Ib-1
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.

LEARNING COMPETENCY
LEARNING MATERIALS
Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
Differentiate a declarative from an interrogative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1.1 2. Let’s Begin in English 2. 2013. pp 391-392, 395.
Use proper punctuation for declarative and interrogative 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking
sentences Sentences. 2. Let’s Begin in English 2. 2013. pp 391-392, 395, 400.
EN3G-Ib-1.6
3. *English for You and Me 4 (Language). 2011. pp 75, 79, 87-89.
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.
Identify an exclamatory sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ib-1.4.8 3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Identify an imperative sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Use different kinds of sentences (e.g. declarative, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
interrogative, exclamatory, imperative 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1.3
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.
Sentences 1. Let’s Begin in English 2. 2013. pp 373-374.
EN3G-Id-1
2. *Unionbank Student’s Worktext 2. 2013. pp 97.
Use appropriate punctuation marks (e.g. period, comma, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
question mark, exclamation point) 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Id-1.6 4. MISOSA ENG4 – Writing From Dictation of Short Paragraphs and Observing Correct Spelling,
Punctuation Marks, and Capital Letters in Sentences.
5. Let’s Begin in English 2. 2013. pp 391-392, 395.
6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
Nouns 1. BEAM-DLP3 Module 17 – Looking for Name Words.
EN3G-Ie-2
Use nouns (e.g. people, animals, places,, things events) in EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.
LEARNING COMPETENCY
LEARNING MATERIALS
simple sentences
Use common and proper nouns EN3G-If-2.2 Let’s Begin in English 2. 2013. pp 29, 43.
Use plural form of regular nouns by adding /s/ or /es/ 1. BEAM-DLP3 Module 19 – Using Plural of Nouns.
(e.g., dog, dogs; wish, wishes) 2. BEAM-DLP4 Module 16 – Using the Plural of Nouns. 3.
EN2G-Ig-h-2 .3
Let’s Begin in English 2. 2013. pp 58-59, 65, 66, 69.
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.
EN3G-IIa-c-3 3. BEAM-DLP4 Module 31 – Finding Action Words.
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.
sentences EN3G-IIa-b-3.4 2. BEAM-DLP3 Module 44 – Using Was and Were.
3. Let’s Begin in English 2. 2013. pp 313-314, 315, 317.
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
Form and use the past tense of frequently occurring 1. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular
regular verbs (walk – walked, etc) Verbs. 2. Let’s Begin in English 2. 2013. pp 327, 329, 332, 334.
EN3G-IId-f-3.2
Use verbs in simple present tense 1. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
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.
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.
LEARNING COMPETENCY
LEARNING MATERIALS
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
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.
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,
EN3G-IIIe-f-4.2.4 215,
216, 217, 221, 224.
3. *Unionbank Student’s Work Text 2. 2013. pp 127, 130.
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,
EN3G-IIIf-g-5.3.1
460,
466-468.
4Q
Prepositions 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. BEAM ENG2 – Sequencing Events.
EN3G-IVg-7 3. BEAM-DLP3 Module 68 – Using Prepositions.
4. BEAM-DLP4 Module 61 – Using Prepositions.
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
Give the synonyms and antonyms of common adjectives 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN3G-IVh-5.6 2. BEAM ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
K to 12 English Curriculum Guide May 2016 4. Let’s Begin in English 2. 2013. pp 473-475, 481-483, 490-491, 495-497.Page 82 of 247
Learning
Use Materials
the degrees are uploaded
of adjectives at comparisons
in making http://lrmds.deped.gov.ph/.EN3G-IVi-j-5.2 1. *These
BEAM-DLP3 materials
Module are in textbooks
65 – Comparing that have been delivered to schools.
Adjectives.
LEARNING COMPETENCY
LEARNING MATERIALS
(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.
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.
Recognize adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN3G-IVi-j-6.1
S – Spelling
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.
EN3S-IIi-j-4.3
consonant digraphs 2. BEAM-DLP3 Module 5 – Identifying Words with Final Consonant Blends.
3Q
Spell words that were introduced during word recognition EN3S-IIIa-d-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IIIg-j-2.5
sentences)
4Q
Spell words that were introduced during word recognition EN3S- IVa –b-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IVg-i-2.5
sentences)
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,
EN1V-Ia-b-01 162.
3. Fun in English 4. 1999. pp. 3, 8, 16, 24, 30, 38, 44, 53, 58, 66, 74, 82, 90, 102, 110,
120,
*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 *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
EN3V-IIg-h-5.2
Kdigraphs
to 12 English Curriculum
/ch/ through Guideactions,
drawing, May 2016and using them Page 83 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
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 EN3V-IIi-j-5.3
in sentences
3Q
Recognize some words represented by common 1. BEAM ENG2 Module 2 – Intonation and Expressions.
EN3V-IIIa-7
abbreviations (e.g. Mr. Ave., Oct.) 2. BEAM ENG2 Module 3A – Giving and Following Directions.
Give the synonyms and antonyms of somewords 1. BEAM ENG2 Module 2 – Intonation and Expressions.
2. BEAM ENG2 Module 4 – Rhymes.
EN1V-IIIa-c-13.1,13.2 3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
6. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.
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-
EN3V-IIIe-f13.6
156, 194. 2. *Fun in English 4. 1999. pp 153, 162, 168, 180, 188,
198.
4Q
Give the correct meaning of homonyms (pail,pale) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-
EN1V-IVa-b-13.6
156, 194. 2. *Fun 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. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes.
EN1V-IVj-27 2. *Unionbank Student’s Work Text 2. 2013. pp 153, 192-193, 198. 3.
*Fun in English 4. 1999. pp 3, 8, 16, 24, 30, 38, 44, 206.
A - Attitude
1Q
Participate/engage in a read-along of texts (e.g. poetry, EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
2Q
Participate/ engage in a read-along of texts (e.g. poetry, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy
1Q
Arrange words in alphabetical order 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-Ia-2.1
2. *Fun in English 4. 1999. pp 119, 126.
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
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
Interpret simple maps 1. Let’s Begin in English 2. pp 470.
EN3SS- IVa-b -1.2.3
of places 2. *Fun in English 4. 1999. pp 195-196.
Interpret a pictograph EN3SS- IVc-d-1.2.7 Let’s Begin in English 2. pp 311-313.
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
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.

Domain
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
Reading texts informational texts
Comprehension demonstrates an understanding of writing styles to comprehend the uses diction (choice of words) to accurately analyze text elements
author’s message
demonstrates an understanding that reading in a wide range of texts
provides pleasure and an avenue for self-expression and personal uses literal information from texts to aptly infer and predict outcomes
development
demonstrates an understanding of writing as a process uses a variety of strategies to write informational and literary compositions
Writing and
demonstrates an understanding of the importance of using varied sources
Composition uses varied sources of information to support writing
of information to support writing
demonstrates a command of the conventions of standard English grammar
Grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking
Domain
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 G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral 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-b- EN4A-Ia-c-19
Note details in a 1.14.4 Use context clues Note significant Read words, Locate 2.3 15 Show willingness
literary text listened Speak clearly to find meaning details in a literary phrases, poems, information Use the plural Write 2–3 and enthusiasm
to using appropriate of unfamiliar text or stories with using print and form of regular sentences about in reading or
1
pronunciation words long vowel a nonprint nouns the characters in listening to a
and intonation sound resources a literary text literary text
listened to or
read
EN4LC-Ib-1.1 EN4OL-Ib- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 EN4SS-Ib-6
Note details in a 1.14.4 Use context clues Analyze a story in Read words, Locate
selection listened to Speak (synoynms) to terms of its setting phrases, poems, information
2
clearly find meaning of or stories with using print and
using appropriate unfamiliar words long vowel e nonprint
pronunciation sound resources
and intonation
EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in Read words, 2.15 Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting phrases, poems, Use graphic of irregular forms of simple
questions about a using appropriate find meaning of or stories with organizers to nouns composition
3 story/poem listened pronunciation unfamiliar words long vowel i show (letters) as a
to and intonation sound understanding response to
of texts stories/poems
(story read or listened
sequence to
K to 12 English Curriculum Guide May 2016 organizers) Page 87 of 247
LC V RC F SS WC
OL G A
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 clear and Write 2–3 step Show willingness
events using signal Speak clearly (antonym) to a story or phrases, poems, Use graphic coherent directions using and enthusiasm
words using appropriate determine the narrative or stories with organizers to sentences signal words in reading or
pronunciation meaning of long vowel o show employing listening to
4 and intonation unfamiliar words sound understanding appropriate literary text
(poems, of texts grammatical
chants, rhymes, (story structures:
riddles) sequence Kinds of Nouns
organizers) – Mass Nouns
and Count
Nouns
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
5 meaning of long vowel u understanding employing
unfamiliar words sound of texts appropriate
(story grammatical
sequence structures
organizers) (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 Compose clear Listen attentively
traits of characters ideas and traits of characters phrases, poems, Use graphic and coherent to and react
based on the feelings clearly in a story read or stories with organizers to sentences using appropriately
6 story heard compound words show an appropriate during story
understanding grammatical reading
of texts structures:
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 feelings clearly of unfamiliar conclusions based with accuracy using print and and abstract response to ideas, feelings,
7 story 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
to text listened to

LC V RC F SS WC
OL G A
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 (exemplification) traits of characters accuracy words, information nouns forms of simple
based on the feelings clearly to determine based on the phrases, using print and composition
8 story heard the meaning of story read poems, and nonprint (notes/letters) as
unfamiliar words stories with resources a response to
diphthongs stories/ poems
read or listened
to
EN4LC-Ii-2.8 EN4OL-Ii-10 EN4V-Ii-13.9 EN4RC-Ii-2.8 EN4F-Ii-14 EN4G-Ii- EN4WC-Ii-6
Infer feelings and Express one’s Use context clues Infer feelings and Read with 3.2.1.1 Write a response
traits of characters ideas and (exemplification) traits of characters accuracy words, Use simple to a story/poem
9 based on the feelings clearly to determine the based on the phrases, present tense of read or listened
story heard meaning of story read poems,and verbs in to
unfamiliar words stories with silent sentences -letters
letters
SECOND QUARTER
LC V RC F SS WC
OL G A
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 through structural elements such as grade-level and and concepts use personal sentences about respect for the
to 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: one- plot content-area characteristics listened to or the author of
word compound words and similarities read the text listened
[backyard], two-word to
compound [security
guard], hyphenated
compound word [sister-
in-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 G A
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: one- content area characteristics antecedent listened to or
word compound words and similarities read
[backyard], two-word
compound [security
guard], and hyphenated
compound [sister-in-
law])
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
affixes) occurring 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-IId- EN4WC-IId- EN4A-IId-24
Infer traits and Listen to and Use prefixes and root Infer traits and Read words, Locate meaning 3.2.1 20 Show
feelings of answer questions words as clues to get feelings of phrases, of words from Use the present Write a short enthusiasm for
characters based about the story the meaning of words characters based poems, and the dictionary form of verbs story with participating in
4 on what they say read/ listened to on what they say stories that agree with its complete read-along
or do in a story or do in a story with the subject elements activities (choral
listened to read accuracy and reading and
appropriate readers’
expression theather)
EN4LC-IIe-21 EN4OL-IIe-1.1 EN4V-IIe-33 EN4RC-IIe-30 EN4F-IIe-15 EN4SS-IIe-9 EN4G-IIe-9 EN4WC-IIe- EN4A-IIe-25
Sequence events in Relate story Use prefixes and root Use appropriate Read words, Use timeline to Use possessive 21 Take part in
a story listened to events to one’s words as clues to get graphic phrases, show order of pronouns that Write a short creative
experience meaning of words organizers to poems, and events agree in gender story with responses in
5 show the stories with with its complete preparing logs,
sequence of accuracy and antecedents elements journal, and
events in a text appropriate other oral
read (story) expression presentations

LC V RC F SS WC
OL G A
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
6 said in the story meaning of words story poems, and instructions expressions to character in a responses in
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
8 from fantasy part of a story words using a dictionary from fantasy with consonant Use dictionary in form of Write sentences reading more
heard blends /br/ getting the irregular verbs expressing stories
and meaning of fantasy and
/gr/ 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
9 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
narrative heard narrative blends /pr/ meaning of and irregular given facts react
and words verbs positively
/gr/ during story
reading

THIRD QUARTER
LC V RC F WC
OL SS G A
Week Listening Vocabulary Reading Oral Reading Writing
Oral Language Study Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IIIa-24 EN4OL-IIIa- 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 b-14 Use context clues Compare and Read grade- Take note of Identify and 26 Show love for
informational Use (synonym and contrast people, level texts with relevant use adjectives Write reading by listening
1 text heard appropriate antonym) to find places, and events appropriate information from a in sentences sentences attentively during
expression to meaning of in texts read speed, given text describing story reading and
talk about unfamiliar words accuracy, and persons, places, making comments
famous events proper things, and or reactions
expression animals
EN4LC-IIIb-25 EN4V-IIIb-13.2 EN4RC-IIIb-35 EN4F-IIIb-15 EN4SS-IIIb-11 EN4G-IIIb-14 EN4WC-IIIb- EN4A-IIIb-28
Note details from Use context clues Note details in Read grade- Take note of Identify and 27 Show love for
news reports/ (synonym and informational text level texts with relevant use words that Write/ compose reading by listening
2 sections listened to antonym) to find appropriate information from a show degrees a news story attentively during
meaning of speed, given text of comparison story reading and
unfamiliar words accuracy, and of adjectives in making comments
expression sentences or reactions
EN4LC-IIIc-26 EN4OL-IIIc- EN4V-IIIc-36 EN4RC-IIIc-36 EN4F-IIIc-15 EN4SS-IIIc-12 EN4G-IIIc-14 EN4WC-IIIc- EN4A-IIIc-29
Identify the 15 Identify multiple Identify various Read grade Use graphic Identify and 28 Show interest in
elements of Use meanings of words text types -level texts with organizers to use words that Write/ compose reading an
informational text appropriate according to appropriate organize show degrees an editorial editorial
3 (editorial) expression to structure (problem speed, information of comparison
talk about and solution) accuracy, and obtained from of adjectives in
issues/ current proper various sources in sentences
events expression preparation for
reporting, etc.
EN4LC-IIId-27 EN4OL-IIId- EN4V-IIId-3 EN4RC-IIId-37 EN4F-IIId-15 EN4SS-IIId-12 EN4G-IIId-15 EN4WC-IIId- EN4A-IIId-30
Identify the 16 Identify multiple Identify various Read grade- Use graphic Identify and 29 Show interest in
elements of Use of meanings of words text types level texts with organizers to use the correctWrite/ reading a feature
informational text appropriate according to appropriate organize order of compose story
4 (feature story) expression in structure speed, information adjectives in aclear and
talking about (description) accuracy, and obtained from series in coherent
famous places expression various sources in sentences sentences using
preparation for the correct order
reporting, etc. of adjectives
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/ reading an
5 text listened to expression in restatements according to appropriate organize place in compose autobiography/
(autobiography, talking about structure speed, information sentences clear and biography
biography) famous people (description) accuracy, and obtained from coherent
expression various sources in sentences using
adverbs of
K to 12 English Curriculum Guide May 2016 time Page 92 of 247
LC V RC F WC
OL SS G A
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
6 informational text specific words. according to appropriate in sentences clear and or pleasure
(“how to”) (denotation and structure speed, coherent
connotation) (procedural/ accuracy, and sentences using
sequence) expression adverbs of
manner
EN4LC-IIIg-1.1 EN4OL-IIIg- EN4V-IIIg-38 EN4RC-IIIg-40 EN4F-IIIg-15 EN4SS-IIIf-1.3 EN4G-IIIg-18 EN4WC-IIIg- EN4A-IIIg-33
Identify the main 18 Identify different Identify the main Read grade- Locate information Use adverbs of 32 Browse and read
idea, key Tell/retell meanings of content idea, key level texts with from indices place in Write/ news page of
sentences, and familiar stories specific words sentences, and appropriate sentences compose school paper for
7 supporting details by using (denotation and supporting details speed, clear and information
from text appropriate connotation) of a given text accuracy, and coherent
listened to gestures and expression sentences using
expressions in adverbs of place
complete
sentences
EN4LC-IIIh-2.10 EN4OL-IIIh- EN4V-IIIh-39 EN4RC-IIIh-i- EN4F-IIIh-15 EN4SS-IIIh-13 EN4G-IIIh-19 EN4WC-IIIh- EN4A-IIIh-33
Distinguish fact 19 Get the meaning of 41 Read grade- Interpret charts Use a particular 33 Browse and read
from opinion in Retell a news words through word Distinguish fact level texts with kind of Write news news page of
8 news reports report using association from opinion in a appropriate sentence for a report using the school paper for
listened to appropriate (analogy) news report speed, specific purpose 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 report using words through word level texts with find synonyms kind of Write a news news page of
9 in news appropriate classification appropriate and antonyms sentence for a report using the school paper for
reports gestures and speed, specific purpose given facts information
listened to expressions accuracy, and (e.g., asking
expression permission)

FOURTH QUARTER
LC V RC F WC
OL SS G A
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC-IVa- EN4A-IVa-34
Distinguish fact from State a fact and 1 Distinguish fact from Read aloud Get information Identify 34 Express interest
opinion in opinion about a Use knowledge opinion in an grade four-level from an prepositions in Outline a in different
1 informational text particular topic of context clues informational text texts with advertisement sentences paragraph with texts by reading
(advertisements) to find the accuracy rate of explicity given available print
meaning of 95–100% main idea 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 from State a fact and 13.2 Distinguish fact from Read aloud Get information 7.3 35 Expess interest
opinion in opinion about a Use knowledge 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 – outline available print
meaning of 95–100% to 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-IVc- EN4A-IVc-34
Tell whether an Express whether Identify the Distiguish reality Read aloud Use search Use 36 Express interest
action or event is a an action or meaning from fantasy in grade four-level engine, prepositions in Write a in text by
3 reality or a fantasy event is reality of words stories read texts with encylopedia, sentences paragraph reading
or fantasy with accuracy rate of almanac and – among and based on a 2- available print
multiple 95–100% other multimedia between point outline materials
meanings 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
4 story/event could fiction prefixes un-, in-, stories read words correct information prepositions in, sentence reading
really happen im-, dis-, mis- words per on, under, and 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 38 Express interest
informational text to informational of word with draw conclusions texts with 118 Use Write 5–6 in text by
5 heard text suffixes -ful and based on words correct prepositional sentence reading
-less informational text words per phrases in paragraph available print
minute sentences about a given materials
topic (Writing) (Informational)
LC V RC F WC
OL SS G A
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 Use simple 39 Express interest
realistic fiction conclusion to of words with realistic fiction texts with 118 and line graphs sentence: Write 5–6 in text by
6 listened to realistic fiction suffixes -er and read words correct Simple subject sentence reading
listened to -or words per and simple paragraph available print
minute predicate about a given materials
topic (Editing) (Informational)
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 Express one’s Identify meaning 2.2.12 Read grade-level Use a glossary Use simple 40 Express interest
to an event or issue reaction to an of words with Make texts with 118 to get the sentence: Write 5–6 in text by
heard event or prefixes de- and generalizations words correct meaning of sentence reading
7 issue dis- words per words Compound paragraph available print
minute subject + about a given materials
simple topic (Informational)
predicate (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-and- State the effects Identify meaning Identify cause- and- Read grade-level Use a glossary Use simple 41 Browse and
effect relationship of a given of words with effect relationship texts with 118 to get the sentences: Write 5–6 read books for
8 cause suffixes -ly and - words correct meaning of Simple subject sentence learning or
y words per words and compound paragraph for pleasure
minute predicate about 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- and- State the cause Identify meaning Identify cause- and- Read grade-level Use strategies in Use 42 Browse and
effect relationship of a given effect of words with effect relationship texts with 118 taking tests compound Write 5–6 read books for
9 suffixes -able words correct A. Before the sentences sentence learning or
and -ible words per test paragraph for pleasure
minute B.During the about a given
test topic
(Publishing)

