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K to 12 BASIC EDUCATION CURRICULUM

GRADE 7
FIRST QUARTER

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

The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.

K to 12 English Curriculum Guide May 2016 Page 1 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM

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

K to 12 English Curriculum Guide May 2016 Page 2 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
Skim for major Listen for important structural analysis to Distinguish features Discover literature as Differentiate literary Use appropriate Observe correct
ideas using headings points signalled by determine the of colloquial a means of writing from prosodic features of subject-verb
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 speech
Note the changes in a genre contribute to in differing oral
volume, projection, the theme of a communication
2
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe the
that affect meaning 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: Use 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 appropriate idiomatic Discover literature as Differentiate literary 1.14.2: Observe the Observe correct
to find answers to points signalled by given signs and expressions in a a means of writing from correct pitch subject-verb
specific questions volume, projection, symbols (road signs, variety of basic connecting to a academic writing levels (high, medium, agreement
pitch, stress, prohibited interpersonal significant past low) when reading
intonation, juncture, signs, etc.) communicative EN7LT-I-c-2.2.1: lines of poetry,
and rate of speech situations Express appreciation
3 sample sentences
EN7LC-I-c-5.2: for sensory images
and paragraphs
Note the changes in used
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

K to 12 English Curriculum Guide May 2016 Page 3 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
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 of Use appropriate Discover literature as Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by a material viewed idiomatic expressions a means of features and kinds of correct stress subject-verb
specific questions volume, projection, (such as movie clip, in a variety of basic connecting to a paragraph (primary, secondary, agreement
4 pitch, stress, interpersonal significant past. tertiary and weak)
trailer, news flash,
intonation, juncture, communicative EN7LT-I-d-2.2.2: when
internet-based
and rate of speech situations Explain the literary reading passages
program,
documentary, video, devices used
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7LC-I-d-5.2: etc.)
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
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 of Select an appropriate Discover literature as Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by a material viewed colloquial or a means of features and kinds of correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, idiomatic word or connecting to a paragraph (primary, secondary, agreement
in content texts pitch, stress, trailer, news flash, expression as a significant past EN7WC-I-e-2.8.1: tertiary and weak)
EN7SS-I-e-1.2: intonation, juncture, internet-based substitute for EN7LT-I-e-2.2.2: Recognize the parts when
Transcode orally and and rate of speech program,documenta another word or Explain the literary of a simple reading passages
in writing the ry, video, etc.) expression devices used
5 paragraph
information
EN7LC-I-e-5.2:
presented in
diagrams, charts, Note the changes in
table, graphs, etc. volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

K to 12 English Curriculum Guide May 2016 Page 4 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
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 and Listen for important Organize information Select an appropriate Discover literature as Recognize the parts 1.14.4: Use the Observe correct
in writing the points signaled by from a colloquial or a means of of a simple rising intonation subject-verb
information volume, projection, material viewed idiomatic word or connecting to a paragraph pattern with agreement
presented in pitch, stress, expression as a significant past YesNo and tag
diagrams, charts, intonation, juncture, substitute for EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech another word or Determine the tone, rising-falling
expression mood, technique, intonation with
6
EN7LC-I-f-5.2: and purpose of the information-
author seeking
Note the changes in
questions, option
volume, projection, questions and
pitch, stress, with statements
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:
Give the meaning of Listen for important Organize information Explain the Discover literature as Sequence steps in 1.14.4: Use the Observe correct
given signs and points signaled by from a predominance of a means of writing a simple rising intonation subject-verb
symbols (road signs, volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
prohibited pitch, stress, idiomatic significant past and tag questions;

K to 12 English Curriculum Guide May 2016 Page 5 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
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
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication Draw similarities and intonation with
differences of the information- seeking
featured selections in questions, option
EN7LC-I-g-5.2:
relation to the theme questions and with
Note the changes in
statements
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:
Give the meaning of Listen for important Determine the Explain the Discover literature as Retell a chosen myth 1.14.5: Observe and Observe correct
given signs and points signaled by truthfulness and predominance of a means of or legend in a series use correct subject-verb
symbols (road signs, volume, projection, accuracy of the colloquial and connecting to a of simple paragraphs juncture/phrasing agreement
pitch, stress, significant past and rate of speech
prohibited signs, material viewed idiomatic expressions
intonation, juncture, EN7LT-I-h-2.3: when reading sample
etc.) in oral
and rate of speech Draw similarities and passages
communication
8 differences of the (prose or poetry)
EN7LC-I-h-5.2: featured selections in
Note the changes in relation to the theme
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

K to 12 English Curriculum Guide May 2016 Page 6 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
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 as Retell a chosen myth Observe and use Observe correct
using a map points signaled by truthfulness and predominance of a means of or legend in a series correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a of simple paragraphs juncture/phrasing agreement
pitch, stress, material viewed idiomatic expressions significant past and rate of speech
intonation, juncture,
in oral when reading sample
and rate of speech EN7LT-I-i-3:
communication passages (prose or
9 Explain how a poetry)
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by culture,
volume, projection, history, environment,
pitch, stress, or
intonation, juncture, other factors
and rate of speech
that affect meaning
10 Culminating Task

SECOND QUARTER

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

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

K to 12 English Curriculum Guide May 2016 Page 7 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-II-a-1: Use 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
appropriate listening strategies Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
the library for familiarity with the relationships of ideas figurative language in literary selections summary, precis, conversations, appropriately and
locating resources topic and levels of EN7V-II-a10.1.1: and the need to and paraphrase dialogs, and meaningfully
and events
EN7SS-II-a-1.5.3: difficulty of short Classify sample texts resolve those interviews
Use the card texts listened to into literal or conflicts in EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: figurative nonviolent ways Use appropriate
public access Extract information EN7LT-II-a-4.1: verbal and nonverbal
catalog, or electronic from the text Identify the cues when
search engine to listened to distinguishing developing,
locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use
1.5.3: Use the card Recognize main/key Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and nonverbal and sentences
public access relationships of literal or figurative in literary selections summary, precis, cues when appropriately and
ideas and events and the need to and paraphrase meaningfully
catalog, or electronic developing,
resolve those
search engine to conflicts in maintaining and
locate specific nonviolent ways ending conversations
resources EN7LT-II-0-4.2: and dialogs
Identify the
2 distinguishing
features of poems
and short stories

K to 12 English Curriculum Guide May 2016 Page 8 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

EN7SS-II-c-1.5.3: EN7LC-II- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use


Use the card c2.1/3.1: Note Narrate events Identify figures of Discover the Extract information Employ correct turn- phrases, clauses,
catalog, the online specific chronologically/ speech that show conflicts presented from a text using a taking, turngiving and sentences
public access details/elements of Arrange ideas comparison (simile in literary selections summary, precis, and topic control appropriately and
the text listened to logically based on a metaphor, and the need to and paraphrase strategies in meaningfully
catalog, or electronic
material viewed personification) resolve those conversations and
search engine to conflicts in dialogs
locate specific nonviolent ways
3
resources EN7LT-II-c-2.2:
Explain how the
elements specific to
a genre contribute to
the theme of a
particular literary
selection
EN7SS-II- EN7LC-II- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use
d1.3/1.4: Get d2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct turn- phrases, clauses,
information from the specific chronologically/ figures of speech conflicts presented taking, turngiving and sentences
different parts of a details/elements of Arrange ideas that show in literary selections and topic control appropriately and
book and from the text listened to logically based on a comparison (simile and the need to strategies in meaningfully
general references material viewed metaphor, resolve those conversations and
in the library personification) conflicts in dialogs
nonviolent ways
EN7LT-II-d-2.2:
4 Explain how the
elements specific to
a genre contribute to
the theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
Express appreciation
for sensory images
used