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
EN4LC-IIe-21
EN4LC-IIf- 2. BEAM-DLP4 Module 43 – Sequencing the Major Events/Ideas in a Selection. 3.
21 *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).
EN4LC-IIh-22 4. *English for You and Me 3 (Reading). 2008. pp 161.
5. *Fun in English 4. 1999. pp. 187.
6. *English for All Times 5. 1999. pp 7, 173, 200-201.
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- 4. *English for You and Me 3 (Language). 2008. pp 18-19.
1.14.4 5. *English for All Times 5. 1999. pp 125.
K to 12 English Curriculum Guide May 2016 6. *English Expressways 5. 2010. pp 57-58. Page 96 of 247
Give oral directions
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.EN4OL-Ie-1.13.1 1. BEAM-DLP4
*These Module 8 – Giving
materials are inSeries of Directions
textbooks Using been
that have Sequence Signals.to schools.
delivered
4. *English Expressways 5. 2010. pp 70, 143.
V - Vocabulary Development
1Q
Use context clues (synonym) to find the meaning of 1. BEAM-DLP4 Module 2 – Using Synonyms.
unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN4V-Ib-13. 1 3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-Ic-13. 1 4. *English for You and Me 3 (Reading). 2008. pp 113. 5.
*Fun in English 4. 1999. pp. 62, 102, 115,
116, 123.
224.
7. *English Expressways 5. 2010. pp 31, 68, 200.
Use context clues (antonym) to find the meaning of 1. BEAM-DLP4 Module 2 – Using Antonyms.
unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN4V-Id-13.2 3. BEAM ENG5 Module 9 – Using Antonyms.
4. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
Use context clues (definition) to determine the meaning of 1. *Fun in English 4. 1999. pp. 165, 204, 205, 209.
EN4V-Ie-f-13.9
unfamiliar words 2. *English for All Times 5. 1999. pp 7.
EN4V-Ig-13.9
Use context clues (exemplification) to determine the 1. *Fun in English 4. 1999. pp. 55.
EN4V-Ih-13.9
meaning of unfamiliar words 2. *English for All Times 5. 1999. pp 105.
EN4V-Ii-13.9
3Q
Synonym 1. BEAM-DLP4 Module 2 – Using Synonyms.
2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-IIIa-13.1 4. *English for You and Me 3 (Reading). 2008. pp 113. 5.
*Fun in English 4. 1999. pp. 62, 102, 115,
116, 123.
200-201 224.
7. *English Expressways 5. 2010. pp 31, 66, 75,
200.
Antonym 1. BEAM-DLP4 Module 2 – Using Antonyms.
Use context clues (synonym and antonym) to find the 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
meaning of unfamiliar words EN4V-IIIa-13.2 3. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-IIIb- 4. *English for You and Me 3 (Reading). 2008. pp 113.
13.2 5. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
6. *English for All Times 5. 1999. pp 18, 68.
K to 12 English Curriculum Guide May 2016
4Q Page 97 of 247
Learning
Identify theMaterials are
meaning of uploaded
words at http://lrmds.deped.gov.ph/.
with multiple meanings EN4V-IVc-41 1. *These materials are in textbooks that have been delivered to schools.
BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through Structural
EN4V-IIIc- Analysis.
36 EN4V- 2. BEAM ENG5 Module 7 – Context to Get Meaning of Word with Multiple Meanings.
IIId-3
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.
*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 *English for You and Me 3 (Language). 2008. pp 105.
structure (inflections) EN4V-IVf-11.5
RC - Reading Comprehension
1Q
Analyze a narrative in terms of its setting EN4RC-Ib-2.1.1 1. *Fun in English 4. 1999. pp. 20, 210.
EN4RC-Ic- 2. *English for All Times 5. 1999. pp 47.
2.1.1
Analyze a narrative in terms of its characters 1. *Fun in English 4. 1999. pp. 21, 210.
EN4RC-Ib-2.1.2
Analyze a narrative in terms of its plot 1. *Fun in English 4. 1999. pp. 210-211.
EN4RC-Id-2.1.4
(Conflict/Problem/Reaction/Resolution/Ending) 2. *English 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 3. *English for You and Me 3 (Language). 2008. pp 3, 14, 16, 51, 62-63, 76, 92, 136, 139,
EN4RC-If- 156, 167.
2.1.5 4. *Fun in English 4. 1999. pp. 74, 90.
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.
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.
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.EN4RC-IVh-2.16 *These materials are in textbooks that have been delivered to schools.
2. *English for You and Me 3 (Reading). 2008. pp 113-114, 116, 123-124.
EN4RC-IVi-2.16
3. *Fun in English 4. 1999. pp. 97, 98, 99, 101, 108-109.
4. *English for All Times 5. 1999. pp 131-133.
Comparison and contrast people, places and events in 1. *English for You and Me 3 (Language). 2008. pp 150-155.
EN4RC-IIIa-34
texts read 2. *Fun in English 4. 1999. pp. 88.
Make generalizations 1. *English for All Times 5. 1999. pp 135, 202.
EN4RC-IVg-2.2.12
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- 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
15 EN4F- 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
IIIc-15 4. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
EN4F-IIId-15 5. *English for You and Me 3 (Reading). 2008. pp 11.
EN4F-IIIe- 6. *English for You and Me 3 (Language). 2008. pp 18-27, 141.
15 EN4F- 7. *English for All Times 5. 1999. pp 125, 202.
IIIf-15 8. *English Expressways 5. 2010. pp 201-202.
EN4F-IIIg-15
EN4F-IIIh-
15 EN4F-
IIIi-15
SS - Study Strategy
3Q
Use dictionary in getting the meaning of words 1. BEAM-DLP4 Module 6 – Using the Dictionary.
EN4SS-IIIc-1.4
3. *English for You and Me 3 (Language). 2008. pp 164-166. 4.
EN4SS-IIId-
*Fun in English 4. 1999. pp. 150-151, 160-161, 204-
1.4 EN4SS-
205.
IIIe-1.4
Locate information from Indices 1. BEAM ENG5 Module 43 – Using Library Resources to Get Information.
2. *English for You and Me 3 (Language). 2008. pp 40, 173-174. 3.
EN4SS-IIIf-1.3
*Fun in English 4. 1999. pp. 57, 65, 72-73.
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- 3. *English for All Times 5. 1999. pp 20.
11 4. *English Expressways 5. 2010. pp 20.
G – Grammar
1Q
Use the plural form of regular nouns 1. BEAM-DLP3 Module 19 – Using the Plural of Nouns.
2. BEAM-DLP3 Module 24 – Forming Plural of Nouns Ending in –y.
EN4G-Ia-b-2.3 3. BEAM-DLP3 Module 25 – Forming Plural of Nouns Ending in –o.
K to 12 English Curriculum Guide May 2016 4. BEAM-DLP4 Module 25 – Using Possessive Form of Plural Nouns. Page 99 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. 5. BEAM ENG5*These
Module materials
6 – Using the
arePlural Form of Nouns.
in textbooks that have been delivered to schools.
6. BEAM ENG5 Module 20 – Using Possessive Forms of Plural Nouns.
Use the simple present tense of verbs in sentences 1. BEAM-DLP3 Module 37 – Using the Present Tense of the Verb.
2. BEAM ENG4 DLP Module 11 Using the Simple Present Form of the Verb.
EN4G-Ii-3.2.1.1
3. BEAM ENG5 Module 27 – Using the Simple Present Tense.
2Q
Use simple sentence: compound subject + simple EN4G-IIc-1.2.1.2 *English for You and Me 3 (Reading). 2008. pp 50-54.
predicate EN4G-IId-1.2.1.2
2Q
Write a news report using the given facts EN4WC-IIi-25 1. *English for All Times 5. 1999. pp 227-229.
EN4WC-IIIh-33 2. *English Expressways 5. 2010. pp 224-225.
EN4WC-IIIi-33

GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.

Domain
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
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
uses the correct function of nouns, pronouns, verbs, adjectives, and
demonstrates command of the conventions of standard English grammar
Grammar adverbs in general and their functions in various discourse (oral and
written)
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, non-
and digital materials to appropriately comprehend print, non-print, film and
print, and digital materials to understand various viewing texts
moving texts
demonstrates understanding of the various forms and conventions of evaluates effectively the message constructed and conveyed in various
Viewing print, 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 G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar 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 Describe Observe
1 Infer the when reading and coherent Plan a two different forms politeness at all
details Use appropriate
facial meaning of sentences to and times
three-
LC OL V RC F WC
SS G VC A
expressions unfamiliar using paragraph conventions of
words appropriate composition film and
(compound) grammatical using an moving pictures
based on given structures: (lights,
outline/other
context clues -Aspects of blocking,
(synonyms, graphic direction,
verbs
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 Describe Observe
Identify the Use appropriate Infer the Infer the theme grade level and coherent Plan a two different forms politeness at all
elements of body meaning of of literary text appropriate sentences to and times
literary texts movements/ges unfamiliar text with an using three- conventions of
tures words accuracy rate appropriate paragraph film and
2 (compound) of 95 – grammatical moving pictures
composition
based on given 100% structures: (lights,
context clues -Aspects of using an blocking,
(synonyms, verbs outline/other direction,
antonyms, graphic characterization
word parts) organizers , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 Read aloud Compose clear 2.2.4 Describe Observe
Identify the informal Infer the Summarize grade level and coherent Write two to different forms politeness at all
elements of English when meaning of narrative appropriate sentences three- and times
literary texts appropriate to unfamiliar texts based text with an using paragraph conventions of
task and words accuracy rate appropriate film and
on composition
situation ( affixed) based of 95 – grammatical moving pictures EN5A-Ic-17
elements 100% structures: based on the (lights, Show
on given
3 context clues -Theme -Modals prepared blocking, tactfulness
(synonyms, -Setting outline direction, when
antonyms, -Characters characterization communica
word parts) (Heroes and , acting, dialog, ting with others
and other Villains) setting or set-
-Plot up)
strategies (beginning,
middle
and
ending)
LC OL V RC F WC
SS G VC A
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) based occurring grammatical EN5A-Id-17
elements content area structures: based on the Show
on given
context clues -Theme words -Modals prepared tactfulness
4
(synonyms, -Setting (Art) outline when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
-Plot
strategies (beginning,
middle
and
ending)
EN5LC-Ie- EN5OL-Ie-3.9 EN5V-Ie-12 EN5RC-Ie-6 EN5F-Ie- EN5G-Ie- EN5WC-Ie- EN5VC-Ie-6 EN5A-Ie-16
2.11.1/2.11.2 Use formal and and 13 Analyze a 1.8.1.2 8.3/8.4 1.8.2 Distinguish Observe
/2.11.3 informal Infer the 2-stanza Read with Compose clear Revise writing among various politeness at all
Analyze sound English when meaning of poem in automaticity and coherent for clarity types of times
devices appropriate to unfamiliar grade level sentences - correct viewing
terms of its
(onomatopoeia, task and words frequently using spelling materials
situation ( blended) elements occurring appropriate EN5A-Ie-17
5 alliteration, (rhymes,
based on given content area grammatical Show
assonance) context clues sound words structures: tactfulness
(synonyms, devices, (Math) -conjunctions when
antonyms, imagery communica
word parts) and ting with others
and other
figurative
strategies
language)
EN5LC-If- EN5OL-If-3.9 EN5V-If-12 EN5RC-If-2.3 EN5F-If- EN5G-If- EN5WC-If- EN5A-If-16
2.8.1/2.8.2/2 Use formal and and 13 Analyze 1.8.1.3 8.3/8.4 1.8.1 Observe
.8.3 informal Infer the figures of Read with Compose clear Revise writing politeness at all
6 Infer the English when meaning of speech automaticity and coherent for clarity times
speaker’s tone, appropriate to unfamiliar grade level sentences -punctuation
(simile,
mood and task and words frequently using marks EN5A-If-17
purpose situation ( blended) metaphor, occurring appropriate Show
based on given personificati content area grammatical tactfulness

LC OL V RC F WC
SS G VC A
context clues on, words structures: when
(synonyms, hyperbole) (Science) -conjunctions communica
antonyms, in a given ting with others
word parts)
text
and other
strategies
EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V-Ig-12 EN5RC-Ig-2.3 EN5F-Ig- EN5G-Ig- EN5WC-Ig- EN5A-Ig-16
Distinguish Recount events and 13 Analyze 1.8.1.4 8.3/8.4 1.8.3 Observe
reality from effectively Infer the figures of Read with Compose clear Revise writing politeness at all
fantasy meaning of speech automaticity and coherent for clarity times
unfamiliar grade level sentences -transition/
(simile,
words frequently using signal words
( clipped) metaphor, occurring appropriate EN5A-Ig-17
7
based on given personificati content area grammatical Show
context clues on, words structures: tactfulness
(synonyms, hyperbole) (Health) -conjunctions when
antonyms, in a given communica-
word parts) text ting with others
and other
strategies
EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V-Ih-12 EN5RC-Ih-2.3 EN5F-Ih-1.13 EN5G-Ih- EN5A-Ih-16
Distinguish Recount events and 13 Analyze Read grade 8.3/8.4 Observe
reality from effectively Infer the figures of level text with Compose politeness at all
fantasy meaning of speech 118 words clear times
unfamiliar correct per and coherent
(simile,
words minute sentences
( clipped) metaphor, using EN5A-Ih-17
8
based on given personificati appropriate Show
context clues on, grammatical tactfulness
(synonyms, hyperbole) structures: when
antonyms, in a given -conjunctions communica-
word parts) text ting with others
and other
strategies
EN5OL-Ii-1.8 EN5VD-Ii- EN5F-Ii-1.13 EN5G-Ii- EN5A-Ii-16
Recount events 8.1/8.2/8.3 Read grade 8.3/8.4 Observe
effectively Clarify meaning level text with Compose clear politeness at all
9 of words using 118 words and coherent times
dictionaries, correct per sentences
thesaurus, minute using EN5A-Ii-17
and/or online appropriate Show
resources grammatical tactfulness
LC OL V RC F WC
SS G VC A
structures: when
-conjunctions communica-
ting with others
EN5OL-Ij-1.8 EN5V-Ij- EN5F-Ij-1.13 EN5A-Ij-16
Recount events 8.1/8.2/8.3 Read grade Observe
effectively Clarify level text with politeness at all
meaning 118 words times
of words using correct per
10 dictionaries, minute EN5A-Ij-17
thesaurus, Show
and/or online tactfulness
resources when
communica-
ting with others
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 WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used
sentences appropriate composition to influence EN5A-IIa-17
1 and grammatical using an viewers Show
supporting structures: outline/other EN5VC-IIa- tactfulness
details of a -subject-verb graphic 7.1 when
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2
Point of view
EN5VC-IIa-

LC OL V RC F SS WC
G VC A
7.3
Propagandas
EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC-IIb- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16

3.19 1.26 20.2.1 2.21 1.5.3 Compose clear 2.2.5 Determine Observe
Identify Give precise Identify Identify Use card and coherent Write images/ideas politeness at all
informational information on different main idea, catalog to sentences paragraphs that are times
text-types a given topic meanings of key locate using showing explicitly used
content specific sentences resources appropriate -cause and to influence EN5A-IIb-17
words and grammatical effect viewers Show
2 (denotation supporting structures: EN5VC-IIb- tactfulness
and details of a -subject-verb 7.1 when
connotation) given agreement Stereotypes, communica-
(Science) paragraph (intervening EN5VC-IIb- ting with others
phrases) 7.2
Point of view
EN5VC-IIb-
7.3
Propagandas
EN5LC-IIc- EN5OL-IIc- EN5V-IIc- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G-IIc- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16
3.19 1.3.1 20.1.1 3.2.1 1.8.1 1.4 2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish Read with Gather relevant EN5G-IIc- Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information 3.9 paragraphs that are times
text-types understanding 20.2.1 according to grade level from various Compose showing explicitly used
of Identify purpose frequently sources clear -cause and to influence EN5A-IIc-17
information different -To classify or occurring -glossaries and coherent effect viewers Show
3 presented meanings of describe content area sentences EN5VC-IIc- tactfulness
content specific words using 7.1 when
words appropriate Stereotypes, communica-
(denotation grammatical EN5VC-IIc- ting with others
and structures: 7.2
connotation) -irregular Point of view
(Science) nouns and verb EN5VC-
agreement IIc- 7.3
Propagandas
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-IId- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16
2.10 3.4.1 20.1.1 2.1 1.8.1 1.4 2.2.6 1.8.2 Determine Observe
Distinguish fact Respond to EN5V-IId- Distinguish Read with Gather EN5G-IId- Revise images/ideas politeness at all
4 from opinion ideas and 20.2.1 text-types automaticity relevant 3.9 writing for that are times
opinions after Identify according to grade level information Compose clear clarity explicitly used
reflection different purpose frequently from various and coherent -correct to influence EN5A-IId-17
meanings of -To classify occurring sources sentences viewers Show
K to 12 English Curriculum Guide May 2016 or -Dictionaries using spelling Page 107 of 247
LC OL V RC F SS WC
G VC A
content specific describe content area appropriate EN5VC-IId- tactfulness
words words grammatical 7.1 when
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others
connotation) nouns and verb 7.2
(Science) agreement Point of view
EN5VC-
IId- 7.3
Propagandas
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17
different -To recall a occurring grammatical for clarity viewers Show
5 meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
words information adjectives marks Stereotypes, communica-
(denotation -signal EN5VC-IIe- ting with others
and words 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity relevant sentences paragraphs that are times
support 20.2.2 according to grade level information using showing explicitly used
opinion/fact Identify purpose frequently from various appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring sources grammatical and viewers Show
6 meanings of content area -Online structures: contrast EN5VC-IIf- tactfulness
content specific words references -order of 7.1 when
words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-
IIf- 7.3
Propagandas
LC OL V RC F SS WC
G VC A
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe
EN5V-IIg- Make when reading Gather and coherent Write images/ideas politeness at all
20.2.3 generalizati relevant sentences paragraphs that are times
Identify ons information using showing explicitly used
different from various appropriate -comparison to influence EN5A-IIg-17
meanings of sources grammatical and viewers Show
7 content specific -Online structures: contrast EN5VC-IIg- tactfulness
words references -degrees of 7.1 when
(denotation adjectives Stereotypes, communica-
and EN5VC-IIg- ting with
connotation) 7.2 others
(Health) Point of view
EN5VC-
IIg- 7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe
Make an level text with Organize and coherent Revise writing images/ideas politeness at all
EN5V-IIh- outline from a accuracy, information sentences for clarity that are times
20.2.3 selection appropriate from primary using - correct explicitly used
Identify read rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
8 meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in 7.2
connotation) collaboration Point of view
(Health) with others EN5VC-IIh-
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
9 selection EN5F-IIi-1.6 - appropriate explicitly used
read appropriate punctuation to influenceEN5A-IIi-17
rate and marks viewers Show
EN5F-IIi- EN5WC-IIi- EN5VC-IIi- tactfulness
1.7 1.8.3 7.1 when
proper -transition/ Stereotypes, communica-
K to 12 English Curriculum Guide May 2016 expression Page 109 of 247
LC OL V RC F SS WC
G VC A
signal words EN5VC-IIi- ting with others
7.2
Point of
view
EN5VC-IIi-
7.3
Propaganda
s
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
rate viewers Show
10 EN5F-IIj- Fill-out forms EN5VC-IIj- tactfulness
1.7 accurately 7.1 when
and proper (school forms, Stereotypes, communica-
expression deposit and EN5VC-IIj- ting with others
withdrawal 7.2
slips, etc.) Point of view
EN5VC-
IIj- 7.3
Propagandas
THIRD QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose politeness at all
1 from opinion to stay on topic meaning of text-types level text with from primary clear times
EN5LC-IIIa- unfamiliar according to accuracy, sources in and coherent
2.15 words purpose EN5F-IIIa- preparation for sentences EN5A-IIIa-17
Provide evidence (compound, -To 1.6 writing, using Show
to support affixed) based persuade appropriate reporting and appropriate tactfulness
grammatical
LC OL V RC F SS WC
G VC A
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
20.4 1.7 in ting with others
given context proper collaboration
clues expression with others
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other
strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
Provide Remind others Infer the Distinguish Self-correct information Compose politeness at all
evidence to stay on topic meaning of text-types when reading from primary clear times
to support unfamiliar according to sources in and coherent
understanding words features preparation for sentences EN5A-IIIb-17
(compound, (structural and writing, using Show
affixed) based language) reporting and appropriate tactfulness
on -Problem and similar grammatical when
EN5V-IIIb- solution academic tasks structures: communica-
2 20.4 in -Prepositional ting with others
given collaboration phrases
context with others
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other
strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
3 to support to the remarks meaning of text-types level text with from secondary times
EN5G-IIIa-
understanding of others unfamiliar according to accuracy, sources in
1.8.3
words features EN5F-IIIc- preparation for EN5A-IIIc-17
K to 12 English Curriculum Guide May 2016 (compound, (structural and 1.6 writing,
Use a Page
Show111 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. appropriate *These particular kind
materials are in textbooks that have been delivered to schools.
tactfulness
affixed) based language) reporting and
LC OL V RC F SS WC
G VC A
on -Problem and rate and similar of sentence when
EN5V-IIIc- solution EN5F-IIIc- academic tasks for a specific communica-
20.4 1.7 in purpose ting with others
given context proper collaboration and
clues expression with others audience
(Synonyms -asking
Antonyms permission
word parts) -making
and requests
EN5V-IIIc-
20.5
other
strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the comments meaning of text-types when reading from secondary 1.8.2 three- times
speaker’s tone, to the remarks unfamiliar according to sources in Use a paragraph
mood and of others words features preparation for particular kind EN5A-IIId-17
composition
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness
on -Problem and similar purpose and outline/other when
EN5V-IIId- solution academic tasks audience graphic communica-
4 20.4 in collaboration -asking organizers ting with others
given with others permission
context -responding to
clues questions
(Synonyms
Antonyms
word parts)
and
EN5V-IIId-
20.5
other
strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
5 Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
K to 12 English Curriculum Guide
purpose
May 2016
discussion (compound, (structural and 1.6 writing, purpose and Page
Show112 of 247
going at http://lrmds.deped.gov.ph/.
affixed) based language) appropriate *These
reporting and materials
audience are in textbooks that have been delivered to schools.
tactfulness
LC OL V RC F SS WC
G VC A
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
20.4 1.7 in directions ting with others
given context proper collaboration
clues expression with others
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other
strategies
(Mathematic
s)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - approp tactfulness
on -Cause and similar -giving riate when
EN5V-IIIf- effect academic tasks information punctuation communica-
6 20.4 in collaboration marks ting with others
given with others -transition/
context signal words
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
20.5
other
strategies
(Mathematic
s)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
K to7 12 English Curriculum Guide May 2016 according to Observe sources in of sentence feature article explicitly used Page 113 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. features accuracy, *These
preparation for materials are in textbooks that have
for a specific been delivered
to influence to schools.
EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
LC OL V RC F SS WC
G VC A
-comparison expressions in similar -making 7.1 when
and choral, echo academic tasks explanation Stereotypes, communica-
contrast and shadow in EN5VC-IIIg- ting with others
reading. collaboration 7.2
with others Point of view
EN5VC-IIIg-
7.3
Propagandas
EN5LC-IIIh- EN5RC-IIIh- EN5F-IIIh- EN5SS-IIIh-4 EN5G-IIIh- EN5WC-IIIh- EN5VC-IIIh-7 EN5A-IIIh-16

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

LC OL V RC F SS WC
G VC A
EN5LC-IIIj- EN5F-IIIj-1.3 EN5SS-IIIj-4 EN5G-IIIj- EN5A-IIIj-16
3.17 Organize 1.8.10 Observe
Identify EN5F-IIIj-1.7 information Use a politeness at all
point- Observe from secondary particular kind times
of-view accuracy, sources in of sentence
appropriate preparation for for a specific EN5A-IIIj-17
10 rate and proper writing, purpose and Show
expressions in reporting and audience tactfulness
choral, echo similar -expressing when
and shadow academic tasks opinions/ communica-
reading in collaboration Emotions ting with
with others others
FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
reading to meet various needs.
LC OL V RC F WC
SS G VC A
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use EN5V-IVa- Distinguish grade level Take down Use Infer target politeness at all
sentences appropriate 20.2 text-types appropriate relevant notes compound audience times
heard in facial Identify according to text with an sentences to
one’s expressions different features accuracy rate show EN5A-IVa-17
1 own meanings of (structural and of 95 – cause and Show
words content specific language) 100% effect tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
2 3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use EN5V-IVb- Distinguish grade level Take down Use Infer target politeness at all
appropriate compound
LC OL V RC F WC
SS G VC A
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17
meanings of (structural and of 95 – effect Show
content specific language) 100% tactfulness
words -Enumeration when
connotation)
(Science)
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
3 meanings of (structural and of 95 – solution using an Show
content specific language) 100% relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show
content specific language) relationship of selected the meaning of tactfulness
words -Time-order ideas topic a text when
(denotation (sequence, communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
5 Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences for clarity visual and times
heard in one’s broadcast Identify organizers in 128 words information to show - correct multimedia
own words different texts read correct per cause and spelling elements EN5A-IVe-17
LC OL V RC F WC
SS G VC A
meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of complex three- that are times
from various broadcast Identify y to 128 words information sentences to paragraph explicitly used
text types different messages correct per show descriptive to influence EN5A-IVf-17
meanings of of different minute cause and essay on self- viewers Show
6 content specific authentic effect selected EN5VC- IVf- tactfulness
words texts topic 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC-IVg- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 2.12 Self-correct 2.3 1.9.2 1.8.1/1.8.3 Determine Observe
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences for clarity - that are times
from various broadcast Identify ons projects on a to show appropriate explicitly used
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness
7 words ideas signal words 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
8
3.13 Use verbal and 20.1 EN5F-IVh- 2.3 1.9.2 2.2.8 2.4 Observe
K to 12 English Curriculum Guide May 2016 1.3 Page 117 of 247
LC OL V RC F WC
SS G VC A
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 three- connections times
from various broadcast Identify 1.14 projects on a to show paragraph between
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show
unfamiliar appropriate relationship of selected personal tactfulness
words rate, proper ideas topic experiences when
(denotation expressions communica-
and and correct ting with others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi - EN5A-IVi-16

3.13 Use verbal and EN5F-IVi- 2.3 2.4 Observe
Summarize non-verbal cues 1.3 EN5F- Conduct short Make politeness at all
information in a TV IVi-1.7 research connections times
from various broadcast EN5F-IVi- projects on a between
text types 1.14 self-selected information EN5A-IVi-17
Observe topic viewed and Show
9 accuracy, personal tactfulness
appropriate experience when
rate, proper s communica-
expressions ting with others
and correct
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- 2.3 2.4 Observe
Summarize non-verbal cues 1.3 EN5F- Conduct Make politeness at all
information in a TV IVj-1.7 short connections times
from various broadcast EN5F-IVj- research between
10 text types 1.14 projects on a information EN5A-IVj-17
Observe self-selected viewed and Show
accuracy, topic personal tactfulness
appropriate experiences when
rate, proper communica-
ting with others
K to 12 English Curriculum Guide May 2016 expressions Page 118 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. and correct *These materials are in textbooks that have been delivered to schools.
LC OL V RC F WC
SS G VC A
pronunciation
in dramatic
readings and
presentations
LEARNING COMPETENCY
LEARNING MATERIALS
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. *English for You and Me (Language) 6. 2008. pp 100.
2.17.2 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
EN5LC-Ih-
2.3
2Q
Identify informational text-types EN5LC-IIb-3.19 *English for All Times 5. 1999. pp 44.
EN5LC-IIc-
3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-2.10
EN5LC-IIe-
3. *English for You and Me (Reading) 6. 2008. pp 31.
2.10
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, 141-
EN5LC-IIIb- 142, 163, 173, 200, 211, 223.
2.15 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
EN5LC-IIIe-
2.8.1/2.8.2/2.8.3
EN5LC-IIIf-
2.8.1/2.8.2/2.8.3
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
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.
1Q
Infer the meaning of unfamiliar words (compound) based 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
on given context clues (synonyms, antonyms, word parts) 2. BEAM-DLP5 Module 3 – Decoding Words with Prefixes.
and other strategies 3. BEAM-DLP5 Module 4 – Decoding Words with Suffixes.
4. BEAM-DLP5 Module 8 – Using Synonyms.
EN5V-Ia-12 and 13 5. BEAM-DLP5 Module 9 – Using Antonyms.
EN5V-Ib-12 and 13 6. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
173, 184, 200, 211.
8. *English for All Times 6. 1999. pp 35, 45, 46, 47, 51, 79, 117.
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
K to other strategies
12 English Curriculum Guide May 2016 Page 120 of 247
Clarify meaning of words
Learning Materials areusing dictionaries,
uploaded thesaurus, EN5V-Ii-8.1/8.2/8.3
at http://lrmds.deped.gov.ph/. 1. BEAM-DLP4*These
Module 6materials
– Using the Dictionary.
are in textbooks that have been delivered to schools.
and/or online resources EN5V-Ij- 2. BEAM-DLP5 Module 5 – Using the Dictionary (Guide Words; Multiple Meaning; Choosing the
8.1/8.2/8.3
LEARNING COMPETENCY
LEARNING MATERIALS
Correct Word).
3. *Fun in English 4. 1999. pp 160-161, 204-205.
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-
(Health) 20.2.3
---
EN5V-IIh-20.1.3
EN5V-IIh-
20.2.3
3Q
Infer the meaning of unfamiliar words (compound, 1. *Fun in English 4. 1999. pp 56, 63, 69, 85, 96-97, 124.
affixed) based on EN5V-IIIa-20.3 2. *English for All Times 6. 1999. pp 45-47, 184.
EN5V-IIIb- 3. *English for All Times 5. 1999. pp 18, 37-39, 45, 53, 57-61, 68, 104-105, 120, 153-155,
20.3 EN5V- 173, 184, 200, 211.
IIIc-20.3 4. *English for You and Me 6 (Language). 2008. pp 59.
EN5V-IIId-20.3 5. *English for You and Me 6 (Reading). 2008. pp 10, 12.
given context clues (Synonyms/Antonyms word parts) and 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIa-20.4
EN5V-IIIb-
3. BEAM-DLP5 Module 9 – Using Antonyms.
20.4 EN5V-
4. *English for All Times 6. 1999. pp 35, 51,
IIIc-20.4
79, 117. 5. *Fun in English 4. 1999. pp 96-97,
EN5V-IIId-20.4
124.
given context clues (Synonyms/Antonyms word parts) and 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN5V-IIIf-20.4
EN5V-IIIe-
3. BEAM-DLP5 Module 9 – Using Antonyms.
20.4
1Q
Infer the theme of literary text 1. MISOSA ENG6 - Making Inferences.
EN5RC-Ib-2.9.1
Summarize narrative texts based on elements 1. *Fun in English 4. 1999. pp 23.
-Theme 2. *English for All Times 6. 1999. pp 51-55.
EN5RC-Ic-2.23
-Setting 3. *English for You and Me 6 (Reading). 2008. pp 94.
EN5RC-Id-
-Characters (Heroes and Villains)
2.23
-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.
EN5RC-Ie-6
(rhymes, sound devices, imagery and figurative language) 2. *English 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.
K to 12 English hyperbole)
personification, Curriculum in
Guide Maytext
a given 2016 EN5RC-Ig- Page 121 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. 2.3 EN5RC- *These materials are in textbooks that have been delivered to schools.
Ih-2.3
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
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
Distinguish text-types according to purpose EN5RC-IIc-3.2.1 1. *English for You and Me 4 (Language). 2011. pp 147-148.
-To classify or describe EN5RC-IId- 2. *English for You and Me 6 (Language). 2008. pp 4-5.
3.2.1
-To recall a series of events/information EN5RC-IIe-3.2.2 *English for You and Me 4 (Language). 2011. pp 45-46, 111-112.
-To explain EN5RC-IIf-3.2.3 *English for You and Me 4 (Reading). 2011. pp 23-26.
Make an outline from a selection read EN5RC-IIh-2.15.1 *English for You and Me 4 (Reading). 2011. pp 96-97, 100.
EN5RC-IIi-2.15.1 1. *English for All Times 6. 1999. pp 204-205.
3Q
Distinguish text-types according to features (structural EN5RC-IIIb-3.2.5 *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119-
and language) EN5RC-IIIc- 123, 136-137, 140, 160.
-Problem and solution 3.2.5 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
-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 (structural *English for You and Me 4 (Language). 2011. pp 13, 18-19.
EN5RC-IVa-3.2.8
and language)
EN5RC-IVb-
-Enumeration
3.2.8
-Time-order (sequence, recounts, process) 1. *Fun in English 4. 1999. pp 70, 71-72.
EN5RC-IVc-3.2.9
2. *English for You and Me 4 (Language). 2011. pp 13, 18-19, 20-21.
EN5RC-IVd-
3.2.9
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.
SS - Study Strategy
2Q
Use card catalog to locate resources 1. MISOSA English 6 – Using the Card Catalogue.
EN5SS-IIb-1.5.3
-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
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
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 appropriate *English for You and Me 4 (Language). 2011. pp 173-178.
grammatical structures: EN5G-IIIa-7.3.1
-Prepositions
-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 purpose *English for You and Me 4 (Language). 2011. pp 83-85, 90-95.
and audience EN5G-IIIa-1.8.1
-asking permission
-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.
-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- 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
1.8.1
-problem – solution relationship of ideas EN5G-IVc-1.8.2 1. *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99, 119-
EN5G-IVd- 123, 136-137, 140, 160.
1.8.2
Use complex sentences to show EN5G-IVe-1.9.1 1. *Fun in English 4. 1999. pp 97-101, 124-125.
-cause and effect EN5G-IVf- 2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
1.9.1
-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, 119-
EN5G-IVh- 123, 136-137, 140, 160.
1.9.2
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.
K to 12 English
-punctuation Curriculum Guide May 2016
marks EN5WC-If-1.8.1 1. *English for You and Me 4 (Language). 2011. pp 8-9, 75-79, 81, 89. Page 123 of 247
2Q *These materials are in textbooks that have been delivered to schools.
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.
LEARNING COMPETENCY
LEARNING MATERIALS
outline/other graphic organizers
Write paragraphs showing EN5WC-IIb-2.2.5 1. *Fun in English 4. 1999. pp 97-98, 99, 101, 124-125.
-cause and effect EN5WC-IIc- 2. *English for All Times 6. 1999. pp 60.
2.2.5
Distinguish among forms (kinds and descriptions) 1. BEAM-DLP5 Module 12.
Fill-out forms accurately (school forms, deposit and EN5WC-IIj-3.7 2. *English for All Times 6. 1999. pp 141.
withdrawal slips, etc.)
3Q
Plan a two to three-paragraph composition using an *English for All Times 6. 1999. pp 172-179.
EN5WC-IIId-1.1.6.1
4Q
Plan a two to three-paragraph composition using an *English for All Times 6. 1999. pp 172-179.
EN5WC-IVc-1.1.6.1

GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
various text types materials to serve learning needs in meeting a wide range of life’s purposes.

Domain
demonstrates understanding of various verbal elements in orally orally communicates information, opinions, and ideas effectively to
communicating information different audiences using a variety of literary activities
demonstrates understanding of various non-verbal elements in orally orally communicates information, opinions, and ideas effectively to
Oral Language communicating information different audiences for a variety of purposes
demonstrates understanding of the oral standards of English in order to prepares for and participates effectively in a range of conversations and
participate in various oral communication demands (situation, purpose and collaboration with diverse partners, building on others’ ideas and
audience) expressing their own clearly and persuasively
demonstrates understanding that English language is stress timed to
reads with sufficient accuracy and fluency to support comprehension
support comprehension
Fluency
demonstrates understanding that a change in stress entails a change of uses knowledge of stress and intonation of speech to appropriately
meaning to evaluate the speaker’s/ author’s purpose and meaning evaluate the speaker’s intention, purpose and meaning
demonstrates understanding of various linguistics nodes to comprehend analyzes text types to effectively understand information/ message(s)
various texts
Listening demonstrates understanding of text types to listen for different purposes uses linguistic cues to effectively construct meaning from a variety of texts
Comprehension from a variety of texts for a variety of purposes
uses literal information from texts heard to construct an appropriate
demonstrates understanding of text types in order construct feedback
feedback
demonstrates understanding that printed words are made up of
uses knowledge of phonics (analytic and synthetic) to effectively decode
interconnected letters with separate sounds that are blended together to
grade-appropriate words
form coherent pattern of sounds
Vocabulary demonstrates understanding that words are composed of different parts to uses strategies to decode correctly the meaning of words in isolation and
know that their meaning changes depending in context in context
demonstrates understanding of figurative language, word relationships
uses figurative language appropriately in various contexts
and nuances in word meanings to develop word consciousness
demonstrates understanding of various linguistics nodes to comprehend uses linguistic cues to appropriately construct meaning from a variety of
various texts texts for a variety of purposes
Reading
uses knowledge of text types to correctly distinguish literary from
Comprehension demonstrates understanding of text elements to comprehend various texts
informational texts
demonstrated understanding of writing styles to comprehend the author’s uses diction (choice of words) to accurately analyze author’s tone, mood,
Domain Content Standard Performance Standard
message and point of view
demonstrates understanding that reading a wide range of texts provides
uses literal information from texts to aptly infer and predict outcomes
pleasure and avenue for self-expression and personal development
drafts texts using appropriate text types for a variety of audiences and
demonstrates understanding of different formats to write for a variety of purposes
audiences and purposes edits texts using appropriate text types for a variety of audiences and
Writing and purposes
Composition rewrites/revises texts using appropriate text types for a variety of
express ideas effectively in formal and informal compositions to fulfil their audiences and purposes
own purposes for writing publishes texts using appropriate text types for a variety of audiences and
purposes
uses the correct function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in various discourse (oral and
demonstrates command of the conventions of standard English grammar
Grammar written)
speaks and writes using good command of the conventions of standard
English
demonstrates understanding of non-verbal communication to applies knowledge of non-verbal skills to respectfully give the speaker
communicate with others undivided attention and acknowledge the message
Attitude
demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately
communication to respond back uses a variety of strategies to provide appropriate feedback
utilizes discrete techniques (general or specific) and applies appropriately
Study demonstrates understanding of library skills to research a variety of topics
them to all or most fields of study
Strategies/
demonstrates understanding of the research process to write a variety of uses a variety of research strategies to effectively write a variety of texts
Research
texts for various audiences and purposes
applies knowledge of the various forms and conventions of print, non-
demonstrates understanding of the forms and conventions of print, non-
print, and digital materials to appropriately comprehend print, non-print,
print, and digital materials to understand various viewing texts
film and moving texts
demonstrates understanding of the various forms and conventions of print, evaluates effectively the message constructed and conveyed in various
Viewing non-print, and digital materials viewing texts
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
materials to critically analyze the meaning constructed in print, non-print,
(deconstruct) constructed meaning in print, non-print and digital materials
and digital materials
demonstrates understanding of construction, deconstruction, and applies understanding of forms and conventions of viewing texts to
reconstruction of print, non-print and digital materials appropriately create and recreate meaning/ messages
LC OL V RC F SS WC
G VC A
LC OL V RC F SS WC
G VC A
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer EN6RC-Ia- when reading Compose Write a 3- Describe politeness at all
2.3.3 experience meaning 2.3.3 clear line 4- different forms times
EN6LC-Ia- appropriate to of idiomatic EN6RC-Ia- and coherent and
2.3.2 the occasion 2.3.2 sentences stanza conventions of
EN6LC-Ia- expressions EN6RC-Ia- using poem film and EN6A-Ia-17
2.3.6 using 2.3.9 appropriate moving pictures Show
EN6LC-Ia- -context Analyze grammatical (lights) tactfulness
2.3.8 clues sound structures: when
1 EN6LC-Ia- devices -Pluralization of communicating
2.3.7 (onomatop regular nouns 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-Ib- EN6RC-Ib-6.1 EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 12.4.2.1 EN6RC-Ib- Read aloud 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning 6.2 EN6RC- grade level Compose clear Write a 3- Describe politeness at all
devices experience of idiomatic Ib-6.3 appropriate and coherent line 4- different forms times
(personification appropriate to expressions EN6RC-Ib-6.4 text with an sentences stanza and
) in a text the occasion using Analyze accuracy rate using poem conventions of EN6A-Ib-17
heard -affixes poem with of 95 – appropriate film and Show
4 or more 100% grammatical moving pictures tactfulness
2 stanzas in structures: (blocking) when
terms of its -Pluralization of communicating
elements irregular nouns with others
(rhymes,
sound EN6A-Ib-18
devices, Show openness
imagery to criticism
and
figurative
language)
EN6LC-Ic- EN6OL-Ic- EN6V-Ic- EN6RC-Ic-6.5 EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC-Ic- EN6A-Ic-16
3 2.3.8 1.17 12.4.1.1 EN6RC-Ic- Read aloud Compose clear 5.1.3 Observe
EN6LC-Ic- Relate an Infer 6.6 EN6RC- grade level and coherent Describe politeness at all
K to 12 English Curriculum Guide May 2016 meaning Ic-6.7 Page 127 of 247
LC OL V RC F SS WC
G VC A
2.3.7 experience of idiomatic Determine appropriate sentences different forms times
Analyze sound appropriate to tone, mood, text with an using and
devices (irony the occasion expressions and purpose of accuracy rate appropriate conventions of EN6A-Ic-17
and hyperbole) using the author of 95 – grammatical film and Show
in a text heard -roots 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-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id- Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- 6.9 grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 Analyze appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- figures of text with an using and
2.11.3 the occasion 12.4.2.2 speech accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning (simile, of 95 – grammatical film and Show
4 speaker’s tone, of figurative metaphor) 100% structures: moving pictures tactfulness
mood and language using -aspects of (characterizatio when
purpose -context clues verbs n) communicating
-affixes and with others
roots
-other EN6A-Id-18
strategies Show openness
to criticism
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G-Ie-3.6 EN6VC-Ie- EN6A-Ie-16

2.11.1 12.3.2 6.10 1.8.1 Compose clear 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read with and coherent Describe politeness at all
2.11.2 12.4.1.2 6.11 automaticity sentences different forms times
EN6LC-Ie- EN6V-Ie- Analyze grade level using and
2.11.3 12.4.2.2 figures of frequently appropriate conventions of EN6A-Ie-17
5 Infer the Infer meaning speech occurring grammatical film and Show
speaker’s tone, of figurative (hyperbole, content area structures: moving pictures tactfulness
mood and language using irony) words -modals (acting) when
purpose -context clues communicating
-affixes and with others
roots
-other EN6A-Ie-18
strategies Show
K to 12 English Curriculum Guide May 2016 openness
Page 128 of 247
LC OL V RC F SS WC
G VC A
to criticism
EN6LC-If- EN6RC-If- EN6F-If-1.8.1 EN6G-If- EN6VC-If- EN6A-If-16
2.11.1 6.12 Read with 4.4.1 5.1.6 Observe
EN6LC-If- Analyze automaticity EN6G-If- Describe politeness at all
2.11.2 figures of grade level 4.4.3 different forms times
EN6LC-If- speech frequently EN6G-If- and
2.11.3 (culture- occurring 4.4.2 conventions of EN6A-If-17
Infer the based content area Compose film and Show
speaker’s tone, euphemism words clear moving pictures tactfulness
mood and ) and coherent (dialog) when
6 purpose sentences communicating
using with others
appropriate
grammatical
structures: EN6A-If-18
-Pronoun- Show openness
reference to criticism
agreement
(number, case,
gender)
EN6RC-Ig- EN6F-Ig- EN6G-Ig- EN6VC-Ig- EN6A-Ig-16
2.24.1 1.8.1 4.4.1 5.1.7 Observe
EN6RC-Ig- Read with EN6G-Ig- Describe politeness at all
2.24.2 automaticity 4.4.3 different forms times
Evaluate grade level EN6G-Ig- and
narratives frequently 4.4.2 conventions of EN6A-Ig-17
based on occurring Compose film and Show
how the content area clear moving pictures tactfulness
7 author words and coherent (setting ) when
developed sentences communicating
the using with others
elements: appropriate
-Setting grammatical EN6A-Ig-18
- structures: Show openness
Character -Pronoun- to criticism
s reference
(Heroes and agreement
Villains) (number, case,
gender)
EN6RC-Ih- EN6F-Ih-1.13 EN6G-Ih-3.9 EN6VC-Ih- EN6A-Ih-16
2.24.3 Read grade Compose clear 5.1.8 Observe
8
Evaluate level text with and coherent Describe politeness at all
K to 12 English Curriculum Guide May 2016 narratives 135 words sentences different forms Page
times
129 of 247
LC OL V RC F SS WC
G VC A
based on correct per using and
how the minute appropriate conventions of EN6A-Ih-17
author grammatical film and Show
developed structures: moving pictures tactfulness
the -Subject-verb (set-up) when
elements: agreement communicating
-Plot with others
(chronological-
sequential, en EN6A-Ih-18
medias res, Show openness
flashback) to criticism
EN6RC-Ii- EN6F-Ii-1.13 EN6G-Ii-3.9 EN6VC-Ii- EN6A-Ii-16
2.24.4 Read grade Compose clear 3.3.1 Observe
EN6RC-Ii- level text with and coherent EN6VC-Ii- politeness at all
2.24.5 135 words sentences 3.3.2 times
Evaluate correct per using EN6VC-Ii-
narratives minute appropriate 3.3.3 EN6A-Ii-17
based on grammatical Analyze the Show
how the structures: characters used tactfulness
author -Subject-verb in print, non- when
developed agreement print, and communicating
the digital materials with others
elements: (Age and
9 -theme gender, Race EN6A-Ii-18
-point of and nationality, Show openness
view Attitude and to criticism
behavior)
EN6VC-Ii-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
EN6F-Ij-1.13 EN6G-Ij-3.9 EN6VC-Ij- EN6A-Ij-16
Read grade Compose clear 3.3.1 Observe
10 level text with and coherent EN6VC-Ij- politeness at all
135 words sentences 3.3.2 times
correct using EN6VC-Ij-
K to 12 English Curriculum Guide May 2016 per Page 130 of 247
LC OL V RC F SS WC
G VC A
minute appropriate 3.3.3 EN6A-Ij-17
grammatical Analyze the Show
structures: characters used tactfulness
-Subject-verb in print, non- when
agreement print, and communicating
digital materials with others
(Age and
gender, Race EN6A-Ij-18
and nationality, Show openness
Attitude and to criticism
behavior)
EN6VC-Ij-
3.3.4
Analyze the
setting used in
print, non-print
and digital
materials
(Urban or
Rural; Affluent
or Poor)
SECOND QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa- 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- 5.2 Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately to 1.4 Compose clear accurately and audience times
1 informational/f style of EN6V-IIa- the messages Gather relevant and coherent efficiently
actual text speaking, 12.4.2.3 of the different information sentences (biodata, EN6A-IIa-17
adjusting Infer meaning authentic texts from various using application Show
language, of borrowed sources appropriate forms, etc.) tactfulness
gestures, rate, words and -glossary grammatical when
and volume content specific -indices structures: communicating
-Order and
LC OL V RC F SS WC
G VC A
according to terms using degrees of with others
audience and -context clues regular
purpose -affixes and adjectives EN6A-IIa-18
roots Show openness
-other to criticism
strategies
(Math)
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb- 1.4 5.5.1 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond 1.3 EN6F- EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriatel IIb-1.7 1.4.1 5.2.1 composition audience times
informational/f style of EN6V-IIb- y to the Read grade Gather Compose using an
actual text speaking, 12.4.2.3 messages level text with relevant clear outline/other EN6A-IIb-17
adjusting Infer of the accuracy, information and coherent graphic Show
language, meaning different appropriate from various sentences organizers tactfulness
2 gestures, rate, of borrowed authentic rate and proper sources using when
and volume words and texts expression -Dictionary appropriate communicating
according to content specific -Thesaurus grammatical with others
audience and terms using structures:
purpose -context clues -Order and EN6A-IIb-18
-affixes and degrees Show openness
roots of to criticism
-other irregular
strategies adjectives
(Science)
EN6LC-IIc- EN6OL-IIc- EN6V-IIc- EN6RC-IIc- EN6F-IIc-1.6 EN6SS-IIc- EN6G-IIc-6.6 EN6WC-IIc- EN6VC-IIc- EN6A-IIc-16
3.2 3.7 12.3.3 5.5 EN6F-IIc- 1.4.2 Compose clear 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIc- Note significant 1.3 EN6F- EN6SS-IIc- and coherent Use appropriate Infer the target politeness at all
various types of appropriate 12.4.1.3 details of IIc-1.7 1.4.3 sentences graphic audience times
informational/f style of EN6V-IIc- informational Read grade Gather relevant using organizers for
actual text speaking, 12.4.2.3 texts level text with information appropriate pre-writing EN6A-IIc-17
adjusting Infer meaning accuracy, from various grammatical tasks Show
language, of borrowed appropriate sources structures: tactfulness
3 gestures, rate, words and rate and proper - -Adverbs of when
and volume content specific expression -Almanac intensity communicating
according to terms using -Encyclopedia with others
audience and -context clues
purpose -affixes and EN6A-IIc-18
roots Show openness
-other to criticism
strategies
K to 12 English Curriculum Guide May 2016 (Health) Page 132 of 247
LC OL V RC F SS WC
G VC A
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- 1.7 Compose clear 2.2.6 3.8 Observe
Note down impromptu EN6V-IId- Note 1.3 EN6F- Gather and coherent Write a 4- Infer politeness at all
relevant remarks about 12.4.1.3 significant IId-1.7 relevant sentences paragraph purpose times
information topics of EN6V-IId- details of Read grade information using composition of the visual
from text heard interest 12.4.2.3 informational level text with from various appropriate showing media EN6A-IId-17
Infer meaning texts accuracy, sources grammatical Show
of borrowed appropriate -Online structures: -comparison tactfulness
4 words and rate and proper references -Adverbs of and when
content specific expression frequency contrast communicating
terms using with others
-context clues
-affixes and EN6A-IId-18
roots Show openness
-other to criticism
strategies
(Literary terms)
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 12.4.2.3 preparation for appropriate 1.8.3 EN6A-IIe-17
Infer meaning writing, grammatical Revise writing Show
of borrowed reporting and structures: for clarity tactfulness
5 words and similar - correct when
content specific academic tasks -Adverbs of spelling communicating
terms using in manner - appropriate with others
-context clues collaboration punctuation
-affixes and with others marks EN6A-IIe-18
roots -transition/ Show openness
-other signal words to criticism
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 4- politeness at all
6 remarks about 12.4.1.3 from secondary sentences paragraph times
topics of EN6V-IIf- sources in using composition
interest 12.4.2.3 preparation for appropriate showing EN6A-IIf-17
Infer meaning writing, grammatical -cause and Show
of borrowed reporting and structures: effect tactfulness
LC OL V RC F SS WC
G VC A
words and similar when
content specific academic tasks -Adverbs of communicating
terms using in place with others
-context clues collaboration and time
-affixes and with others EN6A-IIf-18
roots Show openness
-other to criticism
strategies
(EPP)
EN6OL-IIg-5 EN6F-IIg-1.6 EN6G-IIg- EN6WC-IIg- EN6A-IIg-16
Share brief EN6F-IIg- 7.3.1 1.8.2 Observe
impromptu 1.3 EN6F- EN6G-IIg- EN6WC-IIg- politeness at all
remarks about IIg-1.7 7.3.2 1.8.1 times
topics of Read grade Compose EN6WC-IIg-
interest level text with clear 1.8.3 EN6A-IIg-17
accuracy, and coherent Revise writing Show
7 appropriate sentences for clarity tactfulness
rate and proper using - correct when
expression appropriate spelling communicating
grammatical - appropriate with others
structures: punctuation
-Prepositions marks EN6A-IIg-18
and -transition/ Show openness
prepositional signal words to criticism
phrases
EN6OL-IIh-6 EN6F-IIh-1.6 EN6G-IIh-8.3 EN6WC-IIh- EN6A-IIh-16
React on the EN6F-IIh- EN6G-IIh- 2.2.9 Observe
content of the 1.3 EN6F- 8.4 Write a 4- politeness at all
material IIh-1.7 Compose clear paragraph times
presented Read grade and coherent composition
level text with sentences showing EN6A-IIh-17
accuracy, using -problem and Show
8 appropriate appropriate solution tactfulness
rate and proper grammatical when
expression structures: communicating
-Subordinate with others
and coordinate
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- EN6G-IIi- 1.8.2 Observe
K to 12 English Curriculum Guide May 2016 1.3 8.4 Page 134 of 247
LC OL V RC F SS WC
G VC A
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 writing Show
rate and proper grammatical for clarity tactfulness
expression structures: - correct when
-Subordinate spelling communicating
and coordinate - appropriate with others
conjunctions punctuation
marks EN6A-IIi-18
-transition/ Show openness
signal words to criticism
EN6G-IIj-8.3 EN6A-IIj-16
EN6G-IIj- Observe
8.4 politeness at all
Compose clear times
and coherent
sentences EN6A-IIj-17
using Show
10 appropriate tactfulness
grammatical when
structures: communicating
-Subordinate with others
and coordinate
conjunctions EN6A-IIj-18
Show openness
to criticism