K to 12 English Curriculum Guide May 2016 Page 9 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
e1.3/1.4: Get Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5
information from the cues to determine chronologically/ figures of speech conflicts presented techniques and and sentences
different parts the order of ideas/ Arrange ideas that show in literary selections strategies when appropriately and
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of a book and from events logically based on a comparison (simile and the need to asking questions meaningfully
general references material viewed metaphor, resolve those and eliciting
in the library personification) conflicts in answers
nonviolent ways
EN7LT-II-0-2.2.2:
Explain the literary
devices used

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


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

K to 12 English Curriculum Guide May 2016 Page 10 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use
Gather current 2.8.3: Infer the Predict the gist of 10.1.3: Identify Discover the Identify supporting 2.6.2: Observe and phrases, clauses,
information from purpose of the text the material viewed figures of speech conflicts presented details use the appropriate and sentences
newspapers and listened to based on the title, that show contrast in literary selections gestures (handbody) appropriately and
other print and pictures, and (irony, oxymoron, and the need to meaningfully
that accompany oral
nonprint media excerpts of the paradox) resolve those
conflicts in language
material viewed
7 nonviolent ways
EN7LT-II-g-2.3:
Draw similarities and
differences of the
featured selections
in relation to the
theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from about the contents about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and of the texts listened viewed that show contrast in literary selections stress, volume and appropriately and
other print and to (irony, oxymoron, meaningfully
and the need to projection and
nonprint media paradox)
resolve those rate/speed of
conflicts in non- speech in
violent ways conversations and
dialogs
EN7LT-II-h-3:
Explain how a
8 selection may be
influenced by
culture, history,
environment, or
other factors

K to 12 English Curriculum Guide May 2016 Page 11 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

EN7SS-II-i-2.1: EN7LC-II-i-6.2: EN7VC-II-i-12: EN7V-II-h- . EN7LT-II-i-4: EN7WC-II-i-5.3: EN7OL-II-i-1.14: EN7G-II-i-1: Use


Gather current Infer thoughts and Raise questions 10.1.3: Identify Discover the Simplify ideas Use the correct phrases, clauses,
information from feelings expressed in about a material figures of speech conflicts presented pitch, juncture, and sentences
newspapers and the text listened to viewed that show contrast in literary selections stress, volume and appropriately and
other print and (irony, oxymoron, meaningfully
and the need to projection and
nonprint media paradox)
resolve those rate/speed of speech
conflicts in in conversations and
9 nonviolent ways dialogs
EN7LT-II-0-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors

10 Culminating Task

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


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM

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

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

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1: Link
Use one’s schema to Use different Determine the key 13.11: Categorize Discover literature Compose simple Express ideas, sentences using
better understand a listening strategies message conveyed in words or expressions as a tool to assert narrative texts opinions, feelings logical connectors
text EN7RC-III-a- based on purpose, the material viewed according to shades one’s unique identity EN7WC-III-a- and emotions during that signal
8.1: Use one’s topic and levels of of meaning and to better 2.2.12: Identify interviews, chronological and
schema as basis for difficulty of simple EN7V-III-a- understand other features of narrative group/panel logical sequence and
conjectures made informative and 13.11.1: Identify people EN7LT-III- writing discussions, summation
about a text short narrative texts a-5.1: Identify the forums/fora,
collocations used in
1 distinguishing debates, etc.
EN7LC-III- a selection
a2.1/3.1: Note features of EN7OL-III-a-5:
specific details of literature during the Use the appropriate
the text listened to Period of prosodic features of
Emergence speech during
interviews,
discussions and
forums

K to 12 English Curriculum Guide May 2016 Page 13 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
K to 12 BASIC EDUCATION CURRICULUM
EN7RC-III-b- EN7LC-III- EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1: Link
8.1: Use one’s b3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the sentences using
Recognize main message conveyed in collocations used in as a tool to assert and factual recounts appropriate oral logical connectors
schema as basis
points and the material viewed a selection one’s unique identity language and stance that signal
for conjectures
supporting ideas in and to better in an interview, a chronological and
made about a the text listened to panel discussion, in logical sequence and
2 understand
text other people a forum and in a summation
debate

EN7LT-III-b-5.2:
Identify the
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels
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 contexts
better understand interview, a panel
other people discussion, in a
3 EN7LT-III-c-2.2: forum and in a
Explain how the debate
elements specific to
a genre contribute
to the theme of a
particular literary
selection

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K to 12 BASIC EDUCATION CURRICULUM
EN7RC-III-d-8.2: EN7LC-III- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of d3.18: Determine 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
(hyponymous) identity and to personal varied contexts
viewed stance in an
4 relations in a better understand experience.
interview, a panel
selection other people
discussion, in a
forum and in a
EN7LT-III-d2.2.2: debate
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 as 2.2.13: Compose Employ the Use direct and
about the text process material viewed expressions with a tool to assert one’s an anecdote based appropriate oral reported speech
genus-species unique identity and on a significant language and appropriately in
(hyponymous) personal experience stance in an varied contexts
5 to better understand
relations in a interview, a panel
other people
selection discussion, in a
EN7LT-III-e2.2.2: forum and in a
Explain literary debate
devices used
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-III-f-2.8: EN7LC-III-f2.7: EN7VC-III-f-14: EN7V-III-f-13.8: EN7LT-III-f-5: EN7WC-III-f- EN7OL-III-f3.4.1: EN7G-III-f-3: Use
Make predictions Sequence a series of Make a stand on the Determine words or Discover literature 2.2.14: Compose a Express ideas and direct and reported
about the text events mentioned in material viewed expressions with as a tool to assert travelogue opinions based on speech appropriately
the genus-species one’s unique identity text in
listened to (hyponymous) and to better listened to varied contexts
relations in a understand other
6 people
selection
EN7LT-III-f2.2.3:
Determine tone,
mood, technique,
and purpose of the
author

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

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K to 12 BASIC EDUCATION CURRICULUM
assertions made by predictions about the material viewed words or expressions as a tool to assert personal letter to a sensible, challenging perfect tenses
the author in the contents of the with part-whole one’s unique identity friend, relative, and thought provoking correctly in varied
text text (partitive) relations and to better other people questions contexts
understand other in public
people EN7LT-III- forums/panel
i-3: Explain how a discussions, etc.
selection may be
influenced by
culture, history,
environment, and
other factors
10 Culminating Task

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

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a- 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 12.3: Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based Use lexical and Philippine literature informative texts the appropriate prepositions when
1 expository, text listened to on a material contextual cues in the need to work EN7WC-IV-a- oral language, giving instructions
explanation, EN7LC-IV-a-8.1: viewed understanding cooperatively and 2.8.4: Identify stance and
recount, unfamiliar words features of
Determine the responsibly in behavior when
persuasive) and expressions personal essays
giving information,
K to 12 English Curriculum Guide May 2016 Page 17 of 122
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K to 12 BASIC EDUCATION CURRICULUM
intentions of today’s global instructions,
speakers by village making
explanations, and

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 types text listened to on a material in understanding the need to work a capsule biography, information, giving instructions
EN7RC-IV-b- EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biographical sketch, explanations and
10.1: Give and Determine the and expressions responsibly in and feature article instructions in
follow instructions intentions of today’s global varied oral
and directions speakers by village. communication
2
focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection

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K to 12 BASIC EDUCATION CURRICULUM
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use
Make Predict the Compare content of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
analogies cooperatively and using a graphic recounts using explanations
listened to and their information (print
EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
3 possible effects on and radio)
Supply other words today’s global and non-verbal cues
the speakers or expressions that village
complete an EN7LT-IV-c2.2.1:
analogy Express appreciation
for sensory images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use
4
10.2: Distinguish Sequence a series Compare content of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices used
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography of appropriate information and
information mentioned in the other sources of identified the need to work a person multimedia making explanations
text listened to information (print homonymous or cooperatively and interviewed resources when
polysemous words responsibly in orally giving
and radio)
5 or expressions today’s global information,
village instructions, making
EN7LT-IV-e- explanations and
2.2.3: Determine narrating events in
personal or factual
tone, mood,
recounts
technique, and

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

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K to 12 BASIC EDUCATION CURRICULUM
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities and personal or factual
differences of the recounts
featured selections
in relation to the
theme
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
into an outline texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and interview and when giving
tales) by recognizing responsibly in background research information,
the today’s global
punch lines instructions, making
8 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: Use EN7G-IV-i-6.1:
Narrate events Express appreciation Express one’s Create or expand Discover through 2.8.6.2: Compose a correct and Formulate short
for entertaining beliefs/convictions word clines Philippine literature biographical sketch appropriate prosodic replies
texts (anecdotes, based on a material the need to work based on a personal features of speech
jokes, fables, myths, viewed cooperatively and when giving
interview and
tales) by recognizing responsibly in information,
the background research instructions, making
today’s global
punch lines village explanations and
narrating events in
9 personal and factual
EN7LT-IV-0-7: recounts
Explain the
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village

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K to 12 BASIC EDUCATION CURRICULUM
10 Culminating Task

Grade 7 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
1. 2. BEAM ENG7 Module 3 – Using Gambits.
Use the appropriate reading style (scanning, skimming, 3. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
speed reading, intensive reading, etc.) for one’s purpose *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.

1. 2. BEAM ENG7 Module 3 – Using Gambits.


3. BEAM ENG7 Module 15 – Gathering Information.
Scan for specific information EN7RC-I-a-1.5.2 *English Arts I. 2000. pp 11, 12.
4. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
1. BEAM ENG7 Module 3 – Using Gambits. *English
Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 2. Arts I. 2000. pp 31.
3. *English Expressways II. 2007. pp 56, 216.
EN7RC-I-c-7.1 EN7RC-I- 1. BEAM ENG7 Module 1 – Asking and Answering Questions. *English
Read intensively to find answers to specific questions
d-7.1 2. 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. 2. BEAM ENG 7 Module 10 - Information in Non-textual Format.
Transcode orally and in writing the information presented 3. *English Arts I. 2000. pp 175, 176, 177, 179.
in diagrams, charts, table, graphs, etc. EN7RC -I-e-1.2 *New Horizons in Learning English I. 1999. pp 55-56.
4. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
Transcode orally and in writing the information presented 1. 2. BEAM ENG 7 Module 10 - Information in Non-textual Format.
in diagrams, charts, table, graphs, etc. 3. *English for All Times 6. 1999. pp 185-187.
EN7RC -I-f-1.2 *English for You and Me 6 (Reading). 2011. pp 161, 186.
4. *English Arts I. 2000. pp 171, 172, 173, 174, 178.
1. 2. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
Give the meaning of given signs and symbols (road signs, EN7RC -I-g-1.2
3. *English for All Times 6. 1999. pp 161-162.
prohibited signs, etc.) EN7RC -I-h-1.2
*English Arts I. 2000. pp 150, 151.

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K to 12 BASIC EDUCATION CURRICULUM
1. 1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions. *English
Follow directions using a map EN7RC-I-i-14:
Arts I.2000. pp 190, 191, 192.
2Q
Use appropriate mechanisms/tools in the library for locating 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information. BEAM
resources EN7RC-II-a-1 2. ENG7 Module 15 – Gathering Information.

Use the card catalog, the online public access catalog, or 1. 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
electronic search engine to locate specific resources 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-a-1.5.3 *English for All Times 6. 1999. pp 85-87.
4. *English for You and Me 6 (Reading). 2011. pp 198-199.
5. *English Arts I. 2000. pp 13.
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
Get information from the different parts of a book and 2. 3. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library 4. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-d-1.3/1.4 *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. 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library EN7RC-II-e-1.3/1.4 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-f-1.3/1.4 BEAM ENG8 Module 4 – Using Library Resources.
4. *English for All Times 6. 1999. pp 84-85.
5. *English for You and Me 6 (Reading). 2011. pp 200-202.
Gather current information from newspapers and other 1. 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-2.1
print and non-print media 3. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1
4. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1
*English Expressways II. 2007. pp 74-77.
3Q
Use one’s schema to better understand a text EN7RC-III-a-8 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
Use one’s schema as basis for conjectures made about a EN7RC-III-a-8.1 EN7RC- 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text III-b-8.1
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 EN7RC- 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
III-d-8.2
Make predictions about the text 1. 2. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8 EN7RC-
3. *English for All Times 6. 1999. pp 113.
III-f-2.8
*English Expressways II. 2007. pp 61, 140, 240-241, 252-253.

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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. 2. BEAM ENG 7 - Appreciation of Various Literary Types.
text EN7RC-III-g-2.13 3. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
EN7RC-III-h-2.13 *English for You and Me 6 (Reading). 2011. pp 31-32.
4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1. 2. BEAM ENG 7 – Assertions and Observations.
React to assertions made by the author in the text EN7RC-III-i-2.1.7
*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. 2. BEAM ENG 7 – Using Appropriate Rhetorical Function. *English
EN7RC-IV-c-2.12
Expressways II. 2007. pp 68-71, 190-195.
Distinguish between general and specific statements EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
Sequence/reorganize ideas or information EN7RC-IV-e-2.10 EN7RC- 1. *English Arts I. 2000. pp 47, 101, 102.
IV-i-10.5
Make a stand EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
LEARNING COMPETENCY
LEARNING MATERIALS
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2. BEAM ENG 7 Module 1 – Life's Values.
3. *English Arts I. 2000. pp 237, 238.
Organize information read into an outline 1. *English for All Times 6. 1999. pp 172-179. *English
EN7RC-IV-h-2.15.1 2. Arts I. 2000. pp 197, 198.
3. *English Expressways II. 2007. pp 91-95, 238-239.
LC - Listening Comprehension
1Q
Recognize prosodic features: volume, projection, pitch, 1. *English for You and Me 6 (Language). 2011. pp 2-3.
stress, intonation, juncture, and speech rate that serve as EN7LC-I-a-5 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
carriers of meaning
Listen for important points signalled by volume, projection, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
pitch, stress, intonation, juncture, and rate of speech EN7LC-I-a-5.1

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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, projection, EN7LC-I-c-5.1 1. *English Arts I. 2000. pp 10.
pitch, stress, intonation, juncture, and rate of speech

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

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

Note the changes in volume, projection, pitch, stress, EN7LC-I-h-5.2 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-i-5.2
meaning
2Q
Use listening strategies based on purpose, familiarity with 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN7LC-II-a-6
the topic and levels of difficulty of short texts listened to
Extract information from the text listened to EN7LC-II-a-6.1 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.

Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104. *English
EN7LC-II-b-3.3
2. Expressways II. 2007. pp 98.
Note specific details/elements of the text listened to EN7LC-II-c-2.1/3.1 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
EN7LC-II-d-2.1/3.1 2. *English Expressways II. 2007. pp 78-79.
Recognize signals/ cues to determine the order of ideas/ 1. 2. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
events *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. 2. BEAM ENG 7 Module 1 – Life's Values.
to EN7LC-II-h-2.5 *English for All Times 6. 1999. pp 113.
3. *English Expressways II. 2007. pp 99, 140-141.
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
to
3Q
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
to
Determine the order of ideas as signalled by cues 1. 2. *English for You and Me 6 (Reading). 2011. pp 73. *English
EN7LC-III-d-3.18
Expressways II. 2007. pp 98.
Sequence a series of events mentioned in the text listened 1. *English Arts I.2000.pp.101,102
EN7LC-III-f-2.7
to

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Identify the persons speaking and addressed, and the EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270.
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stand of the speaker based on explicit statements made EN7LC-III-h-7.1
1. *English for All Times 6. 1999. pp 113.
Formulate predictions about the contents of the text EN7LC-III-i-2.5
2. *English Expressways II. 2007. pp 99, 140-141.
4Q
Process information mentioned in the text listened to EN7LC-IV-a-8 EN7LC-IV- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
b-8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 EN7LCIV- 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues b-8.1
Predict the outcomes of a verbal exchange listened to and 1. *English Expressways II. 2007. pp 99, 140-141.
EN7LC-IV-c-2.5
their possible effects on the speakers
Make simple inferences about thoughts and feelings 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-f-2.8
expressed in the text listened to 2. *English Expressways II. 2007. pp 12, 98, 140.
Determine the worth of ideas mentioned in the text 1. *English Expressways II. 2007. pp 78-79, 109-110.
EN7LC-IV-g-8.2
listened to
1. 2. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3 EN7LC-
3. BEAM ENG 7 - Appreciation of Various Literary Types.
jokes, fables, myths, tales) by recognizing the punch lines 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-8
unfamiliar words or expressions from the material viewed

Give the meaning of given signs and symbols (road signs, 1. *English for All Times 6. 1999. pp 161-162. *English
EN7VC-I-c-3.1.3
prohibited signs, etc.) 2. Arts I. 2000. pp 150, 151.
2Q
Note details, sequence, and relationships of ideas and 1. 2. *English for You and Me 6 (Reading). 2011. pp 66. *English
EN7VC-II-a-1/2
events 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

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EN7VC-III-a-13 1. *English Expressways II. 2007. pp 78-79, 109-110.
Determine the key message conveyed in the material EN7VC-III-b-13
viewed EN7VC-III-c-13
EN7VC-III-d-13
EN7VC-III-e-14 1. 2. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
EN7VC-III-f-14 3. BEAM ENG 7 Module 1 – Life's Values.
Make a stand on the material viewed
EN7VC-III-g-14 *English Arts I. 2000. pp 237, 238.
EN7VC-III-h-14

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WC – Writing and Composition


1Q
Distinguish between oral and written language use EN7WC-I-a-4
Recognize the common purposes for writing EN7WC-I-a-4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201, 260-261.
EN7WC-I-b-4.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
EN7WC-I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs EN7WC-I-i-2.2
2Q
EN7WC-II-d-5.1 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify key ideas
EN7WC-II-e-5.1 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
EN7WC-II-f-5.2 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details
EN7WC-II-g-5.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
EN7WC-II-h-5.3 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82.
Simplify ideas
EN7WC-II-i-5.3
3Q
1. *
English Arts I. 2000. pp 218.English Arts I. 2000. pp 36, 37.
Compose simple narrative texts EN7WC-III-a-2.2
2. *
English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113, 175. Identify
features of narrative writing EN7WC-III-a-2.2.12 1. *English Arts I. 2000. pp
218.English Expressways II. 2007. pp 203.
Compose personal and factual recounts EN7WC-III-b-2.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100, 175.
Compose a series of journal entries EN7WC-III-c-2.8.5 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 20, 21.
Compose an anecdote based on a significant personal EN7WC-III-d-2.2.13 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 109. experience
EN7WC-III-e-2.2.13 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 175.
EN7WC-III-f-2.2.14 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 30-31. Compose a
travelogue

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

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K to 12 BASIC EDUCATION CURRICULUM

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 8
FIRST QUARTER

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

The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.

The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and
PERFORMANCE STANDARD
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

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

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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 devices in composing
1.1.6.1: Present
intonation, juncture, unfamiliar words or noting context African writers an informative speech
ideas using a
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
1 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 text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of contributed by Organize ideas in devices in composing
2 expressions by
intonation, juncture, unfamiliar words or African writers one-step word, an informative speech
noting context
and rate of speech expressions EN8LT-Ib-8.1: phrase, and
clues and
Identify the sentence outline
collocations forms
distinguishing
features of

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

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EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships selfcomposed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
4 collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

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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 prosodic parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an 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 using an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: a variety of
meaning expressions Explain how the graphic organizers
elements specific
to a genre
5 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 prosodic parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an features of speech EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text when appropriate cohesive
reading, intensive intonation, juncture, delivering lines
6 that reflect the understanding EN8WC-If-6.1: 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 parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an selfcomposed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
7 intonation, juncture, same topic in contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8:
that reflect the devices in composing
and rate of speech different viewing African writers Arrange notes in Use the correct
local culture by an informative speech
that affect meaning genres EN8LT-Ig-2.3: one-step word, stance and
noting context
clues Draw similarities phrase, and behavior

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K to 12 BASIC EDUCATION CURRICULUM

K to 12 English Curriculum Guide May 2016 Page 40 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

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

The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal
CONTENT STANDARD 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
PERFORMANCE STANDARD
grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals or
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when expressions suitable
EN8RC-IIa-2.18: pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an to each pattern of
long descriptive and
Relate content or theme excerpts dramatic types of East Asian writers entertainment idea development:
narrative texts
to previous experiences EN8VC-IIa-17: irony and give EN8LT-IIa-9.2: speech • general to
1 EN8LC-IIa-7.2: particular
and background Discern positive and examples of each Identify the
Employ projective
negative messages distinguishing • claim and
knowledge listening strategies conveyed in a features of counterclaim
with longer stories material • problemsolution
notable East
viewed Asian poems, • cause-effect
folktales, and • and others
short stories