THIRD QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IIIa- EN6OL-IIIa- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 6.1 Observe
Note significant Provide EN6V-IIIa- Distinguish Self-correct information Use a Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary particular composition 6.2 times
support Clarify according to sources in kind of using an Identify real
opinions meaning purpose and preparation for sentence for a outline/other or EN6A-IIIa-17
of words using language writing, specific graphic make-believe, Show
1 dictionaries, features reporting and purpose and organizers fact or non-fact tactfulness
thesaurus - similar audience images when
Enumeration academic tasks -asking communicating
MISOSA Eng6 in collaboration permission with others
Using a dictionary
with others
EN6A-IIIa-
18
Show openness
to criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe
Detect biases Make a stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary kind of 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a paragraph Identify real or
speakers opinion resources purpose and 1.7 preparation for specific editorial make-believe, EN6A-IIIb-17
language Read grade writing, purpose and article fact or non-fact Show
2 features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when
(sequence, appropriate academic tasks questions communicating
recounts, rate and proper in collaboration with others
process) expression with others
EN6A-IIIb-
18
Show openness
to criticism
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
3 Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a particular EN6WC-IIIc- Identify the politeness at all
and propaganda
K to 12 English based
Curriculum Guide Mayon2016 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
Page 136 of 247
informed Infer meaning
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. according to
devices used by EN6F-IIIc- sources *These
in sentence for a EN6WC-IIIc- suggested in
materials are in textbooks that have been delivered to schools.
LC OL V RC F SS WC
G VC A
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
words using language Read grade writing, purpose and Revise writing media Show
-context features level text with reporting and audience for clarity tactfulness
clues -Comparison accuracy, similar -making - correct when
-affixes and and appropriate academic tasks requests spelling communicating
roots contrast rate and proper in - appropriate with others
-other expression collaboration punctuation
strategies with others marks EN6A-IIIc-18
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- information Use a particular Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 from secondary kind of composition values times
strategies to words using graphic EN6F-IIId- sources in sentence for a using an suggested in
keep a roots organizers in 3.6 preparation for specific outline/other the visual EN6A-IIId-17
discussion texts read Observe writing, purpose and graphic media Show
4 going accuracy, reporting and audience organizers tactfulness
appropriate similar -following and when
rate and proper academic tasks giving communicating
expressions in in collaboration directions with others
dialogs with others
EN6A-IIId-
18
Show openness
to criticism
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16
3.1.13 3.7 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe
Make a stand Use Infer meaning EN6F-IIIe- information Use a particular Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary kind of times
strategies to words using EN6F-IIIe- sources in sentence for a paragraph
keep a prefix 3.6 preparation for specific editorial EN6A-IIIe-17
discussion Observe writing, purpose and article Show
going accuracy, reporting and audience tactfulness
5 appropriate similar -expressing when
rate and proper academic tasks opinions/ communicating
expressions in in collaboration with others
dialogs with others Emotions
EN6A-IIIe-
18
Show openness
to criticism
LC OL V RC F SS WC
G VC A
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- Organize 1.8.11 1.8.2 Observe
Remind others Infer 3.2 EN6F- information Use a EN6WC-IIIf- politeness at all
to stay on topic meaning IIIf-3.6 from secondary particular 1.8.1 times
of borrowed Observe sources in kind of EN6WC-IIIf-
words accuracy, preparation for sentence for a 1.8.3 EN6A-IIIf-17
using suffix appropriate writing, specific Revise writing Show
6 rate and proper reporting and purpose and for clarity tactfulness
expressions in similar audience - correct when
dialogs academic tasks -asserting spelling communicating
in collaboration - appropriate with others
with others punctuation
marks EN6A-IIIf-18
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show
7 viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIg-
-other 18
strategies Show openness
to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-IIIh- EN6SS-IIIh-4 EN6A-IIIh-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIh - EN6F-IIIh- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIh - EN6F-IIIh- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIh-17
8 differing Infer meaning Observe writing, Show
viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
K to 12 English Curriculum Guide May 2016 -affixes and dialogs with others Page 138 of 247
LC OL V RC F SS WC
G VC A
roots EN6A-IIIh-18
-other Show openness
strategies to criticism
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16
1.19 12.3.3 EN6F-IIIi- Organize Observe
Present a EN6V- IIIi - 3.2 EN6F- information politeness at all
coherent, 12.4.1.3 IIIi-3.6 from secondary times
comprehensive EN6V- IIIi - Observe sources in
report on 12.4.2.3 accuracy, preparation for EN6A-IIIi-17
differing Infer appropriate writing, Show
9 viewpoints on meaning rate and proper reporting and tactfulness
an issue of content expressions in similar when
specific terms dialogs academic tasks communicating
using in collaboration with others
-context clues with others
-affixes and EN6A-IIIi-18
roots Show openness
-other to criticism
strategies
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16
1.19 12.3.3 EN6F-IIIj- Organize Observe
Present a EN6V- IIIj - 3.2 EN6F- information politeness at all
coherent, 12.4.1.3 IIIj-3.6 from secondary times
comprehensive EN6V- IIIj - Observe sources in
report on 12.4.2.3 accuracy, preparation for EN6A-IIIj-17
differing Infer appropriate writing, Show
10 viewpoints on meaning rate and proper reporting and tactfulness
an issue of content expressions in similar when
specific terms dialogs academic tasks communicating
using in collaboration with others
-context clues with others
-affixes and EN6A-IIIj-18
roots Show openness
-other to criticism
strategies

FOURTH QUARTER
LC OL V RC F SS WC
G VC A
EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 7.1 Observe
Restate Summarize EN6V- IVa - Distinguish grade level Take down Use various Plan a EN6VC-IVa- politeness at all
portions information 12.4.1.3 text-types appropriate relevant notes types and kinds composition 7.2 times
of a text heard conveyed EN6V- IVa - according to text with an of sentences using an EN6VC-IVa-
to clarify through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17
meaning discussion Infer language of 95 – 100% communication graphic Determine Show
1 meaning features of information/ organizers images/ideas tactfulness
of borrowed -Cause and ideas that are when
words effect (compound explicitly used communicating
using sentences) to influence with others
-context viewers
clues (Stereotypes, EN6A-IVa-18
-affixes and Point of view, Show openness
roots Propagandas) to criticism
-other
strategies
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all
portions information 12.4.1.3 text-types appropriate credibility of types and kinds three- 7.2 times
of a text heard conveyed EN6V- IVb - according to text with an sources of of sentences paragraph EN6VC-IVb-
to clarify through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
meaning discussion Infer meaning language of 95 – 100% communication essay on self-
Determine Show
2 of borrowed features of information/ selected images/ideas tactfulness
words using -Cause and ideas topic that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of Show openness
view, to criticism
Propagandas)
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 1.8.2 7.1 Observe
3 Restate portions Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
K to 12 English Curriculum
of a text heard Guide May 2016 of borrowed text-types sources of types and kinds 1.8.1 7.2 Page 140 of 247
times
Learning to
Materials
clarify are uploaded at http://lrmds.deped.gov.ph/.
information words using according to *These
information materials are
of sentences in textbooks that
EN6WC-IVc- have been
EN6VC-IVc- delivered to schools.
conveyed
LC OL V RC F SS WC
G VC A
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show
features for of for clarity images/ideas tactfulness
-Problem and correctness/vali information/ - correct that are when
solution dy of ideas spelling explicitly used communicating
information (compound, - appropriate to influence with others
complex punctuation viewers
EN6A-IVc-18
sentences) marks (Stereotypes,
Point of view, Show openness
-transition/
Propagandas) to criticism
signal words
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information from of borrowed text-types level text with research types and kinds composition connections times
a text heard information words using according to 145 words projects on a of sentences using an between
conveyed Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
through language minute communication graphic viewed and Show
4
discussion features of information/ organizers personal tactfulness
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short Use various Compose a Make politeness at all
information from of borrowed appropriate level text with research types and kinds three- connections times
a text heard information words using graphic 145 words projects on a of sentences paragraph between
EN6A-IVe-17
conveyed Suffix organizers in correct per relevant issue for effective persuasive information
through texts read minute communication essay on self- viewed and Show
5 tactfulness
discussion of information/ selected personal
ideas topic experiences when
(compound, communicating
complex with others
sentences) EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
6 2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Summarize Summarize EN6V- IVf - Use 3.2 Conduct Use various EN6WC-IVf- Make politeness at all
the short
LC OL V RC F SS WC
G VC A
information from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness
specific terms accuracy, ideas - correct experiences when
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16
3.6 12.3.3 2.15.2 EN6F- IVg - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct short Use various Compose a Make politeness at all
12.4.1.3 appropriate EN6F- IVg - research types and kinds three- connections times
information EN6V- IVg - graphic 3.6 projects on a of sentences paragraph between
conveyed 12.4.2.3 organizers in EN6F- IVg - relevant issue for effective persuasive information EN6A-IVg-17
through Infer texts read 3.11 communication essay on self- viewed and Show
discussion meaning Observe of information/ selected personal tactfulness
7 of content- accuracy, ideas topic experiences when
specific terms appropriate (compound, communicating
using rate, proper complex with others
-context clues expressions sentences)
-affixes and and EN6A-IVg-18
roots correct Show openness
-other pronunciation to criticism
strategies in oral
communication
group task
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16
3.6 12.3.3 2.15.2 EN6F- IVh - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVh - Use 3.2 Conduct Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - short types and kinds 1.8.1 connections times
conveyed EN6V- IVh - graphic 3.6 research of sentences EN6WC-IVh- between
8 through 12.4.2.3 organizers in EN6F- IVh - projects on a for effective 1.8.3 information EN6A-IVh-17
discussion Infer texts read 3.11 relevant issue communication Revise writing viewed and Show
meaning Observe of information/ for clarity personal tactfulness
of content- accuracy, ideas - correct experiences when
specific terms appropriate (compound, spelling communicating
K to 12 English Curriculum Guide May 2016 using rate, proper complex - appropriate Pagewith others
142 of 247
-context clues
LC OL V RC F SS WC
G VC A
-affixes and expressions sentences) punctuation
roots and correct marks EN6A-IVh-18
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism
communication
group task
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16
3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
12.4.1.3 appropriate EN6F- IVi - research types and kinds three- connections times
information EN6V- IVi - graphic 3.6 projects on a of sentences paragraph between
conveyed 12.4.2.3 organizers in EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
through Infer meaning texts read 3.11 communication essay on self- viewed and Show
discussion of content- Observe of information/ selected personal tactfulness
9 specific terms accuracy, ideas topic experiences when
using appropriate (compound, communicating
-context clues rate, proper complex with others
-affixes and expressions sentences)
roots and correct EN6A-IVi-18
-other pronunciation Show openness
strategies in oral to criticism
communication
group task
EN6OL-IVj- EN6V-IVj- EN6RC-IVj- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj- EN6A-IVj-16
3.6 12.3.3 2.15.2 EN6F- IVj - 2.3 1.10 1.8.2 1.4 Observe
Summarize EN6V- IVj - Use 3.2 Conduct short Use various EN6WC-IVj- Make politeness at all
12.4.1.3 appropriate EN6F- IVj - research types and kinds 1.8.1 connections times
information EN6V- IVj - graphic 3.6 projects on a of sentences EN6WC-IVj- between
conveyed 12.4.2.3 organizers in EN6F- IVj - relevant issue for effective 1.8.3 information EN6A-IVj-17
through Infer meaning texts read 3.11 communication Revise writing viewed and Show
discussion of content- Observe of information/ for clarity personal tactfulness
10 specific terms accuracy, ideas - correct experiences when
using appropriate (compound, spelling communicating
-context clues rate, proper complex - approp with others
-affixes and expressions sentences) riate
roots and punctuation EN6A-IVj-18
-other correct marks Show openness
strategies pronunciation -transition/ to criticism
in oral signal words
communication
group task

LEARNING COMPETENCY
LEARNING MATERIALS
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. *English for You and Me 6 (Reading). 2011. pp 51-52. 3.
heard 2.3.3 EN6LC- *English Arts I. 2000. pp 40-44, 187.
Ia-2.3.2
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.
EN6LC-Ib-2.3.6
pp 51. 2. *English 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-
3. *English Arts I. 2000. pp 44.
2.3.8
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. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
2.11.2 EN6LC- 3. MISOSA English 6 – Determining the Purpose of the Author.
Id-2.11.3 4. *English for All Times 5. 1999. pp 135.
--- 5. *English Expressways 5. 2010. pp 137. 6.
EN6LC-Ie-2.11.2 *English Arts I. 2000. pp 26, 27,
EN6LC- 249.
Ie-2.11.3
---
EN6LC-If-2.11.1
EN6LC-
If-2.11.2
EN6LC-If-2.11.3
OL - Oral Language
1Q
Infer meaning of idiomatic expressions using 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context.
-context clues EN6V-Ia-12.3.1 2. BEAM-DLP6 Module 12 – Common Idioms.
3. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149.
-affixes 1. BEAM-DLP6 Module 5 – Words with Affixes – Prefixes.
EN6V-Ib-12.4.2.1 2. BEAM-DLP6 Module 6 – Words with Affixes – Suffixes.
3. *English Arts I. 2000. pp. 205-207
Infer meaning of figurative language using EN6V-Id-12.3.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
K to 12 English
-context clues Curriculum Guide May 2016 Ie-12.3.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207. Page 144 of 247
Learning
-affixes andMaterials
roots are uploaded at http://lrmds.deped.gov.ph/.
EN6V-Id-12.4.1.2 EN6V- 1. *These materials are in textbooks that
BEAM-DLP6 Module 13 – Using Figurative Language. have been delivered to schools.
Ie-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 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
Ie-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
LEARNING COMPETENCY
LEARNING MATERIALS
2Q
Infer meaning of borrowed words and content specific *English Arts I. 2000. pp 46-47, 118-120.
terms using (Math) EN6V-IIa-12.3.3
-context clues
-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- 2. *English Expressways 5. 2010. pp 45, 46, 113.
8.2
Infer meaning of borrowed words using 1. *English for All Times 6. 1999. pp 28, 29, 94-95.
-context clues EN6V-IIIc-12.3.3 2. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
-affixes and roots EN6V-IIIc-12.4.1.3
-other strategies
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
EN6V-IIIe-12.4.2.3
-suffix 1. *English for All Times 5. 1999. pp. 110, 166.
EN6V-IIIf-12.4.2.3
Infer meaning of content specific terms using EN6V-IIIg-12.3.3 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
-context clues EN6V-IIIh- 2. *English for All Times 6. 1999. pp 184-185.
12.3.3 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- 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
12.4.1.3 EN6V- 3. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
IIIi-12.4.1.3
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- 2. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
12.4.1.3
-prefix 1. *English for All Times 5. 1999. pp. 78-79.
K to 12 English Curriculum Guide May 2016 2. *English Expressways 5. 2010. pp 78-79. Page 145 of 247
EN6V-IVd-12.4.2.3
-suffix EN6V-IVe-12.4.2.3 1. *English for All Times 5. 1999. pp. 110, 166.
LEARNING COMPETENCY
LEARNING MATERIALS
Infer meaning of content-specific terms using EN6V-IVf-12.3.3 EN6V- 1. *English for All Times 5. 1999. pp 45, 46, 57, 59, 78, 79, 104, 110, 166.
-context 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.
EN6V-IVg-12.4.1.3 2. *English for All Times 6. 1999. pp 28, 29, 94-95.
EN6V-IVh- 3. *English for You and Me 6 (Reading). 2011. pp 9-10, 11-12.
12.4.1.3 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
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. *English for You and Me 6 (Reading). 2011. pp 51-52.
2.3.3 EN6RC- 3. *English Arts I. 2000. pp 40, 42.
Ia-2.3.2
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-
language) 6.2 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 EN6RC-
5. *English Expressways 5. 2010. pp 137. 6.
Ic-6.7
*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.
K to 12 English Curriculum Guide May 2016 EN6RC-Id-6.8 3. MISOSA ENG6 – Using Figures of Speech. Page 146 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. EN6RC-Id- 4. *English for*These
All Timesmaterials are190,
5. 1999. pp in textbooks
191. that have been delivered to schools.
6.9 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.
LEARNING COMPETENCY
LEARNING MATERIALS
EN6RC-Ie-6.11 2. *English for You and Me 6 (Reading). 2011. pp 52.
3. *English Arts I. 2000. pp 44.
Analyze figures of speech (culture-based euphemism) EN6RC-If- 6.12
Evaluate narratives based on how the author 1. BEAM-DLP5 Module 37 – Evaluating and Making Judgments on Oral Texts.
developed the elements: EN6RC-Ig-2.24.1 2. *English Arts I. 2000. pp 28.
-Setting EN6RC-Ig-
-Characters (Heroes and Villains) 2.24.2
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- 2. *English Expressways 5. 2010. pp 160-162, 164, 165.
5.5
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
EN6RC-IVa-3.2.6
features 122-123. 2. *English Arts I. 2000. pp 30, 219, 220.
EN6RC-IVb-
-Cause and effect
3.2.6
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.
-Dictionary 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
EN6SS-IIb-1.4 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
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.
EN6SS-IIb-1.4.1 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
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.
LEARNING COMPETENCY
LEARNING MATERIALS
-Encyclopedia 1. *English for All Times 5. 1999. pp. 111-113.
EN6SS-IIc-1.4.3 2. *English Expressways 5. 2010. pp 111-112.
G - Grammar
1Q
Compose clear and coherent sentences using appropriate 1. BEAM-DLP6 Module 12 – Using the Plural Form of
EN6G-Ia-2.3.1
grammatical structures: Nouns. 2.*English Arts I. 2000. pp 155, 156, 159.
EN6G-Ib-2.3.2
-pluralization of 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.
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- 2. *New Horizons in Learning English I. 1999. pp 194-195.
-Order and degrees of regular adjectives 5.2 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- 4. *English for You and Me 6 (Language). 2011. pp 152-153.
7.3.2 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
LEARNING COMPETENCY
LEARNING MATERIALS
---
EN6G-IIi-8.3
EN6G-
IIi-8.4
---
EN6G-IIj-8.3
EN6G-
IIj-8.4
3Q
-following and giving directions 1. BEAM-DLP6 Module 10 – Following Series of Directions.
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 effective 1. BEAM-DLP5 Module 23 – Using Variety of Sentences According To Structure.
communication of information/ideas 2. BEAM-DLP6 Module 32 – Using Compound Sentences.
(compound sentences) EN6G-IVa-1.8 3. MISOSA ENG6 – Using Compound Sentences.
5. *English Arts I. 2000. pp 33, 34.
Use various types and kinds of sentences for effective 1. BEAM-DLP6 Module 33 – Using Complex Sentences.
communication of information/ideas 2. *English for You and Me 6 (Language). 2011. pp 65-67.
EN6G-IVb-1.9
(complex sentences) 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 effective EN6G-IVc-1.10 1. *English for You and Me 6 (Language). 2011. pp 61-69.
communication of information/ideas EN6G-IVd- 2. *New Horizons in Learning English I. 1999. pp 271-272.
(compound, complex sentences) 1.10 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.
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
K to 12 English Curriculum Guide May
Write a 4-paragraph composition showing
2016 1. *New Horizons in Learning English. 1999. pp 201-202. Page 149 of 247
Learning Materials EN6WC-IId-2.2.6
are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
-comparison and contrast 2. *English Arts I. 2000. pp 261, 262.
Revise writing for clarity EN6WC-IIe-1.8.2 *New Horizons in Learning English. 1999. pp 42.
-correct spelling EN6WC-IIg-
1.8.2
LEARNING COMPETENCY
LEARNING MATERIALS
EN6WC-IIi-1.8.2
Write a 4-paragraph composition showing 1. *English for All Times 6. 1999. pp 42-44.
-cause and effect EN6WC-IIf-2.2.5 2. *English for You and Me 6 (Reading). 2011. 122-123. 3.
*English Arts I. 2000. pp 30, 219, 220.
4Q
Plan a composition using an outline/other graphic EN6WC-IVa-1.1.6.1 *English for You and Me 6 (Reading). 2011. pp 66-67.
organizers EN6WC-IVd-
1.1.6.1
VC – Viewing
1Q
Analyze the characters used in print, non-print, and digital EN6VC-Ii-3.3.1 *English for All Times 6. 1999. pp 7-8, 18, 35, 126, 192-193.
materials (age and gender, race and nationality, attitude EN6VC-Ii-
and behaviour) 3.3.2 EN6VC-
Ii-3.3.3
---
EN6VC-Ij-3.3.1
EN6VC-
Ij-3.3.2
EN6VC-Ij-3.3.3
Analyze the setting used in print, non-print and digital EN6VC-Ii-3.3.4 *English for All Times 6. 1999. pp 15-17.
materials (Urban or Rural; Affluent or Poor) EN6VC-Ij-
3.3.4
A - Attitude
1Q
Observe politeness at all times EN6A-Ia-16 1. BEAM-DLP6 Module 11 – Using Courteous Expressions.
EN6A-Ib- 2. MISOSA ENG6 – Using Courteous Expressions.
16 EN6A-
Ic-16
EN6A-Id-16
EN6A-Ie-
16 EN6A-
If-16
EN6A-Ig-16
EN6A-Ih-
16 EN6A-
Ii-16
EN6A-Ij-16

GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for contractions, etc.) EN7LT-I-a-2.1: paragraphs using
1 important and slang Identify the the correct
points signalled by distinguishing production of vowel
volume, projection, features of and consonant
pitch, stress, proverbs, myths, sounds, diphthongs,
intonation, juncture, and legends blends and glides
and rate of speech
EN7LC-I-a-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
RC LC VC V WC F G
LT
Literature
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-I-b-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
2 volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that affect meaning the correct pitch
levels (high,
medium, low) when
reading lines of
poetry, sample
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
3 and rate of speech communicative Express poetry, sample
EN7LC-I-c-5.2: situations appreciation for sentences and
Note the changes in sensory images paragraphs
volume, projection, used
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds correct stress subject-verb
4 specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph (primary, agreement
pitch, stress, trailer, news flash, variety of basic significant past. secondary, tertiary
intonation, juncture, internet-based interpersonal EN7LT-I-d-2.2.2: and weak) when
and rate of speech program, communicative Explain the literary reading passages
documentary, video, situations devices used
RC LC VC V WC F G
LT
Literature
EN7LC-I-d-5.2: etc.)
Note the changes in
volume, projection,
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material viewed appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past EN7WC-I-e-2.8.1: secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: Recognize the parts and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary of a simple reading passages
5 and in writing the ry, video, etc.) another word or devices used paragraph
information EN7LC-I-e-5.2: expression
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with Yes- agreement
presented in pitch, stress, idiomatic word or significant past No and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the rising-falling
6 another word or tone, intonation with
EN7LC-I-f-5.2: expression mood, technique, information-
Note the changes in and purpose of the seeking
volume, projection, author questions, option
pitch, stress, questions and
intonation, juncture, with statements
and rate of speech
that affect meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:
Give the meaning of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
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
Literature
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
Note the changes in selections in relation questions and with
volume, projection, to the theme statements
pitch, stress,
and rate of speech
that affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:
Give the meaning of Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-h-2.3: when reading
and rate of speech communication Draw similarities sample passages
8 and differences of (prose or poetry)
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
and rate of speech
that affect meaning
EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i-1.14.5: EN7G-I-i-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, juncture, expressions in oral when reading
and rate of speech communication EN7LT-I-i-3: sample passages
9 Explain how a (prose or poetry)
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors
and rate of speech
that affect meaning
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
RC LC VC V WC F G
LT
Literature
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate listening strategies Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on sequence, and between literal and conflicts presented from a text using verbal cues in and sentences
the library for purpose, relationships of figurative in literary selections a summary, conversations, appropriately and
locating resources familiarity with the ideas and events language EN7V- and the need to precis, and dialogs, and meaningfully
EN7SS-II-a-1.5.3: topic and levels of II-a- 10.1.1: resolve those paraphrase interviews
Use the card difficulty of short Classify sample conflicts in non- EN7OL-II-a-4.1:
1 catalog, the online texts listened to texts into literal or violent ways Use appropriate
public access EN7LC-II-a-6.1: figurative EN7LT-II-a-4.1: verbal and non-
catalog, or Extract information Identify the verbal cues when
electronic search from the text distinguishing developing,
engine to locate listened to features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use
1.5.3: Use the card Recognize main/key Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using verbal and non- and sentences
public access relationships of literal or figurative in literary selections a summary, verbal cues when appropriately and
2 catalog, or ideas and events and the need to precis, and developing, meaningfully
electronic search resolve those paraphrase maintaining and
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the

RC LC VC V WC F G
LT
Literature
distinguishing
features of poems
and short stories
EN7SS-II-c-1.5.3: EN7LC-II-c- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use
Use the card 2.1/3.1: Note Narrate events Identify figures of Discover the Extract information Employ correct phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented from a text using turn-taking, turn- and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections a summary, giving and topic appropriately and
catalog, or the text listened logically based on a metaphor, and the need to precis, and control strategies meaningfully
electronic search to material viewed personification) resolve those paraphrase in
engine to locate conflicts in non- conversations and
3 specific resources violent ways dialogs
EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7SS-II-d- EN7LC-II-d- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use
1.3/1.4: Get 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct phrases, clauses,
information specific chronologically/ figures of speech conflicts presented turn-taking, turn- and sentences
from details/elements of Arrange ideas that show in literary selections giving and topic appropriately and
the different parts the text listened logically based on a comparison (simile and the need to control strategies meaningfully
of a book and from to material viewed metaphor, resolve those in
general references personification) conflicts in non- conversations and
in the library violent ways dialogs
EN7LT-II-d-2.2:
4 Explain how the
a genre contribute
to the theme of a
particular literary
selection
EN7LT-II-d-
2.2.1:
Express
appreciation for
sensory images
used
EN7SS-II-e- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5
information from cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
the different
K to 12 English partsGuide the
Curriculum Mayorder
2016of ideas/ Arrange ideas that show in literary selections strategies when appropriately
Page 156 of and
247
RC LC VC V WC F G
LT
Literature
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 non- answers
violent ways
EN7LT-II-0-
2.2.2:
Explain the literary
devices used
EN7SS-II-f- EN7LC-II-f- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use
1.3/1.4: 2.13: Determine Predict the gist of Identify figures of Discover the Identify supporting Use appropriate phrases, clauses,
Get the tone and mood the material viewed speech that show conflicts presented details techniques and and sentences
information from of the speaker or based on the title, contrast (irony, in literary selections strategies when appropriately and
the different parts characters in the pictures, and oxymoron, paradox) and the need to asking questions meaningfully
of a book and from narrative listened to excerpts of the resolve those and eliciting
6 general references material viewed conflicts in non- answers
in the library violent ways
EN7LT-II-f-2.2.3:
Determine tone,
mood, technique,
and purpose of the
author
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use
Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures (hand- appropriately and
other print and non- pictures, and (irony, oxymoron, and the need to body) that meaningfully
print media excerpts of the paradox) resolve those accompany oral
7 material viewed conflicts in non- language
violent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
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 non- to (irony, oxymoron, and the need to projection and meaningfully
print media paradox) resolve those rate/speed of
conflicts in non- speech in
RC LC VC V WC F G
LT
Literature
violent ways conversations and
EN7LT-II-h-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN7SS-II-i-2.1: EN7LC-II-i-6.2: EN7VC-II-i-12: EN7V-II-h- . EN7LT-II-i-4: EN7WC-II-i-5.3: EN7OL-II-i-1.14: EN7G-II-i-1: Use
Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and in the text listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and non- to (irony, oxymoron, and the need to projection and meaningfully
print media paradox) resolve those rate/speed of
conflicts in non- speech in
9 violent ways conversations and
EN7LT-II-0-3: dialogs
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
CONTENT STANDARD listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching
PERFORMANCE STANDARD
written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Development Composition Fluency Awareness
Comprehension
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 11.: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert narrative texts opinions, feelings using logical
understand a text based on purpose, in the material expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels of viewed according to shades identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand features of narrative group/panel and logical
as basis for informative and EN7V-III-a- other people writing discussions, sequence and
1 conjectures made short narrative texts 1.: Identify EN7LT-III-a-5.1: forums/fora, summation
about a text EN7LC-III-a- collocations used in Identify the debates, etc.
2.1/3.1: Note a selection distinguishing EN7OL-III-a-5:
specific details of features of Use the
the text listened to literature during the appropriate
Period of prosodic features of
Emergence speech during
interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III-b- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:
8.1: Use one’s 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
schema as basis Recognize main message conveyed collocations used in as a tool to assert and factual recounts appropriate oral using logical
points and in the material a selection one’s unique language and connectors that
for conjectures
2 supporting ideas viewed identity and to stance in an signal chronological
made about a in the text listened better understand interview, a panel and logical
text to other people discussion, in a sequence and
forum and in a summation
EN7LT-III-b- debate
K to 12 English Curriculum Guide May 2016 5.2: Page 159 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. Identify the
Comprehension
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2: Use
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied
better understand interview, a panel contexts
3 other people discussion, in a
EN7LT-III-c-2.2: forum and in a
Explain how the debate
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III-d- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of 3.18: Determine Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate the order of ideas message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues in the material genus-species one’s unique on a significant language and meaningfully in
viewed (hyponymous) identity and to personal stance in an varied contexts
4 relations in a better understand experience. interview, a panel
selection other people discussion, in a
forum and in a
EN7LT-III-d- debate
2.2.2: 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 based appropriate oral reported speech
genus-species one’s unique on a significant language and appropriately in
5 (hyponymous) identity and to personal experience stance in an varied contexts
relations in a better understand interview, a panel
selection other people discussion, in a
EN7LT-III-e- forum and in a
2.2.2: Explain debate
literary devices used
Comprehension
EN7RC-III-f-2.8: EN7LC-III-f- EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f- EN7G-III-f-3: Use
Make predictions 2.7: Sequence a Make a stand on the Determine words or Discover literature 2.2.14: Compose a 3.4.1: Express direct and reported
about the text series of events material viewed expressions with as a tool to assert travelogue ideas and opinions speech
mentioned in the genus-species one’s unique based on text appropriately in
listened to (hyponymous) identity and to listened to varied contexts
relations in a better understand
6 selection other people
EN7LT-III-f-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN7RC-III-g-9: EN7LC-III-g-7.1: EN7VC-III-g-14: EN7V-III-g- EN7LT-III-g-5: EN7WC-III-g- EN7OL-III-g- EN7G-III-g-3:
Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.14: Compose a 3.4.1: Express Use direct and
intentions for speaking and material viewed words or as a tool to assert travelogue ideas and opinions reported speech
writing addressed, and the expressions with one’s unique based on text appropriately in
EN7RC-III-g- stand of the part-whole identity and to listened to varied contexts
2.13: Distinguish speaker based on (partitive) relations better understand
7 fact from opinion, explicit statements other people
fantasy from reality made EN7LT-III-g-2.3:
in the text Draw similarities
and differences of
the featured
to the theme
EN7RC-III-h- EN7LC-III-h-7.1: EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Distinguish Identify the persons Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise Use the past and
fact from opinion, speaking and material viewed words or as a tool to assert personal letter to a sensible, past perfect tenses
fantasy from reality addressed, and the expressions with one’s unique friend, relative, and challenging thought correctly in varied
in the text stand of the part-whole identity and to other people provoking contexts
speaker based on (partitive) relations better understand questions in public
8 explicit statements other people forums/panel
made EN7LT-III-h-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use
9
2.1.7:Curriculum
K to 12 English React to Guide Formulate
May 2016 Make a stand on the 13.11.2: Identify Discover literature 2.2.15: Compose a 1.3.1: Raise thePage
past161
and of
past
247
Comprehension
assertions made by predictions about material viewed words or as a tool to assert personal letter to a sensible, perfect tenses
the author in the the contents of the expressions with one’s unique friend, relative, and challenging thought correctly in varied
text text part-whole identity and to other people provoking contexts
(partitive) relations better understand questions in public
other people forums/panel
EN7LT-III-i-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Literature
Comprehension
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based contextual cues in Philippine literature informative texts the appropriate oral prepositions when
1 expository, text listened to on a material understanding the need to work EN7WC-IV-a- language, stance giving
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when instructions
recount, persuasive) Determine the and expressions responsibly in features of personal giving information,
intentions of today’s global essays instructions, making
K to 12 English Curriculum Guide May 2016by
speakers village explanations, and
Page 162 of 247
RC LC VC V WC F G
LT
Literature
Comprehension
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to on a material in understanding the need to work a capsule information, giving
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and instructions
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article varied oral
2 follow instructions speakers by village. communication
and directions focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use
Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented the need to work chosen subject and personal making
listened to and their information (print in analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IV- responsibly in organizer appropriate verbal
3 the speakers c-23.1: today’s global and non-verbal cues
Supply other village
words EN7LT-IV-c-
or expressions that 2.2.1: Express
complete an appreciation for
analogy 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:Curriculum
K to 12 English DistinguishGuide Sequence
May 2016 a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs
Pagewhen
163giving
of 247
RC LC VC V WC F G
LT
Literature
Comprehension
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 the need to work chosen subject and personal making
statements text listened to information (print in analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV- responsibly in topic outline appropriate verbal
d-23.1: today’s global and non-verbal cues
Supply other village.
words EN7LT-IV-d-
or expressions that 2.2.2: Explain the
complete an literary devices used
analogy
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate multi- information and
information mentioned in the other sources of identified the need to work of a person media resources making
text listened to information (print homonymous or cooperatively and interviewed when orally giving explanations
and radio) polysemous words responsibly in information,
5 or expressions today’s global instructions, making
village explanations and
EN7LT-IV-e- narrating events in
2.2.3: Determine personal or factual
tone, mood, recounts
technique, and
purpose of the
author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps in a Make simple Express one’s the various Discover through 2.8.6.1: Compose aUse correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IV-f-6.2:
6 in the text listened polysemous words responsibly in information, Formulate who,
to or expressions today’s global instructions, making what, when,
village explanations and where, why, and
narrating events in how
personal or factual questions
recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g-3.10: EN7G-IV-g-6.2:
10.4: Cite evidence Determine the Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
to support a general worth of ideas beliefs/convictions expressions used in Philippine literature biographical sketch appropriate multi- what, when,
7 statement mentioned in the based on a material a selection that the need to work based on a personal media resources where, why, and
text listened to viewed show varying cooperatively and interview and when orally giving how questions
shades of meaning responsibly in background information,
EN7RC-IV-g-
K to 12 English Curriculum Guide May 2016 (gradients) today’s global research instructions, making Page 164 of 247
3.1.13: Make a village *These materials are in textbooksexplanations and delivered to schools.
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. that have been
RC LC VC V WC F G
LT
Literature
Comprehension
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities personal or
and differences of factual recounts
the featured
to the theme
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
into an outline entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
8 punch lines village explanations and
EN7LT-IV-h-3: narrating events in
Explain how a personal and factual
selection may be recounts
influenced by
culture, history,
environment,
orother factors
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: EN7G-IV-i-6.1:
Narrate events Express Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
punch lines village explanations and
9 narrating events in
EN7LT-IV-0-7: personal and factual
Explain the recounts
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task

LEARNING COMPETENCY
LEARNING MATERIALS
1Q
1. BEAM ENG7 Module 3 – Using Gambits.
Use the appropriate reading style (scanning, skimming, 2. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
speed reading, intensive reading, etc.) for one’s purpose 3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.