K to 12 English Curriculum Guide May 2016 Page 41 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals or
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when expressions suitable
EN8RC-IIb-2.18: pictures, and situational, and contributed by 2.8.8: Use a variety to each pattern of
long descriptive and delivering an
Relate content or theme excerpts dramatic types of East Asian writers of techniques to idea development:
2 narrative texts entertainment
to previous experiences EN8VC-IIb-17: irony and give EN8LT-IIb-9.2: introduce a topic • general to
EN8LC-IIb-6.2: speech
Discern positive and examples of each Identify the particular
and background Infer dominant
negative distinguishing • claim and
knowledge thoughts and feelings
messages conveyed features of
expressed in the text
in a material
listened to
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
viewed notable East counterclaim
Asian poems, • problemsolution
folktales, and • cause-effect
short stories • and others

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


Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the Compose effective Produce the sounds appropriate
significance of a literary listening skills and the material viewed between and elements specific paragraphs of English correctly grammatical signals or
text strategies suited to based on the title, among verbal, to a genre EN8WC-IIc- and effectively expressions suitable to
EN8RC-IIc-2.1.7: long descriptive and pictures, and situational, and contribute to the 2.2.1: Develop each pattern of idea
when delivering an
React to assertions narrative texts excerpts dramatic types of theme of a related support development:
particular literary entertainment
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give sentences • general to
selection speech particular
3 the text Determine the tone Discern positive and examples of each
and mood of the negative EN8LT-IIc- • claim and
speaker or characters messages conveyed 2.2.1: Express counterclaim
in the narrative in a material appreciation for • problemsolution
listened to viewed sensory images • cause-effect
used • and others

K to 12 English Curriculum Guide May 2016 Page 42 of 122


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

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


Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate Develop paragraphs Use appropriate appropriate
5
relationships illustrated listening skills and the material viewed between literal literature as an that illustrate each non-verbal cues grammatical signals or
in tables, graphs, and strategies suited to based on the title, art form inspired text when delivering expressions
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
information maps found long descriptive and pictures, and and figurative and influenced type (narrative in lines in an suitable to each
in expository texts narrative texts excerpts language by nature literature, entertainment pattern of idea
EN8RC-IIe-11: EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech development:
Transcode information Infer the theme of Discern positive explanatory, factual • general to
from linear to nonlinear the text listened to and negative and personal particular
texts and viceversa messages conveyed recount, • claim and
in a material persuasive) counterclaim
viewed • problemsolution
• cause-effect
• and others

K to 12 English Curriculum Guide May 2016 Page 43 of 122


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

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

K to 12 English Curriculum Guide May 2016 Page 44 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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 paragraphs Deliver a appropriate
relationships illustrated listening skills and the material viewed figures of speech and differences of that illustrate each selfcomposed grammatical signals or
in tables, graphs, and strategies suited to based on the title, that show the featured text type (narrative entertainment expressions suitable to
information maps found long descriptive and pictures, and emphasis selections in in each pattern of idea
speech using all the
in expository texts narrative texts excerpts (hyperbole and relation to the literature, development:
needed speech
EN8RC-IIh-2.15: EN8LC-IIh-7.2: EN8VC-IIh-17: litotes) theme expository, • general to
8 explanatory, factual conventions particular
Organize information in Employ projective Discern positive and
tables, graphs, and listening strategies negative messages and personal • claim and
conveyed in a recount, counterclaim
maps with longer stories
material persuasive) • problemsolution
viewed • cause-effect
• and others

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

10 Culminating Task

THIRD QUARTER
K to 12 English Curriculum Guide May 2016 Page 45 of 122
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM

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

The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual
CONTENT STANDARD information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly
PERFORMANCE STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features,
stance,and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa3.11: EN8RC-IIIa-10:
Recognize propaganda Determine the target IIIa3.4/4.4/5.4: Explain the Identify the Organize Use the correct Share ideas using
techniques used in a audience of a listening Determine the meaning of a word notable literary information about a sounds of English opinion-marking
given text text and the target audience of a through structural genres chosen subject during speech signals
contributed by using a graphic EN8G-IIIa-3.6: Use
objective/s of the material viewed analysis (prefixes, delivery
Southeast Asian organizer modals appropriately
speaker roots, suffixes)
writers
EN8LT-IIIa-
1 11.1: Identify the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels contributed
by Southeast
Asian writers

K to 12 English Curriculum Guide May 2016 Page 46 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance IIIb3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a word notable literary information from a correct stress, pitch, opinion-marking
2 presented in the text
given text target audience of a through structural genres graphic organizer to and juncture when signals
listened to EN8G-IIIb-3.6: Use
material viewed analysis (prefixes, contributed by a topic or sentence delivering a
roots, Southeast Asian outline persuasive speech modals appropriately
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
suffixes) writers
EN8LT-IIIb-
11.1: Identify the
distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5: EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the Explain the 2.2: Explain how 1.1.6: Expand the Observe the use of Share ideas using
opinions listening strategies issue and stand meaning of a the elements content of an correct stress, opinion-marking
suited to the topic, presented in the word through specific to a outline using notes pitch, and juncture signals
purpose, and level of material viewed structural analysis genre contribute from primary and when delivering a EN8G-IIIc-11: Use
to the theme of a appropriate
difficulty of the (prefixes, roots, secondary sources persuasive speech
particular literary
3 listening text suffixes) documentation EN8G-
selection
IIIc-3.6: Use modals
EN8LT-
appropriately
IIIc2.2.1:
Express
appreciation for
sensory images
used

K to 12 English Curriculum Guide May 2016 Page 47 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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-3.6: Use
listened to material viewed unfamiliar words genre contribute when delivering a modals appropriately
to the theme of a persuasive speech
4 particular literary
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-IIIe1.14: EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the Arrive at meanings Appreciate Show respect for Use appropriate modals appropriately
5 asserted or expressed of the speaker on a issue and stand through context literature as a intellectual property persuasive devices EN8G-IIIe-12: Use
in a text given issue presented presented in the clues mirror to a shared rights by emphasis markers for
in the text listened to material viewed heritage acknowledging persuasive purposes
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of people with citations made in
diverse an informative
backgrounds essay EN8SS-
IIIe1.6.3:
Acknowledge
sources by creating
a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3: EN8G-IIIf-3.6: Use
Evaluate the details that Distinguish facts from Judge the Arrive at meanings 2.2: Explain how Show respect for Deliver a modals appropriately
support assertions opinion cited in the relevance and through context the elements intellectual property selfcomposed EN8G-IIIf-12: Use
in a text text listened to worth of ideas clues specific to a rights by persuasive speech emphasis markers for
presented in the genre contribute acknowledging persuasive purposes
material viewed to the theme of a citations made in an
6 particular literary informative essay.
selection EN8SS-IIIf1.6.3:
EN8LT-IIIf- Acknowledge
2.2.5: Determine sources by creating
key ideas, tone, a bibliography.
and purposes of
the author
K to 12 English Curriculum Guide May 2016 Page 48 of 122
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19: EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg1.14: EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the Analyze intention 2.2: Explain how Show respect for Use appropriate Share ideas using
against) made by the listening strategies relevance and of words or the elements intellectual property persuasive devices opinion-marking
author suited to the topic, worth of ideas expressions used specific to a rights by signals
presented in the genre contribute acknowledging EN8G-IIIg-3.6: Use
purpose, and level of in propaganda
material viewed to the theme of a citations made in an modals appropriately.
difficulty of the techniques informative essay
7 particular literary EN8G-IIIg-12: Use
listening text selection EN8SS-IIIg- emphasis markers for
EN8LT-IIIg- 1.6.4: Use persuasive purposes
2.2.5: Determine conventions in
key ideas, tone, citing sources
and purposes of
the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the Analyze intention 2.3: Identify Show respect for Deliver a Share ideas using
against) made by the social, moral, and relevance and of words or similarities and intellectual property selfcomposed opinion-marking
author economic issues worth of ideas expressions used differences of the rights by persuasive speech signals
8 presented in the featured
discussed in the text in propaganda acknowledging EN8G-IIIh-3.6: Use
material viewed selections modals appropriately
listened to techniques citations made in an
informative essay EN8G-IIIh-12: Use
emphasis markers for
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8SS-IIIh- persuasive purposes
1.6.5: Use in-text
citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC- EN8OL-IIIi-4.1: EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the relevance Use appropriate Explain how a IIIi2.2.16: Use appropriate Share ideas using
strategies to process social, moral, and and worth of ideas strategies for selection is Compose an verbal and opinion-marking
information in a text economic issues presented in the unlocking influenced by informative essay nonverbal cues signals
discussed in the text material viewed unfamiliar words culture, history, when delivering a EN8G-IIIi-11: Use
listened to environment persuasive speech appropriate
9
documentation EN8G-
IIIi-3.6: Use modals
appropriately EN8G-
IIIi-12: Use emphasis
markers for persuasive
purposes