2. BEAM ENG7 Module 15 – Gathering Information.
Scan for specific information EN7RC-I-a-1.5.2
3. *English Arts I. 2000. pp 11, 12.
4. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 2. *English Arts I. 2000. pp 31.
3. *English Expressways II. 2007. pp 56, 216.
EN7RC-I-c-7.1 1. BEAM ENG7 Module 1 – Asking and Answering Questions.
Read intensively to find answers to specific questions
EN7RC-I-d-7.1 2. *English Expressways II. 2007. pp 216-217.
Use non-linear visuals as comprehensive aids in content 1. *English Expressways II. 2007. pp 150-151, 227-229, 247.
EN7RC-I-e-2.15
texts
1. BEAM ENG 7 Module 10 - Information in Non-textual
Transcode orally and in writing the information presented Format. 2. *English Arts I. 2000. pp 175, 176, 177, 179.
EN7RC -I-e-1.2
in diagrams, charts, table, graphs, etc. 3. *New Horizons in Learning English I. 1999. pp 55-56.
4. *English Expressways II. 2007. pp 102-103, 128, 134-
135, 242, 262-263.
1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
Transcode orally and in writing the information presented
in diagrams, charts, table, graphs, etc. EN7RC -I-f-1.2
3. *English for You and Me 6 (Reading). 2011. pp 161, 186. 4.
*English Arts I. 2000. pp 171, 172, 173, 174, 178.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
Give the meaning of given signs and symbols (road signs, EN7RC -I-g-1.2
prohibited signs, etc.) EN7RC -I-h-1.2
3. *English Arts I. 2000. pp 150, 151.
1. BEAM ENG 7 Module 4 – Expressing Instructions and
Follow directions using a map EN7RC-I-i-14:
Directions. 1. *English Arts I.2000. pp 190, 191, 192.
2Q
Use appropriate mechanisms/tools in the library for 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
locating resources EN7RC-II-a-1 2. BEAM ENG7 Module 15 – Gathering Information.
Use the card catalog, the online public access catalog, or 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
electronic search engine to locate specific resources 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-a-1.5.3 3. *English for All Times 6. 1999. pp 85-87.
K to 12 English Curriculum Guide May 2016 5. *English Arts I. 2000. pp 13. Page 166 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
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.
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-
3. *English Arts I. 2000. pp 259, 260.
2.1 EN7RC-II-
4. *English Expressways II. 2007. pp 74-77.
i-2.1
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 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text EN7RC-III-b-
8.1
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-d-
8.2
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8
EN7RC-III-f-
3. *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
2.8
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.
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- 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
2.13 4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1. BEAM ENG 7 – Assertions and Observations.
React to assertions made by the author in the text EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
4Q
Classify text types (narrative, expository, explanation, EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
recount, persuasive)
Use appropriate reading strategies for various text types EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
Give and follow instructions and directions EN7RC-IV-b-10.1 1. *English Arts I. 2000. pp 47, 48.
Make generalizations from different text types 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7RC-IV-c-2.12
2. *English Expressways II. 2007. pp 68-71, 190-195.
Distinguish between general and specific statements EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
Sequence/reorganize ideas or
K to 12 English Curriculum information
Guide May 2016 EN7RC-IV-e-2.10 1. *English Arts I. 2000. pp 47, 101, 102. Page 167 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.EN7RC-IV-i-10.5 *These materials are in textbooks that have been delivered to schools.
Make a stand EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
LEARNING COMPETENCY
LEARNING MATERIALS
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.
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
speech
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-a-5.2
meaning
Listen for important points signalled by volume, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.1
projection, pitch, stress, intonation, juncture, and rate of
speech
Note the changes in volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.2
intonation, juncture, and rate of speech that affect
meaning
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-d-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
speech
4. *English Arts I. 2000. pp 10, 11.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-d-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
meaning
4. *English Arts I. 2000. pp 10, 11.
Listen for important points signalled by volume,
EN7LC-I-e-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
speech
*English Arts I. 2000. pp. 10, 11, 238, 239.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-e-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
meaning
4. *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
LEARNING COMPETENCY
LEARNING MATERIALS
meaning
Listen for important points signaled by volume, projection, EN7LC-I-g-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Note the changes in volume, projection, pitch, stress, EN7LC-I-g-5.2
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.
Note the changes in volume, projection, pitch, stress, EN7LC-I-h-5.2 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-i-5.2
meaning
2Q
Use listening strategies based on purpose, familiarity with 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN7LC-II-a-6
the topic and levels of difficulty of short texts listened to
Extract information from the text listened to EN7LC-II-a-6.1 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104.
EN7LC-II-b-3.3
Note specific details/elements of the text listened to EN7LC-II-c-2.1/3.1 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
EN7LC-II-d- 2. *English Expressways II. 2007. pp 78-79.
2.1/3.1
Recognize signals/ cues to determine the order of ideas/ 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
events 2. *English Expressways II. 2007. pp 98.
Determine the tone and mood of the speaker or 1. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN7LC-II-f-2.13
characters in the narrative listened to
Infer the purpose of the text listened to EN7LC-II-g-2.8.3 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
Make predictions about the contents of the texts listened 1. BEAM ENG 7 Module 1 – Life's Values.
to EN7LC-II-h-2.5 2. *English for All Times 6. 1999. pp 113.
3. *English Expressways II. 2007. pp 99, 140-141.
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
to
3Q
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
to
Determine the order of ideas as signalled by cues 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-III-d-3.18
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
K to 12 English speaking
Curriculum and May
Guide addressed,
2016 and the EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270. Page 169 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
stand of the speaker based on explicit statements made EN7LC-III-h-7.1
Formulate predictions about the contents of the text EN7LC-III-i-2.5
4Q
Process information mentioned in the text listened to EN7LC-IV-a-8 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN7LC-IV-b-
8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 EN7LC- 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues IV-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
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3
2. BEAM ENG 7 - Appreciation of Various Literary Types. 3.
jokes, fables, myths, tales) by recognizing the punch lines EN7LC-IV-i-8.3
*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-
unfamiliar words or expressions from the material viewed
8
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.
EN7VC-II-a-1/2
events 2. *English Arts I. 2000. pp 101.
Narrate events chronologically/ Arrange ideas logically 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
EN7VC-II-c-11
based on a material viewed
Narrate events chronologically/ Arrange ideas logically EN7VC-II-d-11 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
based on a material viewed EN7VC-II-e-
11
3Q
EN7VC-III-a-13 1. *English Expressways II. 2007. pp 78-79, 109-110.
Determine the key message conveyed in the material EN7VC-III-b-
viewed 13 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
K to 12 English Curriculum Guide May 2016 EN7VC-III-g- 3. *English Arts I. 2000. pp 237, 238. Page 170 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.14 EN7VC-III- *These materials are in textbooks that have been delivered to schools.
h-14
LEARNING COMPETENCY
LEARNING MATERIALS
EN7VC-III-i-14
4Q
Differentiate reality from fantasy based on a material EN7VC-IV-a-6.1 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
viewed EN7VC-IV-b- 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
6.1 4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1Q
Use appropriate idiomatic expressions in a variety of basic EN7V-I-c-10.2
2. *English Arts I. 2000. pp 148, 149.
interpersonal communicative situations EN7V-I-d-10.2
Select an appropriate colloquial or idiomatic word or EN7V-I-e-22.2 1. *English for All Times 6. 1999. pp 228-229.
expression as a substitute for another word or expression EN7V-I-f-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 (simile 1. *English for All Times 6. 1999. pp 144.
metaphor, personification) 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN7V-II-c-10.1.2
3. *English Arts I. 2000. 43, 245.
Identify figures of speech that show comparison (simile
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
3. *English Arts I. 2000. 43, 245.
Identify figures of speech that show comparison (simile
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
1. *English Arts I. 2000. 43, 245.
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-f-10.1.3
oxymoron, paradox)
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-i-10.1.3
oxymoron, paradox)
3Q
Categorize words or expressions according to shades of 1. *English Expressways II. 2007. pp 179-180.
EN7V-III-a-13.11
meaning
Identify collocations used in a selection EN7V-III-a-13.11.1 1. *English Arts I. 2000. pp 258, 259.
EN7V-III-b-
13.11.1 EN7V-III-
c-13.11.1
Determine words or expressions with genus-species EN7V-III-d-13.8 1. *English Expressways II. 2007. pp 180.
(hyponymous)
K to 12 Englishrelations in aGuide
Curriculum selection
May 2016 EN7V-III-e- Page 171 of 247
13.8
LEARNING COMPETENCY
LEARNING MATERIALS
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 1. *English Arts I. 2000. pp 189.
EN7V-IV-i-23.2
LT – Literary
1Q
Describe the different literary genres during the pre- 1. *English Arts I. 2000. pp 2, 3, 5, 6.
EN7LT-I-a-2
colonial period
Identify the distinguishing features of proverbs, myths, 1. *English Arts I. 2000. pp 90, 91, 92.
EN7LT-I-a-2.1
and legends
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-I-c-2.2.1
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
Express appreciation for sensory images used EN7LT-II-d-2.2.1
Explain the literary devices used EN7LT-II-0-2.2.2
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.
EN7LT-II-f-2.2.3
author
3Q
EN7LT-III-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Explain literary devices used
EN7LT-III-e- 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
2.2.2
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
EN7LT-III-f-2.2.3
author
4Q
Express appreciation for sensory images used 1. BEAM ENG7 Module 3 – Using Gambits.
EN7LT-IV-c-2.2.1
Explain the literary devices used EN7LT-IV-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
author
K to 12 English Curriculum Guide May 2016 EN7LT-IV-e-2.2.3 Page 172 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
WC – Writing and Composition
1Q
Distinguish between oral and written language use EN7WC-I-a-4
Recognize the common purposes for writing EN7WC-I-a-4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201, 260-
261.
EN7WC-I-b-4.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
EN7WC-I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs EN7WC-I-i-2.2
2Q
EN7WC-II-d-5.1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify key ideas
EN7WC-II-e- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
5.1
EN7WC-II-f-5.2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details
EN7WC-II-g- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
5.2
EN7WC-II-h-5.3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82.
Simplify ideas
EN7WC-II-i-5.3
3Q
1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 36, 37.
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. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 175.
2.2.13
EN7WC-III-f-2.2.14 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 30-31.
Compose a travelogue
EN7WC-III-g-2.2.14
Compose a personal letter to a friend, relative, and other EN7WC-III-h-2.2.15 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 124, 125, 140, 141.
people EN7WC-III-i-2.2.15 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100.
4Q
1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 147-148.
Compose simple informative texts EN7WC-IV-a-2.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 81-82, 158.
Identify features of personal essays EN7WC-IV-a-2.8.4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 68-70.
Distinguish between and among a capsule biography, 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152, 242.
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
K to 12 English about Guide
Curriculum a chosen
Maysubject
2016 using a one 1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179. Page 173 of 247
step topic outline EN7WC-IV-d-1.1.6
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. 2. *English Arts I. 2000.materials
*These pp 218.English
are infor You and Me
textbooks 6 (Reading).
that have been 2011. pp 85, to
delivered 86.schools.
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 94-95, 283-289.
*English Arts I. 2000. pp 218.Compose a biographical EN7WC-IV-g-2.8.6.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
LEARNING COMPETENCY
LEARNING MATERIALS
sketch based on a personal interview and background EN7WC-IV-h-2.8.6.2
research EN7WC-IV-i-2.8.6.2
F – Oral Language and Fluency
1Q
Observe the correct production of vowel and consonant 1. New Horizons in Learning English I. 1999. pp 4-6, 25-26, 56-58, 82-83, 131-132, 157-
sounds EN7F-I-a-3.11 158,
186-187, 208, 210, 235-238, 261-263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 79-80.
Read words phrases 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 7, 27, 58-59, 83,
EN7F-I-a-3.11.1 131-133, 157-158, 187-188, 210-211, 237-238, 263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 155, 196-197, 245.
Use appropriate prosodic features of speech like pitch, 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11.
stress, juncture, intonation, volume and projection and 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-
EN7F-I-b1.14
rate/speed of speech in differing oral communication 186, 211, 269.
situations
Observe the correct pitch levels (high, medium, low) when 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10.
EN7F-I-b-1.14.2
reading lines of poetry, sample sentences and paragraphs
Use the correct stress (primary, secondary, tertiary and EN7F-I-d-1.14.3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10, 11.
weak) when reading passages EN7F-I-e-1.14.3 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 28-30, 44-45, 185, 269.
Use the rising intonation pattern with Yes-No and tag 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-108.
EN7F-I-f-1.14.4
questions; the rising-falling intonation with information- 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
EN7F-I-g-1.14.4
seeking questions, option questions and with statements 3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-27.
2Q
Use verbal and non verbal cues in conversations EN7F-II-a-4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
Use the correct pitch, juncture, stress, volume and 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-
EN7F-II-h-1.14
projection and rate/speed of speech in conversations and 186, 211, 269.
EN7F-II-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-
interviews, group/panel discussions, forums/fora, debates, EN7F-III-a-1.3 277.
etc.
Employ the appropriate oral language and stance in an 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 151, 152.
EN7F-III-b-3
interview, a panel discussion, in a forum and in a debate
EN7F-III-f-3.4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209, 276-
Express ideas and opinions based on text listened to
EN7F-III-g-3.4.1 277.
G - Grammar Awareness
1Q
EN7G-I-a-11 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 136, 137, 138, 139.
EN7G-I-b- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 106-107.
Observe correct subject-verb agreement
11 EN7G-I-
K to 12 English Curriculum Guide May 2016 c-11 EN7G- Page 174 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. I-d-11 *These materials are in textbooks that have been delivered to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
EN7G-I-e-11
EN7G-I-f-11
EN7G-I-g-
11 EN7G-I-
h-11 EN7G-
I-i-11
2Q
EN7G-II-a-1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 153-156, 171-173, 182-
EN7G-II-b- 185,
1 EN7G-II- 196-197, 208-209, 245.
c-1 EN7G-
Use phrases, clauses, and sentences appropriately and
II-d-1
meaningfully
EN7G-II-e-1
EN7G-II-f-1
EN7G-II-g-
1 EN7G-II-
h-1 EN7G-
II-i-1
3Q
Link sentences using logical connectors that signal EN7G-III-a-1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 73.
chronological and logical sequence and summation EN7G-III-b-
1
Use the passive and active voice meaningfully in varied EN7G-III-c-2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
contexts EN7G-III-d- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 77-78.
2
EN7G-III-e-3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 110-111.
Use direct and reported speech appropriately in varied
EN7G-III-f-3
contexts
EN7G-III-g-
3
1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 91-97,
Use the past and past perfect tenses correctly in varied EN7G-III-h-3
217-226. 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 121, 122, 123, 124.
contexts EN7G-III-i-3
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42.
4Q
EN7G-IV-a-4 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 251.
Use imperatives and prepositions when giving instructions
EN7G-IV-b-
4
EN7G-IV-c-5 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42, 61-63, 76-78.
Use verbs when giving information and making
EN7G-IV-d-
explanations
5 EN7G-IV-
e-5
Formulate who, what, when, where, why, and how EN7G-IV-f-6.2 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 61.
questions EN7G-IV-g-6.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-28.
GRADE 8
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
Comprehension
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers ideas using a an informative speech
1 and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
collocations Identify the organizers
distinguishing
features of
notable African
chants,
poems,
folktales, and
short stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
text type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
2 pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
collocations Identify the sentence outline
distinguishing forms
K to 12 English Curriculum Guide May 2016 features of Page 176 of 247
Comprehension
notable African
chants,
poems,
folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, to determine the idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ic-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
3 theme of a
particular literary
selection
EN8LT-Ic-
1.: Express
appreciation for
sensory images
used
EN8LT-Ic-
2. : Explain
the literary
devices used.
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships composed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
4 collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
K to 12 English Curriculum Guide May 2016 selection
Page 177 of 247
EN8LT-Id-
Comprehension
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers Arrange notes an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of
meaning expressions Explain how the graphic organizers
elements specific
5 to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Ie-
2.2.3:
Determine
tone, mood,
technique, and
purpose of
the author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
6 reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative speech
purpose that affect meaning noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
7 purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers Arrange notes in Use the correct an informative speech
that
K to 12 English Curriculum Guide May affect meaning
2016 genres noting context EN8LT-Ig-2.3: one-step word, stance and
Page 178 of 247
clues Draw similarities phrase, and behavior
Comprehension
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
8 intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative speech
that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9 reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative speech
purpose that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
10 Culminating Task

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
Comprehension
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 delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian topic entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
1 experiences and Employ projective Discern positive examples of each EN8LT-IIa-  general to
background knowledge listening strategies and negative 9.2: particular
with longer messages conveyed Identify the  claim and
stories in a material distinguishing counterclaim
viewed features of  problem-
notable East solution
Asian poems,  cause-
folktales, effect
and  and
short stories others
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2 Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb- introduce a topic  general to
background knowledge thoughts
K to 12 English Curriculum Guide May 2016 and feelings and negative 9.2: particular
Page 180 of 247
expressed in the text
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.messages conveyed Identify*These
the 
materials are in textbooks that have been delivered toand
claim schools.
listened to in a material distinguishing
features of
Comprehension
viewed notable East counterclaim
Asian poems,  problem-
folktales, solution
and short  cause-
stories effect
 and
others
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IIc- and effectively or expressions
EN8RC-IIc-2.1.7: long descriptive and pictures, and situational, and contribute to the 2.2.1: Develop when delivering an suitable to each
React to assertions narrative texts excerpts dramatic types of theme of a related entertainment pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary support speech development:
the text Determine the tone Discern positive examples of each selection sentences  general to
3
and mood of the and negative EN8LT-IIc- particular
speaker or characters messages conveyed 2.2.1: Express  claim and
in the narrative in a material appreciation for counterclaim
listened to viewed sensory images  problem-
used solution
 cause-
effect
 and
others
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals
text strategies suited to based on the title, among verbal, to a genre EN8WC-IId- and effectively or expressions
long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a when delivering an suitable to each
narrative texts excerpts dramatic types of theme of a variety of entertainment pattern of idea
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to speech development:
4 Determine the tone Discern positive examples of each selection formulate a  general to
and mood of the and negative EN8LT-IId- conclusion particular
speaker or characters messages conveyed 2.2.2: Explain  claim and
in the narrative in a material the literary counterclaim
listened to viewed devices used  problem-
solution
 cause-
effect
 and
others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use
K to 12 English
ExplainCurriculum Guide May
visual-verbal 2016 appropriate
Employ Predict the gist of Appreciate Develop Use appropriate Page 181 of 247
appropriate
5
Learning Materials are uploaded listening
at http://lrmds.deped.gov.ph/. Discriminate *These materials are in textbooks that have been delivered to schools.
relationships illustrated skills and the material viewed between literal literature as an paragraphs that non-verbal grammatical signals
in tables, graphs, and strategies suited to based on the title, art form inspired illustrate each text cues when or expressions
delivering
Comprehension
information maps long descriptive and pictures, and and figurative and influenced type (narrative in lines in an suitable to each
found in expository narrative texts excerpts language by nature literature, entertainment pattern of idea
texts EN8LC-IIe-2.17.3: EN8VC-IIe- expository, speech development:
EN8RC-IIe-11: Infer the theme of 17: explanatory, factual  general to
Transcode the text listened to Discern positive and personal particular
information and negative recount,  claim and
from linear to non- messages conveyed persuasive) counterclaim
linear texts and vice- in a material  problem-
versa viewed solution
 cause-
effect
 and
others
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Use appropriate appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that non-verbal grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text cues when or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in delivering lines suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, in an pattern of idea
texts EN8LC-IIf-2.5: EN8VC-IIf-17: litotes) particular literary expository, entertainment development:
6 EN8RC-IIf-11: Formulate predictions Discern positive selection explanatory, factual speech  general to
Transcode information about the contents and negative EN8LT-IIf- and personal particular
from linear to non- messages conveyed 2.2.3: Determine recount,  claim and
of
linear texts and vice- in a material tone, mood, persuasive) counterclaim
versa the listening text. viewed technique, and  problem-
purpose of the solution
author  cause-
effect
 and
others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Explain how the Develop Deliver a self- appropriate
relationships illustrated listening skills and the material viewed figures of speech elements specific paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show to a genre illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis contribute to the type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and theme of a literature, needed speech pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17: litotes) particular literary expository, conventions development:
7 EN8RC-IIg-11: Listen to paraphrase Discern positive selection explanatory, factual EN8OL-IIh-3.13:  general to
Transcode information information/ideas and negative EN8LT-IIg- and personal Maintain the particular
from linear to non- messages conveyed 2.2.3: Determine recount, interest of the  claim and
linear texts and vice- in a material tone, mood, persuasive) audience by counterclaim
versa viewed technique, and delivering punch  problem-
K to 12 English Curriculum Guide May 2016 purpose of the lines effectively Page 182 of 247
solution
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. author *These materials are in textbooks that have been delivered cause- schools.
to
effect
 and
others
Comprehension
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate Predict the gist of 10.1.4: Identify Draw similarities Develop Deliver a self- appropriate
relationships illustrated listening skills and the material viewed figures of speech and differences paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and pictures, and emphasis selections in type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts (hyperbole and relation to the literature, needed speech pattern of idea
texts EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, conventions development:
8 EN8RC-IIh-2.15: Employ projective Discern positive explanatory, factual  general to
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer messages conveyed recount,  claim and
maps stories in a material persuasive) counterclaim
viewed  problem-
solution
 cause-
effect
 and
others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3: EN8G-IIi-9: Use
Explain visual-verbal Employ appropriate Predict the gist of Discriminate Explain how a Develop Deliver a self- appropriate
relationships illustrated listening skills and the material viewed between literal selection may be paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to based on the title, influenced by illustrate each text entertainment or expressions
and figurative
information maps long descriptive and pictures, and culture, history, type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts language environment, or literature, needed speech pattern of idea
texts EN8LC-IIi-7.2: EN8VC-IIi-17: other factors expository, conventions development:
9 EN8RC-IIi-2.15: Employ projective Discern positive explanatory, factual  general to
Organize information in listening strategies and negative and personal particular
tables, graphs, and with longer messages conveyed recount,  claim and
maps stories in a material persuasive) countercla
viewed im
 problem-
solution
 cause-
effect
 and
others
10 Culminating Task