K to 12 English Curriculum Guide May 2016 Page 49 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
10 Culminating Task

FOURTH QUARTER

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

The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in various
CONTENT STANDARD 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 oral
PERFORMANCE STANDARD speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
1
topic sentence follow after a segment elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

K to 12 English Curriculum Guide May 2016 Page 50 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
listened to fantasy based on a meaning of words South and West when delivering a connectors for
material viewed Asian writers manuscript or emphasis
EN8LT-IVa- memorized speech
13.1: Identify the in an oration, in a
distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
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 manuscript or past and past perfect
opinion article,
EN8LT-IVb- memorized speech tenses in journalistic
feature article, and
13.1: Identify the in an oration, in a writing
sports news article)
2 distinguishing declamation or in a
features found in dramatic
religious texts, monologue
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and Use various Identify notable 3.4.2: Distinguish Use the correct direct and reported
implicit signals (like the text listened to contrast one’s strategies in literary genres among types of production of the speech in journalistic
cohesive devices) beliefs/convictions decoding the contributed by journalistic writing sounds of English writing
with those South and West when delivering a EN8G-IVc-15: Use
used by the writer meaning of words (news report,
3 presented in a Asian writers manuscript or appropriate modifiers
opinion article,
material viewed EN8LT-IVc- memorized speech
feature article, and
13.1: Identify the in an oration, in a
sports news article)
distinguishing declamation or in a
features found in dramatic
monologue
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K to 12 BASIC EDUCATION CURRICULUM
religious texts,
epics, myths,

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
drama, and short
stories
contributed by
South and West
Asian writers
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 the sports news article) in an oration, in a writing
4 distinguishing
declamation or in a
features found in
religious texts, dramatic
epics, myths, monologue
drama, and short
stories
contributed by
South and West
Asian writers

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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 literature, information from the about a particular strategies in literature as an journalistic texts prosodic features of speech in journalistic
instructions, text listened to. aspect of a material decoding the expression of speech like pitch, writing
explanation, factual viewed meaning of words philosophical and stress, juncture, EN8G-IVe-3: Use
5
and personal recount, religious ideals volume, and past and past perfect
persuasive, tenses in journalistic
projection,
writing
expository) to process intonation and
EN8G-IVe-15: Use
information in a text speech rate
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/convictions decoding the to a genre to develop a topic speech like pitch, journalistic contexts
with those contribute to the for journalistic EN8G-IVf-16: Use
6 has been listened to meaning of words stress, juncture,
presented in a theme of a writing appropriate logical
particular literary volume, and
material viewed connectors for
selection projection,
intonation and emphasis
EN8LT-IVf-
2.2.1: Express speech rate
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
appreciation for
sensory images
used
EN8LT-IVf-
2.2.4: Explain
figurative
language used

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

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K to 12 BASIC EDUCATION CURRICULUM

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RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2 EN8RC-Ib-
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
7.2
3. *English Expressways III. 2007. pp 238-239.
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1 EN8RC- 2. *New Horizons in Learning English I. 1999. pp 29-34.
Id-1.5.1 3. *English Expressways II. 2007. pp 56, 216.
4. *English Expressways III. 2007. pp 44-45, 113.
Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 EN8RC-If-7 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 EN8RC-Ih- 1. *English Expressways II. 2007. pp 216-217.
7.1 2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences. *English
EN8RC-Ii-7
speed reading, intensive reading etc.) for one’s purpose 1. Expressways III. 2007. pp 286-287.
2Q
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines. *English
EN8RC-IIa-2.18
background knowledge 2. Expressways III. 2007. pp 250.

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Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines. *English
EN8RC-IIb-2.18
background knowledge 2. Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text. *English
EN8RC-IIe-1.2
graphs, and information maps found in expository texts 2. Arts I. 2000. pp 174, 175, 178.
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3. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
Transcode information from linear to non-linear texts and EN8RC-IIe-11 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text. *English
vice-versa EN8RC-IIf-11 2. 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. *English
EN8RC-IIf-1.2
graphs, and information maps found in expository texts 2. Arts I. 2000. pp 171-173.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking. *English
EN8RC-IIg-1.2
graphs, and information maps found in expository texts 2. Arts I. 2000. pp 182, 183.
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2 EN8RC- 1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts IIi-1.2
Organize information in tables, graphs, and maps 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIh-2.15 EN8RC- 3. *English Arts I. 2000. pp 171-179, 182, 183.
IIi-2.15 4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.
5. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
6. *English Expressways III. 2007. pp 77.
3Q
Recognize propaganda techniques used in a given text EN8RC-IIIa-12.1 1. *English Expressways II. 2007. pp 45-46. *English
EN8RC-IIIb-12.1 2. Arts III. 2000. pp 156-158.
Differentiate facts from opinions 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
Attitudes.
EN8RC-IIIc-2.13 2. BEAM ENG8 – Social Issues Affecting the Community.
3. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
Utilize coping reading strategies to process information in EN8RC-IIId-12 EN8RC- 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text IIIi-12
React to what is asserted or expressed in a text 1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117. *English
EN8RC-IIIe-2.1.7
2. Expressways III. 2007. pp 116-117.
Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
EN8RC-IIIh-3.1.12
4Q

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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. *English
used by the writer EN8RC-IVc-13.1 2. Expressways II. 2007. pp 153-154, 195.
3. *English Expressways III. 2007. pp 92-94.
Interpret and follow instructions, directions, notices, rules 1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
and regulations
Use text type knowledge (narrative in literature, 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal recount, EN8RC-IVe-13
persuasive, expository) to process information in a text
Distinguish between general and specific statements EN8RC-IVf-10.2 1. *English Expressways II. 2007. pp 68-71, 190-195.
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Draw conclusions from a set of details EN8RC-IVh-2.12 1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension
1Q
Listen for important points signaled by volume, projection, 1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211. *English
EN8LC-Ia-5.1
pitch, stress, intonation, juncture, and rate of speech 2. Expressways III. 2007. pp 38.
Listen for important points signaled by volume, projection, 1. 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 Differences.
pitch, stress, intonation, juncture, and rate of speech 2. *English Arts I. 2000. pp 31, 32, 238, 239.
EN8LC-Ic-5.1 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
5. *English Expressways III. 2007. pp 105-107, 120-121.
Listen for important points signaled by volume, 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.

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Note the changes in volume, projection, pitch, stress, 1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect 2. *English Arts I. 2000. pp. 31, 32, 238, 239.
meaning EN8LC-Ih-5.2 3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways III. 2007. pp 105-107.
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning
2Q
Employ appropriate listening skills and strategies suited to EN8LC-IIa-7 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
long descriptive and narrative texts EN8LC-IIb-7
EN8LC-IIc-7
EN8LC-IId-7
EN8LC-IIe-7
Employ projective listening strategies with longer stories EN8LC-IIa-7.2 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN8LC-IIh-7.2 EN8LC-IIi-
7.2
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Infer dominant thoughts and feelings expressed in the text 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
listened to
Determine the tone and mood of the speaker or EN8LC-IIc-2.13 EN8LC- 1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to IId-2.13 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1. *English Expressways II. 2007. pp 12, 98, 140.
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. *English
EN8LC-IIg-3.12
2. 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

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Judge the relevance and worth of ideas presented in the 1. *English Arts III. 2000. pp 104, 156, 255-256.
EN8LC-IIIb-8.2
text listened to 2. *English Expressways II. 2007. pp 78-79, 109-110.
EN8LC-IIId-8.2
3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
Determine the stand of the speaker on a given issue 1. *English Arts I. 2000. pp 237, 238.
presented in the text listened to EN8LC-IIIe-7.1 2. *English Expressways II. 2007. pp 270.
3. *English Expressways III. 2007. pp 36-37.
Distinguish facts from opinion cited in the text listened to EN8LC-IIIf-2.10 1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
4Q
Predict what is to follow after a segment of a text listened 1. *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
to
Infer thoughts and feelings expressed in a text listened to EN8LC-IVb-6.2
Judge the relevance and worth of ideas presented in the EN8LC-IVd-8.2 1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IVg-8.2 2. *English Expressways III. 2007. pp 128-131, 288-289.
Summarize information from the text listened to. EN8LC-IVe-3.14 EN8LC- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
IVi-3.14
Process speech delivered by making inferences from what EN8LC-IVf-10 EN8LC- 1. *English Expressways II. 2007. pp 12, 98, 140.
has been listened to IVh-10 2. *English Expressways III. 2007. pp 288-289, 327-329.
VC- Viewing Comprehension
1Q
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ib-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ic-8
the meaning of unfamiliar words or expressions
2Q
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Predict the gist of the material viewed based on the title, EN8VC-IIa-1.3 1. *English Expressways III. 2007. pp 271-272.
pictures, and excerpts EN8VC-IId-1.3
EN8VC-IIg-1.3
Determine the issue and stand presented in the material 1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions and Values.
EN8VC-IIId-18
viewed
4Q

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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. *English
context clues and collocations EN8V-Ib-10.2 2. Arts III. 2000. pp 11-12.
3. *English Expressways III. 2007. pp 45-47, 172, 350.
Determine the meaning of idiomatic expressions by noting EN8V-Ic-10.2 EN8V-Id- 1. *English Arts I. 2000. pp 258, 259.
context clues and collocations 10.2 2. *English Expressways III. 2007. pp 207, 305.
Use appropriate strategies in unlocking the meaning of 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
unfamiliar words and idiomatic expressions 2. *English Expressways II. 2007. pp 179-180.
EN8V-Ie-4 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
4. *English Expressways III. 2007. pp 157, 287.
2Q
Discriminate between literal and figurative language EN8V-IIe-24 EN8V-IIi- 1. *English Expressways II. 2007. pp 153, 166, 191-195.
24
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIf-10.1.4
and litotes) 2. *English Arts III. 2000. pp 54, 103-104.
Identify figures of speech that show emphasis (hyperbole 1. *English Arts I. 2000. pp 44, 45.
EN8V-IIh-10.1.4
and litotes)
3Q
Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) 2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3 3. *English Arts III. 2000. pp 113.
4. *English Expressways III. 2007. pp 29-30, 114-115.
Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) EN8V-IIIb-15.3 2. *English Arts III. 2000. pp 113.
3. *English Expressways III. 2007. pp 114-115.
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Explain the meaning of a word through structural analysis 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248. *English
EN8V-IIIc-15.3
(prefixes, roots, suffixes) 2. 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. *New
2. Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.
EN8V-IIId-25 EN8V-IIIi- 3. *English Expressways II. 2007. pp 179-180.
25 4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
5. *English Expressways III. 2007. pp 287.
Arrive at meanings through context clues 1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.
2. *New Horizons in Learning English I. 1999. pp 109, 228-230.
EN8V-IIIe-12.3 EN8V- 3. *English Expressways II. 2007. pp 153, 191-195.
IIIf-12.3 4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.
5. *English Expressways III. 2007. pp 45-47, 172, 350.
Analyze intention of words or expressions used in EN8V-IIIg-26 1. *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-26
Use appropriate strategies for unlocking unfamiliar words EN8V-IIIi-25 1. *English Expressways III. 2007. pp 157, 287.
4Q
Use various strategies in decoding the meaning of words EN8V-IVa-15 1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb-15 2. *English Expressways II. 2007. pp 179-180.
EN8V-IVc-15 3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8V-IVd-15
EN8V-IVe-15
EN8V-IVf-15
EN8V-IVg-15
EN8V-IVh-15
EN8V-IVi-15
LT- Literature
1Q
Express appreciation for sensory images used 1. *English Arts I. 2000. pp 246, 247.
EN8LT-Ic-2.2.1
2. *English Expressways III. 2007. pp 180-181, 281-285.
Explain the literary devices used. EN8LT-Ic-2.2.2
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-Id-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author Attitudes.
EN8LT-Ie-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.