THIRD QUARTER
PROGRAM STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.
Comprehension
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa- EN8RC-IIIa-10:
Recognize propaganda Determine the target Explain the Identify the Organize 3.11: Use the Share ideas using
techniques used in a audience of a 3.4/4.4/5.4: meaning of a notable literary information about a correct sounds of opinion-marking
given text listening text and the Determine the word through genres chosen subject English during signals
objective/s of the target audience of structural analysis contributed by using a graphic speech delivery EN8G-IIIa-
speaker a material viewed (prefixes, roots, Southeast Asian organizer 3.6: Use
suffixes) writers modals
EN8LT-IIIa- appropriately
1 11.1: Identify
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance Explain the Identify the 1.1.6: Transcode Observe the use of
Share ideas using
techniques used in a and worth of ideas 3.4/4.4/5.4: meaning of a notable literary information from a correct stress,
opinion-marking
2
given text presented in the text Determine the word through genres graphic organizer pitch, and juncture
signals
listened to target audience of structural analysis contributed by to a topic or when delivering a
EN8G-IIIb-3.6:
a material viewed (prefixes, roots, Southeast Asian sentence outline persuasive speech
Use
K to 12 English Curriculum Guide May 2016 modals
Page 184 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. appropriately
Comprehension
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. : 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:
difficulty of the (prefixes, roots, to the theme of a secondary sources persuasive speech Use
3 listening text suffixes) particular literary appropriate
selection documentation
EN8LT-IIIc- EN8G-IIIc-3.6: Use
1.: Express modals appropriately
appreciation for
sensory images
used
EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how 2.2.16: Compose Observe the use of appropriate
strategies to process and worth of ideas issue and stand strategies for the elements an informative correct stress, documentation
information in a text presented in the text presented in the unlocking specific to a essay pitch, and juncture EN8G-IIId-
listened to material viewed unfamiliar words genre contribute when delivering a 3.6: Use
4 to the theme of a persuasive speech modals
particular literary appropriately
selection
EN8LT-IIId-
2.2.4: Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for 1.14: Use modals appropriately
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
K to 12 English Curriculum Guide Mayin2016
the text listened to material viewed shared heritage acknowledging persuasive
Page 185purposes
of 247
Comprehension
of people with citations made in
diverse an informative
backgrounds essay
EN8SS-IIIe-
1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use
Evaluate the details Distinguish facts from Judge the Arrive at meanings 2.2: Explain how Show respect for Deliver a self- modals appropriately
that support assertions opinion cited in the relevance and through context the elements intellectual property composed EN8G-IIIf-12: Use
in a text text listened to worth of ideas clues specific to a rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of a citations made in
6 particular literary an informative
selection essay.
EN8LT-IIIf- EN8SS-IIIf-
2.2.5: Determine 1.6.3:
key ideas, tone, Acknowledge
and purposes of sources by creating
the author a bibliography.
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg- EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for 1.14: Use Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual property appropriate opinion-marking
author suited to the topic, worth of ideas expressions used specific to a rights by persuasive devices signals
purpose, and level of presented in the in propaganda genre contribute acknowledging EN8G-IIIg-
difficulty of the material viewed techniques to the theme of a citations made in 3.6: Use
7 listening text particular literary an informative modals
selection essay appropriately.
EN8LT-IIIg- EN8SS-IIIg- EN8G-IIIg-
2.2.5: Determine 1.6.4: Use 12: Use
key ideas, tone, conventions in emphasis markers for
and purposes of citing sources persuasive purposes
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3:
EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a self-
Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property composed opinion-marking
8 author economic issues worth of ideas expressions used differences of the rights by persuasive speech
signals
discussed in the text presented in the in propaganda featured acknowledging EN8G-IIIh-
listened to material viewed techniques selections citations made in 3.6: Use
an informative modals
K to 12 English Curriculum Guide May 2016 essay appropriately
Page 186 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. EN8G-IIIh-
12: Use
emphasis
markers for
Comprehension
EN8SS-IIIh- persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC-IIIi- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the Use appropriate Explain how a 2.2.16: Compose Use appropriate Share ideas using
strategies to process social, moral, and relevance and strategies for selection is an informative verbal and non- opinion-marking
information in a text economic issues worth of ideas unlocking influenced by essay verbal cues when signals
discussed in the text presented in the unfamiliar words culture, history, delivering a EN8G-IIIi-11:
9 listened to material viewed environment persuasive speech Use
appropriate
documentation
EN8G-IIIi-3.6: Use
modals appropriately
EN8G-IIIi-12: Use
emphasis markers for
persuasive purposes
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
Comprehension
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 journalistic writing sounds of appropriate logical
K to 12 English Curriculum Guide May 2016 by English Page 187 of 247
Comprehension
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
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- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
2 the distinguishing declamation or in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/ decoding the contributed by journalistic writing sounds of English writing
used by the writer convictions meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
3 with those Asian writers opinion article, manuscript or appropriate modifiers
presented in a EN8LT-IVc- feature article, and memorized speech
material viewed 13.1: Identify sports news article) in an oration, in a
the distinguishing declamation or in a
K to 12 English Curriculum Guide May 2016 epics, myths, Page 188 of 247
Comprehension
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11: EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
instructions, and worth of ideas elements that make strategies in literary genres among types of production of the speech in journalistic
directions, notices, presented in the text up reality and decoding the contributed by journalistic writing sounds of English writing
rules and regulations listened to fantasy based on a meaning of words South and West (news report, when delivering a EN8G-IVd-3: Use
material viewed Asian writers opinion article, manuscript or past and past perfect
EN8LT-IVd- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news article) in an oration, in a writing
4 the distinguishing declamation or in a
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5: EN8G-IVe-14: Use
text type knowledge Summarize Raise questions Use various Appreciate Compose Use the appropriate direct and reported
(narrative in information from the about a particular strategies in literature as an journalistic texts prosodic features speech in journalistic
literature, text listened to. aspect of a material decoding the expression of of speech like writing
5 instructions, viewed meaning of words philosophical and pitch, stress, EN8G-IVe-3: Use
explanation, factual religious ideals juncture, volume, past and past perfect
and personal recount, and projection, tenses in journalistic
persuasive, intonation and writing
expository) to process speech rate EN8G-IVe-15: Use
information in a text appropriate modifiers
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: Use EN8G-IVf-13: Use
Distinguish between Process speech Compare and Use various Explain how the Use primary and the appropriate active and passive
general and specific delivered by making contrast one’s strategies in elements specific secondary sources prosodic features of constructions in
statements inferences from what beliefs/ decoding the to a genre to develop a topic speech like pitch, journalistic contexts
6 has been listened to convictions meaning of words contribute to the for journalistic stress, juncture, EN8G-IVf-16:
with those theme of a writing volume, and Use
presented in a particular literary projection, appropriate logical
material viewed selection intonation and connectors for
EN8LT-IVf- speech rate emphasis
K to 12 English Curriculum Guide May 2016 2.2.1: Express Page 189 of 247
Comprehension
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 and worth of ideas elements that make strategies in Explain how intellectual property manuscript/memori speech in journalistic
information presented in the text up reality and decoding the the rights by zed oral speech writing
listened to fantasy based on a meaning of words elements specific acknowledging with ease and EN8G-IVg-15: Use
material viewed to a genre sources of fluency before an appropriate modifiers
contribute to the information in audience EN8G-IVg-16: Use
7 theme of a journalistic writing appropriate logical
particular literary connectors for
selection emphasis
EN8LT-IVg-
2.2.5:
Determine key
ideas, tone, and
purposes of the
author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective non- active and passive
from a set of details delivered by making about a particular strategies in similarities and conventions to verbal constructions in
inferences from what aspect of a material decoding the differences of the indicate communication journalistic contexts
has been listened to viewed meaning of words featured acknowledgement strategies: gestures EN8G-IVh-14: Use
8 selections of sources and body direct and reported
EN8LT-IVh-3: movements and speech in journalistic
Explain how a eye contact, etc. writing
selection is
influenced by
culture, history,
environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15: EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5:
EN8G-IVi-13: Use
Synthesize essential Summarize Compare and Use various Appreciate Compose Deliver a active and passive
information found in information from the contrast one’s strategies in literature as an journalistic texts manuscript/memori
constructions in
9 a given text text listened to beliefs/ decoding the expression of zed oral speech
journalistic contexts
convictions meaning of words philosophical and with ease and
EN8G-IVi-14:
with those religious ideals fluency before an
Use
K to 12 English Curriculum Guide May 2016 presented in a audience direct and190reported
Page of 247
material viewed
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. speech in journalistic
writing
Comprehension
EN8G-IVi-3: Use
past and past perfect
tenses in journalistic
writing
EN8G-IVi-15: Use
appropriate modifiers
EN8G-IVi-16: Use
appropriate logical
connectors for
emphasis
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
EN8RC-Ib-
3. *English Expressways III. 2007. pp 238-239.
7.2
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1 2. *New Horizons in Learning English I. 1999. pp 29-34.
EN8RC-Id- 3. *English Expressways II. 2007. pp 56, 216.
1.5.1 4. *English Expressways III. 2007. pp 44-45, 113.
Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose EN8RC-If-
7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 1. *English Expressways II. 2007. pp 216-217.
EN8RC-Ih- 2. *English Expressways III. 2007. pp 9-11, 206-207.
7.1
Use the appropriate reading style (scanning, skimming, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8RC-Ii-7
speed reading, intensive reading etc.) for one’s purpose 1. *English Expressways III. 2007. pp 286-287.
2Q
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear
K to 12 English Curriculum Guide May 2016 EN8RC-IIe-1.2 Page 191 of 247
graphs, and information maps found in expository texts Text. 2. *English Arts I. 2000. pp 174, 175, 178.
LEARNING COMPETENCY
LEARNING MATERIALS
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 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts EN8RC-IIi-1.2
Organize information in tables, graphs, and maps 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking. 3.
EN8RC-IIh-2.15 *English Arts I. 2000. pp 171-179, 182, 183.
EN8RC-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- 2. *English Arts III. 2000. pp 156-158.
12.1
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 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text EN8RC-IIIi-12
React to what is asserted or expressed in a text 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN8RC-IIIe-2.1.7
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.
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
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.
EN8LC-Ia-5.1
pitch, stress, intonation, juncture, and rate of speech 2. *English Expressways III. 2007. pp 38.
Listen for important points signaled by volume, projection, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech 2. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1
3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
4. *English Expressways III. 2007. pp 106-107, 120-121.
Listen for important points signaled by volume, projection, 1. BEAM ENG 8 Module 1 – Noting Cultural
pitch, stress, intonation, juncture, and rate of speech Differences. 2. *English Arts I. 2000. pp 31, 32, 238,
EN8LC-Ic-5.1 239.
3. *New Horizons in Learning English I. 1999. pp
105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-
65, 184-186, 211.
5. *English Expressways III. 2007. pp 105-107,
120-121.
Listen for important points signaled by volume, 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. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2 2. *English Arts I. 2000. pp 10, 11.
meaning 3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress, 1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural
intonation, juncture, and rate of speech that affect Differences. 2. *English Arts I. 2000. pp. 31, 32, 238,
EN8LC-Ih-5.2
meaning 239.
3. *New Horizons in Learning English I. 1999. pp 105-
108.
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning
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.
LEARNING COMPETENCY
LEARNING MATERIALS
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 1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to EN8LC-IId- 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
2.13
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1. *English Expressways II. 2007. pp 12, 98, 140.
Formulate predictions about the contents of the listening 1. BEAM ENG8 Module 6 – Making Outlines.
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-
3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
8.2
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.
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- 2. *English Expressways III. 2007. pp 128-131, 288-289.
8.2
Summarize information from the text listened to. EN8LC-IVe-3.14 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN8LC-IVi-3.14
Process speech delivered by making inferences from what EN8LC-IVf-10 1. *English Expressways II. 2007. pp 12, 98, 140.
has been listened to EN8LC-IVh- 2. *English Expressways III. 2007. pp 288-289, 327-329.
10
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
EN8VC-Ib-8
K to 12 English Curriculum Guide May 2016 EN8VC-Ic-8 Page 194 of 247
2Q
LEARNING COMPETENCY
LEARNING MATERIALS
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 1. *English Arts I. 2000. pp 258, 259.
context clues and collocations EN8V-Id- 2. *English Expressways III. 2007. pp 207, 305.
10.2
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 1. *English Expressways II. 2007. pp 153, 166, 191-195.
EN8V-IIi-
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.
Explain
K to 12 the meaning
English of a word
Curriculum through
Guide structural analysis
May 2016 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248. Page 195 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.EN8V-IIIb-15.3
(prefixes, roots, suffixes) 2. *English Arts III. 2000.
*These pp 113. are in textbooks that have been delivered to schools.
materials
LEARNING COMPETENCY
LEARNING MATERIALS
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
3. *English Expressways II. 2007. pp 179-180.
EN8V-IIIi-25
4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
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-IIIf-
4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
12.3
5. *English Expressways III. 2007. pp 45-47, 172, 350.
Analyze intention of words or expressions used in EN8V-IIIg-26 1. *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-
26
Use appropriate strategies for unlocking unfamiliar words EN8V-IIIi-25 1. *English Expressways III. 2007. pp 157, 287.
4Q
Use various strategies in decoding the meaning of words EN8V-IVa-15 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb- 2. *English Expressways II. 2007. pp 179-180.
15 EN8V- 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
IVc-15
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
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.
author Attitudes.
EN8LT-Ie-2.2.3
2. *English Arts I. 2000. pp 7, 8, 9, 218.
Explain
K to 12 how a selection
English mayGuide
Curriculum be influenced
May 2016by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3 Page 196 of 247
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.
LEARNING COMPETENCY
LEARNING MATERIALS
author EN8LT-IIf-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.
author Attitudes.
EN8LT-IIg-2.2.3
2. *English Arts I. 2000. pp 7, 8, 9, 218.
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.
Attitudes.
EN8LT-IIIg-2.2.5
2. *English Arts I. 2000. pp 7, 8, 9, 218.
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.
EN8LT-IVg-2.2.5 Attitudes.
WC- Writing and Composition
1Q
Present ideas using a variety of graphic organizers 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-
EN8WC-Ia-1.1.6.1
270.
2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
Organize ideas in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence 1. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
Arrange notes using a variety of graphic organizers EN8WC-Ie-6.1 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-
EN8WC-If- 270.
K to 12 English Curriculum Guide May 2016 6.1 2. *English Expressways II. 2007. pp 14-18, 150-152, 242. Page 197 of 247
LEARNING COMPETENCY
LEARNING MATERIALS
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. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
2.8 EN8WC- 3. *English Arts III. 2000. pp 36-37, 99, 197.
IIc-2.8 4. *English Expressways III. 2007. pp 17-18, 63-65.
EN8WC-IId-2.8
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.
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2
(narrative in literature, expository, explanatory, factual EN8WC-IIi-2.2
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
Learning Materials areofuploaded
journalisticatwriting (news EN8WC-IVb-3.4.2
http://lrmds.deped.gov.ph/. 1. *English Expressways
*These II. 2007.
materials are inpptextbooks
81-82, 158.
that have been delivered to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
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- 2. *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
3.11 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
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 1. *English Arts III. 2000. pp 33-34.
EN8F-IIIh-
3
G- Grammar Awareness
1Q
Use parallel structures EN8G-Ia-7 1. *English Expressways II. 2007. pp 208-210.
EN8G-Ib-
7 EN8G-
Ic-7
EN8G-Id-7
EN8G-Ie-
7 EN8G-
If-7
EN8G-Ig-7
EN8G-Ih-
7 EN8G-
Ii-7
Use
K to appropriate cohesive devices
12 English Curriculum Guide in composing
May 2016 an EN8G-Ia-8 1. *English Expressways II. 2007. pp 212-213, 271. Page 199 of 247
informative speech
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. EN8G-Ib- 2. *English Expressways III. 2007.are
*These materials pp 280.
in textbooks that have been delivered to schools.
8 EN8G-
Ic-8
EN8G-Id-8
LEARNING COMPETENCY
LEARNING MATERIALS
EN8G-If-8
EN8G-Ig-
8 EN8G-
Ih-8
EN8G-Ii-8
2Q
Use appropriate grammatical signals or expressions 1. *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development:
 general to particular
EN8G-IIg-9
 claim and counterclaim
EN8G-IIh-
 problem-solution 9
 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- 2. *English Expressways II. 2007. pp 256-258.
3.6 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.
K to 12 English Curriculum Guide May 2016 EN8G-IVf-16 Page 200 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. EN8G-IVg- *These materials are in textbooks that have been delivered to schools.
16 EN8G-
IVi-16
Use active and passive constructions in journalistic EN8G-IVb-13 1. *English Expressways II. 2007. pp 77-78.
LEARNING COMPETENCY
LEARNING MATERIALS
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- 2. *English Arts III. 2000. pp 66-68.
3 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

GRADE 9
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Literature
Comprehension
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 word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, (sounds of English) writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and and the EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: literary writing. suprasegmentals or Use appropriate
1 following instructions Identify the prosodic features of punctuation marks
distinguishing speech when and capitalization to
features of delivering lines of convey meaning
notable Anglo- poetry and prose in EN9G-Ia-18: Use
American lyric a speech choir, jazz interjections to
poetry, songs, chants and raps. convey meaning
poems, sermons,
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the among informative, of English) and the writing
2 material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib- literary writing prosodic features Use appropriate
14.2: of speech when punctuation marks
Explain how delivering lines of and capitalization to
the poetry and prose in convey meaning
K to 12 English Curriculum Guide May 2016 elements specific Page 202 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. to a selection
RC LC VC V WC F G
LT
Literature
Comprehension
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 word order in creative
connectors to intentions in the names of persons enhancing the among informative, (sounds of English) writing
determine patterns of material viewed and places self journalistic, and and the EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing suprasegmentals or Use appropriate
given in a text Explain how the prosodic features of punctuation marks
3 elements specific speech when and capitalization to
to a genre delivering lines of convey meaning
contribute to the poetry and prose in EN9G-Ic-18: Use
theme of a a speech choir, jazz interjections to
particular literary chants and raps convey meaning.
selection EN9F-Ic-3.1:
Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
signals or connectors with the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
to determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
4 Accept or reject ideas EN9LT-Id- volume and Use appropriate
mentioned 2.2.1: Express projection when punctuation marks
appreciation for delivering lines of and capitalization to
sensory images poetry and prose in convey meaning
used dramatic and EN9G-Id-18: Use
conventional interjections to
speech choirs convey meaning.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: 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:
K to 12 English Curriculum Guide May 2016 blending, EN9LT-Ie- volume and Use appropriate
Page 203 of 247
acronymy, 2.2.2: Explain projection when punctuation marks
RC LC VC V WC F G
LT
Literature
Comprehension
compounding, folk the literary delivering lines of and capitalization to
etymology, etc.) devices used poetry and prose in convey meaning
dramatic and EN9G-Ie-18: Use
conventional interjections to
speech 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 creative
author’s purpose. presented worth of ideas word formation discovering the face, and body) writing
presented in the (clipping, self EN9G-If-1.6/1.7:
6 material viewed blending, EN9LT-If- Use appropriate
acronymy, 2.2.3: Determine punctuation marks
compounding, folk tone, mood, and capitalization to
etymology, etc.) technique, and convey meaning
purpose of EN9G-If-18: Use
the author. interjections to
convey meaning
EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw 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 between generalizations and Assess the Note types of Analyze literature Identify types and Use the appropriate normal and inverted
the present text and conclusions from the relevance and context clue as a means of features of poetry. gestures (hand, word order in creative
previously read texts material listened to worth of ideas (restatement, discovering the face, and writing
presented in the definition, self body) EN9G-Ig-1.6/1.7:
7 material viewed synonyms, EN9LT-Ig- Use appropriate
antonyms) used 2.2.3: Determine punctuation marks
for a given word tone, mood, and capitalization to
or expression. technique, and convey meaning.
purpose of the EN9G-I-0-18: Use
author interjections to
convey meaning
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: 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 Use appropriate
8 antonyms) used Draw similarities presentations. 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
Literature
Comprehension
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize 1.5/2.5: Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, sub- information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
titles, 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:
9 synonyms, EN9LT-Ii-3: choir presentations Use appropriate
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression influenced by convey meaning
culture, history, EN9G-Ii-18: Use
environment, or interjections to
other factors convey meaning
10 Culminating Task
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
RC LC VC V WC F G
LT
Literature
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-IIa-
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied 19: Use
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and non- adverbs in
presented in different based on topic, these lead to the communicative other people and poetry and in verbal strategies narration.
texts. purpose, and level of ending of a material. styles for various their various prose. to create
difficulty of the situations circumstances in impact on the
audience
RC LC VC V WC F G
LT
Literature
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media information from information contained appropriate a means of valuing features present in verbal and non- adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and verbal strategies narration.
poetry and in
pamphlets, periodicals, persuasive texts. styles for various their various to create impact
and audio-video EN9LC-IIb-2.8: situations circumstances in prose. on the audience
recordings. Make inferences from (intimate, casual, life. while delivering
what was said. conversational, lines in a Readers
consultative, EN9LT-II-0- Theatre or in a
frozen). 14.2: Chamber Theatre.
Explain how the
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
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 3.11.1: Use the
Distinguish the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing correct production
features present in adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and of English narration.
poetry and in
K to 12 English Curriculum Guide May 2016 sounds: Page 206 of 247
RC LC VC V WC F G
LT
Literature
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative,
frozen). EN9LT-IId-
2.2.1:
Express appreciation
for sensory images
used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the 20: Use
various print media text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments
and audio-video situations circumstances in delivering lines in
recordings. (intimate, casual, life. a Readers Theatre
conversational, EN9LT-IIe-2.2.2: or in a Chamber
consultative, Explain the literary Theatre.
frozen). devices used.
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-IIf-
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the 20: Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features in expressing
of a communicative their various 9.2: Identify of speech when arguments.
style. circumstances in types and delivering lines in
life. features of a Readers Theatre
EN9LT-IIf-2.2.3: short prose. or in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.
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 of a communicative their various 9.2: Identify communication to arguments.
charts, etc viewed. 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
K to 12 English Curriculum Guide May 2016 author. Page 207 of 247
RC LC VC V WC F G
LT
Literature
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
their corresponding and feeling levels and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
write-ups. of utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
style. circumstances in literary devices delivering lines in
life. and a Readers Theatre
EN9LT-IIh-2.3: techniques to or in a Chamber
Draw similarities and craft short Theatre.
differences of the prose forms.
featured selections
in relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate 20: Use
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals
(outlining, graphic, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when in expressing
representations, etc.) material viewed. of a communicative their various 9.3: Use delivering lines in arguments.
style. circumstances in literary devices a Readers Theatre
life. and or in a Chamber
EN9LT-IIi-3: techniques to Theatre.
Explain how a craft short
selection may be prose forms.
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task

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

Analyze a one-act Reflect on the ideas 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals.
play of the speaker the message the technical as a means of literary writing sounds correctly
EN9LT-IIIb- conveyed in a vocabulary for connecting to the EN9WC-IIIb- and effectively
20.1: material viewed drama and theatre world 9.4: when delivering
2 Explain how the (like stage EN9LT-IIIb- Identify types and lines in a one-act
elements specific to a directions) 16.1: Identify features of a play play.
one-act play the distinguishing synopsis.
contribute to the features of
development of its Anglo-American
theme one-act plays
RC LC VC V WC F G
LT
Literature
Comprehension
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play. information listened the message the technical as a means of literary writing prosodic features
EN9LT-IIIc- to conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: of speech when
20.1: poster drama and theatre world Identify types and delivering lines in a
3 Explain how the (like stage EN9LT-IIIc- features of a play one-act play
elements specific to a directions) 16.1: Identify synopsis.
one-act play the distinguishing
contribute to the features of
development of its Anglo-American
theme 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- facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId- speech when
2.1.5: appeal material viewed drama and theatre world 9.4: delivering lines in a
Express appreciation (like stage EN9LT-IIId- Identify types and one-act play
4 for sensory images directions) 2.3: Draw features of a play
used similarities and synopsis
EN9LT-IIId-20.2: differences of the
Explain the literary featured
devices used selections in
relation to the
theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe- reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe- speech when
2.1.5: context or situation material viewed drama and theatre world 9.5: delivering lines in a
Express appreciation (like stage EN9LT-IIIe- Use literary devices one-act play
5 for sensory images directions) 2.3: Draw and techniques to
used similarities and craft a play
EN9LT-IIIe-20.2: differences of the synopsis
Explain the literary 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 with Analyze literature
Compose forms of Use effective and verbals.
6
play and critical feedback/ the information the technical as a means of literary writing appropriate non-
EN9LT-IIIf-
K to 12 English Curriculum Guide Mayreaction
2016 to a specific contained in the vocabulary for connecting to theEN9WC-IIIf- verbal Page 210 of 247
2.1.5: 9.5:
RC LC VC V WC F G
LT
Literature
Comprehension
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf- and techniques to strategies
used directions) 2.3: Draw craft a play
EN9LT-IIIf-20.2: similarities and synopsis
Explain the literary differences of the
devices used featured
selections in
relation to the
theme
EN9LT-IIIg-2.11: EN9LC-IIIg-2.10: EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use
Determine tone, Share personal Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing appropriate non-
purpose of the ideas listened to idea presented in vocabulary for connecting to the EN9WC-IIIg-9.5: verbal
author the material viewed drama and theatre world Use literary devices communication
7 (like stage EN9LT-IIIg-3: and techniques to strategies
directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors
EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use
Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of 3.10: Use verbals.
mood, technique, and and feeling levels of feedback to the the technical as a means of literary writing appropriate multi-
purpose of the utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh- media resources to
author persuasive texts the material viewed drama and theatre world 9.5: accompany the oral
8 (like stage EN9LT-IIIh-3: Use literary devices delivery of lines
directions) Explain how a and techniques to
selection may be craft a play
influenced by synopsis
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 information/ ideas idea presented in vocabulary for connecting to the EN9WC-IIIi-9.5: resources to
9 author EN9LC-IIIi-8.6: the material viewed drama and theatre world Use literary accompany the oral
Form decisions based (like stage EN9LT-IIIi-3: devices delivery of lines
on the ideas directions) Explain how a and techniques to
mentioned selection may be craft a play
K to 12 English Curriculum Guide May 2016 influenced by synopsis Page 211 of 247
RC LC VC V WC F G
LT
Literature
Comprehension
culture, history,
environment, or
other factors
10 Culminating Task
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VC V WC F G
LT
Literature
Comprehension
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
1 call for prompt the material viewed (like stage values in a performing in a full-
actions directions) changing world length play
EN9LT-IVa- EN9F-IVa-3.11:
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
Literature
Comprehension
plays build its full-length play
theme
EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use
Relate text content to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
the material viewed (like stage values in a full-length play
2 directions) changing world
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
3 the material viewed (like stage values in a strategies
directions) changing world
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life statement made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text content to Compare and contrast 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular
K to 12 English socialGuide Mayideas
Curriculum 2016listened to Formulate the technical as a means of review and appropriate obligation,
Page 213andof 247
RC LC VC V WC F G
LT
Literature
Comprehension
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition
dispositions in real life on the material drama and theater unchanging communication writing an evaluation
viewed (like stage values in a strategies
EN9LT-IVe-
2.2.2: Explain
the literary
devices used
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change

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

Judge the relevance Judge the relevance Take a stand on Get familiar with Analyze literature Compose a play Use the appropriate Change direct to
and worth of ideas, and truthfulness of critical issues the technical as a means of review suprasegmentals: indirect speech and
soundness of author’s the ideas listened to brought up in the vocabulary for understanding pitch, stress, vice versa
reasoning, and the material viewed drama and theater unchanging juncture,
effectiveness of the (like stage values in a intonation, etc.
presentation directions) changing world
7
EN9LT-IVg-
2.2.3: Determine
tone, mood,
technique, and
purpose of
the author
EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24: Use

8 Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
andCurriculum
K to 12 English worth of ideas, the2016
Guide May evidence listened critical issues the technical as a means of review multi-media evaluation
Page 214 of 247
RC LC VC V WC F G
LT
Literature
Comprehension
soundness of author’s to brought up in the vocabulary for understanding resources
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
presentation directions) changing world efficiently
EN9LT-IVh-
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: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

Judge the relevance Make generalizations Take a stand on Get familiar with Analyze literature Compose a play Use appropriate Observe tense
and worth of ideas, critical issues the technical as a means of review multi-media consistency in writing
soundness of author’s brought up in the vocabulary for understanding resources an evaluation
reasoning, and the material viewed drama and theater unchanging appropriately,
effectiveness of the (like stage values in a effectively and
9 presentation directions) changing world efficiently
EN9LT-IVi-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
10 Culminating Task

LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Share prior knowledge about a text topic EN9RC-Ia-16 *English Expressways II. 2007. pp 190-191.
EN9RC-Ib-
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 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
EN9RC-If- 2. *English Expressways IV. 2007. pp 74-75, 104, 294.
1.5.1
Make a connection between the present text and EN9RC-Ig-17 1. *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih- 2. *English Expressways III. 2007. pp 208-210, 306.
17
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
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.
Get information from various print media like brochures, *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
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
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.)
K to 12 English Curriculum Guide May 2016 EN9RC-IIi-2.15 2. *English Arts III. 2000. pp 205-209. Page 216 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. 3. *English Expressways
*These IV. 2007.
materials are inpp 11-12, 41-42,
textbooks that43-44, 64-65,delivered
have been 172, 180-181, 222-223.
to schools.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe- 2. *English Expressways III. 2007. pp 180, 181, 281-285.
2.1.5 EN9RC- 3. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
IIIf-2.1.5
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. *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
2.11 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-
presentation 2.22 EN9RC-
IVh-2.22
EN9RC-IVi-2.22
LC- Listening Comprehension
1Q
Infer thoughts, feelings and intentions of the speaker EN9LC-Ib-6.2 *English Expressways II. 2007. pp 210-211.
Paraphrase the text listened to EN9LC-Ic-3.12 *English Arts III. 2000. pp 89-90, 94, 113-114.
Agree or disagree with the ideas of the speaker EN9LC-Id-8.4 *English Expressways II. 2007. pp 109, 208-209.
Judge the relevance and worth of ideas presented *English Arts III. 2000. pp 104, 156, 255.
EN9LC-If-8.2
*English Expressways III. 2007. pp 128-131, 158-159.
Draw generalizations and conclusions from the material 1. *English Expressways II. 2007. pp 136-137.
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
K to 12the relevance
English and worth
Curriculum Guideof May
ideas2016
presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255. Page 217 of 247
3Q
Employ appropriate listening strategies suited to type of EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.
LEARNING COMPETENCY
LEARNING MATERIALS
text
Extract important information from *English Arts III. 2000. pp 33-34.
EN9LC-IIIa-6.1
argumentative/persuasive texts
Reflect on the ideas of the speaker EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.
Provide appropriate and critical feedback/ reaction to a EN9LC-IIIe-3.13 *English Expressways II. 2007. pp 174-175, 208-209.
specific context or situation EN9LC-IIIf-
3.13
Share personal opinion about the ideas listened to 1. *English Expressways II. 2007. pp 174-175, 208-209.
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
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
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 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. EN9VC-Ig- 2. *English Expressways III. 2007. pp 128-131.
19
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 *English Arts III. 2000. pp 256.
material viewed. EN9VC-IIg-
23
Judge the relevance and worth of ideas presented in the EN9VC-IIh-19 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. EN9VC-IIi-19 2. *English Expressways III. 2007. pp 128-131.
3Q
Interpret the message conveyed in a material viewed EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIIb-
1.2/2.2 EN9VC-
IIIc-1.2/2.2
Interpret the message conveyed in a poster EN9VC-IIId-4.3/5.3 *English Arts III. 2000. pp 46.
Analyze the information contained in the material viewed EN9VC-IIIe-
4.3/5.3 EN9VC-
K to 12 English Curriculum Guide May 2016 IIIf-4.3/5.3 Page 218 of 247
V- Vocabulary
Learning Development
Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
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-
LEARNING COMPETENCY
LEARNING MATERIALS
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- 2. *English Expressways III. 2007. pp 340-347.
29 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- 2. *English Expressways III. 2007. pp 340-347.
29 EN9V-
IVc-29
EN9V-IVd-29
EN9V-IVe-
29 EN9V-
IVf-29
EN9V-IVg-29
EN9V-IVh-
29 EN9V-
IVi-29
LT- Literature
1Q
Analyze literature as a means of discovering the self EN9LT-Ia-14 *English Arts III. 2000. pp 75.
EN9LT-Ib-
14 EN9LT-
Id-14
EN9LT-Ie-14
EN9LT-If-14
EN9LT-Ig-
14 EN9LT-
Ih-14
EN9LT-Ii-14
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-Id-2.2.1
Explain the literary devices used EN9LT-Ie-2.2.2 *English Arts III. 2000. pp 153-154, 203-204.
K to 12 English
Determine tone,Curriculum Guide May
mood, technique, and 2016
purpose of the EN9LT-If-2.2.3 1. *English Expressways III. 2007. pp 9-11, 96. Page 219 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. EN9LT-Ig-
author. 2. *These
*English materials
Expressways are inpp
IV. 2007. textbooks that have
66-73, 104-107, been delivered to schools.
288-293.
2.2.3
2Q
Analyze literature as a means of valuing other people and EN9LT-IIa-15 *English Arts III. 2000. pp 75.
LEARNING COMPETENCY
LEARNING MATERIALS
EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-
15 EN9LT-
IIh-15
EN9LT-IIi-15
Identify the distinguishing features of notable Anglo- *English Arts III. 2000. pp 123.
American sonnets, dramatic poetry, vignettes, and short EN9LT-IIa-15.1
stories.
Express appreciation for sensory images used. 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-IId-2.2.1
Explain the literary devices used EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.
Determine tone, mood, technique, and purpose of the EN9LT-IIf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
author. EN9LT-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 EN9LT-
IVi-17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 *English Expressways III. 2007. pp 9-11, 96.
author EN9LT-IVg-
K to 12 English Curriculum Guide May 2016 2.2.3 Page 220 of 247
Learning
WC- Materials
Writing are uploaded at http://lrmds.deped.gov.ph/.
and Composition *These materials are in textbooks that have been delivered to schools.
1Q
Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 6.
EN9WC-Ia-8
and literary writing
LEARNING COMPETENCY
LEARNING MATERIALS
Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 *English Arts III. 2000. pp 153, 201, 203.
EN9WC-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
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
K to 12and
English EN9F-Id-1.14
poetry proseCurriculum Guide
in dramatic May 2016 speech
and conventional Page 221 of 247
choirs *These materials are in textbooks that have been delivered to schools.
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Ie-1.14
poetry and prose in dramatic and conventional speech
LEARNING COMPETENCY
LEARNING MATERIALS
Use the appropriate and effective speech conventions EN9F-Ih-3.14 *English Arts III. 2000. pp 190-191.
expected of speech choir presentations. EN9F-Ii-3.14
2Q
Employ varied verbal and non-verbal strategies to create *English Arts III. 2000. pp 158-159.
EN9F-IIa-3.7
impact on the audience while delivering lines in a Readers
EN9F-IIb-
Theatre or in a Chamber Theatre.
3.7
Use the correct production of English sounds: vowels EN9F-IIc-3.11.1 1. *English Expressways II. 2007. pp 79-81.
sounds, consonant sounds, diphthongs, etc. EN9F-IId- 2. *English Arts III. 2000. pp 81-82, 95-96, 105, 114-115, 133-134.
3.11.1
3Q
Employ varied verbal and non-verbal strategies while
EN9F-IIIa-3.7
performing in a one-act play
Produce the English sounds correctly and effectively when EN9F-IIIa-3.11 *English Arts III. 2000. pp 227-233, 269-277.
delivering lines in a one-act play. EN9F-IIIb-
3.11
Use the appropriate prosodic features of speech when EN9F-IIIc-5 *English Arts III. 2000. pp 227-233, 269-277.
delivering lines in a one-act play EN9F-IIId-
5 EN9F-
IIIe-5
Use effective and appropriate non-verbal communication EN9F-IIIf-2 1. *English Arts III. 2000. pp 209.
strategies EN9F-IIIg- 2. *English Expressways III. 2007. pp 294-296.
2
4Q
Employ effective and appropriate non-verbal EN9F-IVc-2 *English Expressways III. 2007. pp 294-296.
communication strategies EN9F-IVd-
2 EN9F-
IVe-2
2Q
Use adverbs in narration. EN9G-IIa-19 *English Expressways II. 2007. pp 196-197.
EN9G-IIb-
19 EN9G-
IId-19
Use past conditionals in expressing arguments. EN9G-IIh-20 *English Expressways III. 2007. pp 242-244.
EN9G-IIi-20
4Q
Change direct to indirect speech and vice versa EN9G-IVf-1 *English Arts III. 2000. pp 96-99.
EN9G-IVg-
1

GRADE 10
FIRST QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
RC LC VC V WC F G
LT
Literature
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns
1 advance organizers, everyday life from events contribute informal elements specific persuasive texts
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed words build its theme
the understanding of talks, panel
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
2 the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
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
Literature
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 insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion public speaking in emphasize a point
titles, non-linear material viewed definitions of contribute to the a sample public
4 illustrations, etc. on words theme of a speaking situation
the understanding of particular literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 2. : Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on hold the attention of words theme of a 3. : Compose a speaking situation
5 the understanding of the listener particular literary persuasive text of
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
6 with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs public speaking in
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s a sample public
RC LC VC V WC F G
LT
Literature
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-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text techniques in
7 learnings conclusions based informal influenced by of three public speaking in
on the materials definitions of culture, history, paragraphs a sample public
viewed words environment, or expressing one’s speaking situation
other factors stand on an issue
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text techniques in
8 learnings other listening texts conclusions based informal of the featured of three public speaking in
on the materials definitions of selections in paragraphs a sample public
viewed words relation to the expressing one’s speaking situation
theme stand on an issue
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in
9 learnings be repaired or conclusions based informal way of using a variety public
enhanced on the materials definitions of expressing and ofpersuasive speaking in a
viewed words resolving one’s techniques and sample public
personal conflicts devices speaking
situation
10 Culminating Activity

SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
LT
Literature
Comprehension
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
3 taking into account to the theme of a claim impromptu and
its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
1.: Express
appreciation for
RC LC VC V WC F G
LT
Literature
Comprehension
sensory images
used
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed 3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material operational specific to a citations by English when definitions
validity, viewed definitions genre contribute preparing a delivering
4 adequacy, and to the theme of a bibliography impromptu and
relevance 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 technical and the elements conventions to stance and proper expressions that
solving the material operational specific to a indicate stage behavior as affirm or
viewed definitions genre contribute acknowledgement deemed necessary negate
to the theme of a of resources EN10OL-IIe-
5 particular literary 2.6.2: Establish
selection eye contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving material definitions specific to a hanging stage behavior as affirm or
information viewed genre contribute indentations for deemed necessary negate
to the theme of a direct quotes EN10OL-IIf-
6 particular literary 2.6.2: Establish
selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of
K to 12 English Curriculum Guide May 2016 the author Page 227 of 247
RC LC VC V WC F G
LT
Literature
Comprehension
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or
7 information message conveyed definitions featured negate
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
8 and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or
a set of criteria exaggerations message conveyed definitions culture, history, negate
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

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

THIRD QUARTER
PROGRAM STANDARD
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
Literature
Writing and Oral Language and Grammar
Comprehension
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2. : Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of a coherence giving a roast and a
1 update knowledge particular literary toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
1.: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones presented in the definitions of specific to a informative, stance and
experience (moralist) in a text listened to materials viewed words genre contribute persuasive, and behavior when
2 to the theme of a argumentative giving a roast and a
particular literary writing techniques toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
RC LC VC V WC F G
LT
Literature
Comprehension
devices used
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:

Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively
the text listened contained in the definitions of technique, and rights by prosodic features of
to material viewed in words purpose of acknowledging speech
3 terms of accuracy the author citations made in
and effectiveness the critique
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
5 which it was produced material viewed words culture, history, acknowledging giving a toast or a
(historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct and Use structures of
6 the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification
reader (reader- argument presented in the definitions of influenced by sources by language when
response)
K to 12 English Curriculum Guide May 2016 materials viewed words culture, history, preparing a giving a toast or a Page 230 of 247
RC LC VC V WC F G
LT
Literature
Comprehension
environment, or bibliography tribute to someone
other factors and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
response) material viewed in words in expressing selection speeches, tributes,
terms of accuracy and resolving welcome and
7 and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
8 refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
material viewed words featured selection effectively
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed words in expressing selection speeches, tributes,
and resolving welcome and
9 conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations

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

RC LC VC V WC F G
LT
Literature
devices used
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:

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

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

LEARNING COMPETENCY
LEARNING MATERIALS
1Q
Determine the effect of textual aids like advance EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on the EN10RC-Ib-
understanding of a text 2.15.2 EN10RC-
Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-
2.15.2
Compare new insights with previous learnings EN10RC-If-21 *English Expressways III. 2007. pp 306.
EN10RC-Ig-
21 EN10RC-
Ih-21
EN10RC-Ii-21
2Q
Transcode information from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
vice versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Present information using tables, graphs, and maps 1. *English Arts III. 2000. pp 205-210, 236-237.
EN10RC-IIc-5.4
2. *English Expressways IV. 2007. pp 11-12, 27, 165-166, 172.
Scan for needed information 1. *English Arts III. 2000. pp 48-49.
EN10RC-IId-1.5.2 2. *English Expressways III. 2007. pp 92-94, 156, 157.
3. *English Expressways IV. 2007. pp 89, 128-129.
Read closely to get the author’s purpose 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
2. *English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly stated EN10RC-IIf-13.1 1. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg- 2. *English Expressways IV. 2007. pp 102-103, 295-297.
13.1
3Q
Treatment of underlying or overarching issue concerning *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
human experience (moralist)
4Q
Use locational skills to gather information from primary *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
and secondary sources of information
Get vital information from various websites on the internet EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.
Draw conclusions from the set of details EN10RC-IVf-2.12 *English Expressways IV. 2007. pp 133-135.
EN10RC-IVg-
2.12
LC-
K to Listening Comprehension
12 English Curriculum Guide May 2016 Page 235 of 247
1Q
Get information that can be used in everyday life from 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
EN10LC-Ia-11.1
news reports, speeches, informative talks, panel 2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.
LEARNING COMPETENCY
LEARNING MATERIALS
discussions, etc.
Determine the implicit and explicit signals, verbal, as well 1. *English Expressways III. 2007. pp 36, 37.
EN10LC-Ib-4
as non-verbal, used by the speaker to highlight significant 2. *English Expressways IV. 2007. pp 102-103.
EN10LC-Ic-
points
4
Determine the roles of discourse markers (e.g. *English Expressways IV. 2007. pp 133-135, 230-232.
conjunctions, gambits, adverbs) in signaling the functions EN10LC-If-14.2
of statements made
Show appreciation for songs, poems, and other listening 1. *English Arts III. 2000. pp 131-132.
EN10LC-Ih-14.3
texts 2. *English Expressways III. 2007. pp 110, 111.
2Q
Assess the effectiveness of a material listened to taking *English Expressways IV. 2007. pp 179.
EN10LC-IIb-15.1
into account the speaker’s purpose
Assess whether the speaker’s purpose is achieved or not EN10LC-IIc-15.2 *English Expressways IV. 2007. pp 284-285.
3Q
Show appreciation for songs, poems, plays, etc. 1. *English Arts III. 2000. pp 131-132.
EN10LC-IIIg-14.3
2. *English Expressways III. 2007. pp 110, 111, 340-347.
Describe the emotional appeal of a listening text EN10LC-IIIh-6.5
4Q
Show appreciation for songs, poems, plays, etc. 1. *English Arts III. 2000. pp 131-132.
EN10LC-IVh-14.3
2. *English Expressways III. 2007. pp 110, 111, 340-347.
V- Vocabulary Development
1Q
Differentiate formal from informal definitions of words EN10V-Ia-13.9 *English Expressways IV. 2007. pp 35-36, 56, 196, 209, 224, 244, 259, 277.
EN10V-Ib-
13.9 EN10V-
Ic-13.9
EN10V-Id-13.9
EN10V-Ie-
13.9 EN10V-
If-13.9
EN10V-Ig-13.9
EN10V-Ih-
13.9 EN10V-
Ii-13.9
LT- Literature
1Q
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-Ib-2.2.1
2. *English Expressways IV. 2007. pp 113-115,
Determine tone, mood, technique, and purpose of the EN10LT-Ie-2.2.3 1. *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-If- 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293
2.2.3
2Q
Express appreciation for sensory images used EN10LT-IIc-2.2.1 1. *English Expressways III. 2007. pp 180, 181, 281-285.
LEARNING COMPETENCY
LEARNING MATERIALS
Determine tone, mood, technique, and purpose of the EN10LT-IIe-2.2.3 1. *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-IIf- 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2.2.3
3Q
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-IIIa-2.2.1
Determine tone, mood, technique, and purpose of the 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10LT-IIIc-2.2.3
author 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
4Q
Determine tone, mood, technique, and purpose of the 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10LT-IVc-2.2.3
author 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
WC- Writing and Composition
1Q
Formulate a statement of opinion or assertion EN10WC-Ic-12.2 1. *English Expressways III. 2007. pp 121, 122, 292, 293.
EN10WC-Id- 2. *English Expressways IV. 2007. pp 78-80, 147-149.
12.2 EN10WC-
Ie-12.2
2Q
Acknowledge citations by preparing a bibliography EN10WC-IId-1.6.3 *English Expressways III. 2007. pp 230, 231.
3Q
Expand ideas using principles of cohesion and coherence *English Expressways III. 2007. pp 17, 18.
EN10WC-IIIa-14.1.1
Acknowledge sources by preparing a bibliography EN10WC-IIIf-1.6.3 *English Expressways III. 2007. pp 230, 231.
4Q
Expand ideas using principles of cohesion and coherence EN10WC-IVa-14.1.1 *English Expressways III. 2007. pp 17, 18.
EN10WC-IVf-
14.1.1
Acknowledge sources by preparing a bibliography EN10WC-IVc-1.6.3 *English Expressways III. 2007. pp 230, 231.
EN10WC-IVg-
1.6.3
1Q
Identify the factors of public speaking EN10F-Ia-3.14 *English Arts III. 2000. pp 158-159.
2Q
Employ appropriate pitch, stress, juncture, intonation, etc EN10F-IIa5 *English Expressways III. 2007. pp 106, 107, 120, 121.
EN10F-IIb-5
1Q
Use modals EN10G-If-3.6 *English Expressways IV. 2007. pp 298-300.
EN10G-Ig-
K to 12 English Curriculum Guide May 2016 3.6 EN10G- Page 237 of 247
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. Ih-3.6 *These materials are in textbooks that have been delivered to schools.
EN10G-Ii-3.6
GLOSSARY
account - reason given for a particular action or even

acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form
a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the surface
it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent that they
are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional intention of a
musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed to
the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires
apostrophe - a punctuation mark (') used to indicate either possession or the omission of letters or numbers
archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions
argumentative texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing
the pros and cons of an issue
articulation - the clear and precise pronunciation of words
aside - a comment by a character that the audience hears but other characters on stage do not
assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights
of others. Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and are
strong advocates for themselves while being very respectful of the rights of others.

B
bias – a mental preference, leaning, or inclination, especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a
partial perspective and a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas
bullying - any deliberate action that inflicts physical
or psychological harm
C
capsule biography- a brief summary to condense or summarize an account of a person’s life written, composed, and produced by another; a biography in which all the
important elements of the person's life are included
cast of characters - a list of people who play a part in the story
character - refers to a person, creature, or entity with specific and distinguishing attributes portrayed by the actor in a play
character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of the person
characterization - the process of creating a believable character by exploring the character's physical, social, and psychological aspects of the role
characters – people involved in the story
climax- the point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution
comedy - a theatrical work that is intentionally humorous
conceptualize - to form (an idea, picture, etc.) of something in your mind
conclusion- the last main division of a discourse usually containing a summary of points and a statement of opinion or decisions
conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not have to be quarrels and argument; more often it
is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of
context–appropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and
instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends

D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures of
the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when
by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning;
examples of figurative language or devices are simile, metaphor and
hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
genre - the main types of literary form
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
H
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play,
movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series of
beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences,
clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our personal
feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed
S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll
get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it
quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides
soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage – the platform on which the actors perform
stage directions – instructions (in italics); they describe the setting and tell about the action
static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a series of crises
and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a
target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these are
the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and how
actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people
outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater – a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical
performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or moral standing through
their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos
themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students
workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to
develop viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not have
a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea of its own
that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

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

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

*Put a hyphen (-) in between
letters to indicate more than a
Week Week six f Spelling S
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency
appropriate grammatical
2.5
structures Writing and Composition WC

REFERENCES
Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in Basic
Education, (Manitoba: Alberta Education, 1998)
Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)
Bureau of Secondary Education, Department of Education Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies .
Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1,
(USA: Oxford, 1980.)
Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)
Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)
Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)
Second Language Studies, Standard Course of Study and Grade Level Competencies., (Public School of Carolina: State Board of Education-Department of
Instruction, 2004)


English CG

Uploaded by

Copyright:

Available Formats

English CG

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English CG

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

K to 12 English Curriculum Guide May 2016 Page 2 of 247

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

Communicative competence is classified into the following competencies.

K to 12 English Curriculum Guide May 2016 Page 7 of 247

COMPONENT 1: Language Learning Process

K to 12 English Curriculum Guide May 2016 Page 8 of 247

COMPONENT 2: Effective Language Use

COMPONENT 3: Making Meaning through Language

K to 12 English Curriculum Guide May 2016 Page 10 of 247

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

12. Listening Comprehension √ √

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

14. Study Strategies √ √ √ √ √

K to 12 English Curriculum Guide May 2016 Page 11 of 247

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

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

K to 12 English Curriculum Guide May 2016 Page 12 of 247

Coherence with the Basic Education Program Goals

1. Proximity to actual language use and performance

2. A holistic view of language

K to 12 English Curriculum Guide May 2016 Page 13 of 247

3. An integrative view of learning

K to 12 English Curriculum Guide May 2016 Page 14 of 247

Content Standards Performance Standards at the end of Grade 3

K to 12 English Curriculum Guide May 2016 Page 15 of 247

K to 12 English Curriculum Guide May 2016 Page 16 of 247

Content Standard Performance Standard

K to 12 English Curriculum Guide May 2016 Page 18 of 247

K to 12 English Curriculum Guide May 2016 Page 19 of 247

(4TH Quarter Oracy) Quarterly and Weekly Articulation

Grade 1 Tagged Materials

K to 12 English Curriculum Guide May 2016 Page 21 of 247

K to 12 English Curriculum Guide May 2016 Page 22 of 247

K to 12 English Curriculum Guide May 2016 Page 26 of 247

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

Content Standard Performance Standard

K to 12 English Curriculum Guide May 2016 Page 27 of 247

1st Quarter (Continuation of Oracy)

2nd Quarter (Continuation of Oracy)

K to 12 English Curriculum Guide May 2016 Page 31 of 247

3rd Quarter – Beginning Reading and Writing

K to 12 English Curriculum Guide May 2016 Page 37 of 247

4th Quarter (Beginning Reading and Writing)

K to 12 English Curriculum Guide May 2016 Page 44 of 247