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K to 12 BASIC EDUCATION CURRICULUM
Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
history, environment, or other factors
2Q
Express appreciation for sensory images used EN8LT-IIc-2.2.1 1. *English Arts I. 2000. pp. 246, 247.
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2. *English Expressways III. 2007. pp 180-181, 281-285.
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author EN8LT-IIf-2.2.3 Attitudes.
2. *English Arts I. 2000. pp 218, 236.
Determine tone, mood, technique, and purpose of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
author Attitudes.
EN8LT-IIg-2.2.3 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.
Explain how a selection may be influenced by culture, 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
history, environment, or other factors
3Q
Identify the distinguishing features of notable poems, 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
short stories, dramas, and novels contributed by EN8LT-IIIa-11.1
Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
EN8LT-IIIf-2.2.5
Attitudes.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
Attitudes.
EN8LT-IIIg-2.2.5 2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.
4Q
Express appreciation for sensory images used EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
Determine key ideas, tone, and purposes of the author 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing Feelings and
EN8LT-IVg-2.2.5 Attitudes.
2. *English Expressways III. 2007. pp 9-11, 206-207.
WC- Writing and Composition
1Q
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K to 12 BASIC EDUCATION CURRICULUM
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, 269-270.
EN8WC-Ia-1.1.6.1
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 EN8WC-If- 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216, 269-270.
6.1 2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
LEARNING COMPETENCY
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3. *English Expressways III. 2007. pp 290-291.
Arrange notes in one-step word, phrase, and sentence 1. *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence 1. *English Arts I. 2000. pp 197-199.
EN8WC-Ii-6.2
outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
2Q
Compose effective paragraphs EN8WC-IIa-2.8 1. *English Arts I. 2000. pp. 228-230.
EN8WC-IIb-2.8 2. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
EN8WC-IIc-2.8 3. *English Arts III. 2000. pp 36-37, 99, 197.
EN8WC-IId-2.8 4. *English Expressways III. 2007. pp 17-18, 63-65.
Develop related support sentences EN8WC-IIc-2.2.1 1. *English Expressways II. 2007. pp 12 82, 91, 200-201.
Use a variety of techniques to formulate a conclusion EN8WC-IId-2.8.9 1. *English Expressways II. 2007. pp 11.
Develop paragraphs that illustrate each text type 1. BEAM ENG8 – Social Issues Affecting the Community.
(narrative in literature, expository, explanatory, factual EN8WC-IIe-2.2 2. *English Arts I. 2000. pp 52, 231.
and personal recount, persuasive) 3. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIf-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Arts I. 2000. pp 253.
(narrative in literature, expository, explanatory, factual EN8WC-IIg-2.2 2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
and personal recount, persuasive)

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Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIi-2.2
and personal recount, persuasive)
3Q
Organize information about a chosen subject using a 1. *English Expressways II. 2007. pp 94-95, 283-284. *English
EN8WC-IIIa-1.10
graphic organizer 2. Expressways III. 2007. pp 290-291.
Transcode information from a graphic organizer to a topic 1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
or sentence outline
Compose an informative essay 1. *English Arts I. 2000. pp 69.
EN8WC-IIId-2.2.16
2. *English Expressways II. 2007. pp 81-82, 158.
EN8WC-IIIi-2.2.16

Acknowledge sources by creating a bibliography EN8WC-IIIe-1.6.3 1. *English Expressways III. 2007. pp 230-231.
EN8WC-IIIf-1.6.3
4Q
Distinguish among types of journalistic writing (news EN8WC-IVb-3.4.2 1. *English Expressways II. 2007. pp 81-82, 158.
LEARNING COMPETENCY
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report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVc-3.4.2
article)
Distinguish among types of journalistic writing (news 1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVd-3.4.2
article)
F- Oral Language and Fluency
1Q
Use the correct sounds of English EN8F-Ia-3.11 1. *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211, 269. *English
EN8F-Ib-3.11 2. Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ic-3.11
2Q

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K to 12 BASIC EDUCATION CURRICULUM
Deliver a self-composed entertainment speech using all EN8F-IIg-3 1. *English Arts III. 2000. pp 178-180.
the needed speech conventions EN8F-IIh-3
EN8F-IIi-3
Maintain the interest of the audience by delivering punch 1. BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIh-3.13
lines effectively
3Q
Observe the use of correct stress, pitch, and juncture 1. *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
EN8F-IIIb-5
when delivering a persuasive speech
Deliver a self-composed persuasive speech EN8F-IIIf-3 EN8F-IIIh- 1. *English Arts III. 2000. pp 33-34.
3
G- Grammar Awareness
1Q
Use parallel structures EN8G-Ia-7 1. *English Expressways II. 2007. pp 208-210.
EN8G-Ib-7
EN8G-Ic-7
EN8G-Id-7
EN8G-Ie-7
EN8G-If-7
EN8G-Ig-7
EN8G-Ih-7
EN8G-Ii-7
Use appropriate cohesive devices in composing an EN8G-Ia-8 1. *English Expressways II. 2007. pp 212-213, 271. *English
informative speech EN8G-Ib-8 2. Expressways III. 2007. pp 280.
EN8G-Ic-8
EN8G-Id-8
EN8G-Ie-8
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EN8G-If-8
EN8G-Ig-8
EN8G-Ih-8
EN8G-Ii-8
2Q

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Use appropriate grammatical signals or expressions 1. *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development:
• general to particular
EN8G-IIg-9
• claim and counterclaim
EN8G-IIh-9
• problem-solution
• cause-effect
• and others
3Q
Share ideas using opinion-marking signals EN8G-IIIa-10 1. *English Expressways II. 2007. pp 208-210.
EN8G-IIIb-10
EN8G-IIIc-10
EN8G-IIIg-10
EN8G-IIIh-10
EN8G-IIIi-10
Use modals appropriately EN8G-IIIa-3.6 1. *English Arts I. 2000. pp 261.
EN8G-IIIb-3.6 2. *English Expressways II. 2007. pp 256-258.
EN8G-IIIc-3.6
EN8G-IIId-3.6
EN8G-IIIe-3.6
EN8G-IIIf-3.6
EN8G-IIIg-3.6
EN8G-IIIh-3.6
EN8G-IIIi-3.6
4Q
Use appropriate modifiers EN8G-IVa-15 1. *English Arts III. 2000. pp 53-54, 82-83.
EN8G-IVc-15
EN8G-IVe-15
EN8G-IVg-15
EN8G-IVi-15
Use appropriate logical connectors for emphasis EN8G-IVa-16 1. *English Expressways II. 2007. pp 64-65.
EN8G-IVf-16
EN8G-IVg-16
EN8G-IVi-16
Use active and passive constructions in journalistic EN8G-IVb-13 1. *English Expressways II. 2007. pp 77-78.
contexts EN8G-IVf-13
EN8G-IVh-13

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LEARNING COMPETENCY
LEARNING MATERIALS
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EN8G-IVi-13
Use past and past perfect tenses in journalistic writing EN8G-IVb-3 1. *English Expressways II. 2007. pp 39-42. *English
EN8G-IVd-3 2. Arts III. 2000. pp 66-68.
EN8G-IVe-3
EN8G-IVi-3
Use direct and reported speech in journalistic writing EN8G-IVc-14 1. *English Arts III. 2000. pp 97-99.
EN8G-IVd-14
EN8G-IVe-14
EN8G-IVg-14
EN8G-IVh-14
EN8G-IVi-14

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 9
FIRST QUARTER

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

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria:
PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.

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

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K to 12 BASIC EDUCATION CURRICULUM
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 between Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of and among segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self suprasegmentals or EN9G-Ia-1.6/1.7:
journalistic, and
Perform a task by EN9LT-Ia-14.1: prosodic features of Use appropriate
literary writing.
following instructions Identify the speech when punctuation marks
distinguishing delivering lines of and capitalization to
1
poetry and prose in convey meaning
features of
EN9G-Ia-18: Use
notable a speech choir, jazz
interjections to
AngloAmerican chants and raps.
convey meaning
lyric poetry,
songs, 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 and Infer thoughts, Provide words or Analyze literature Distinguish between Use the appropriate normal and inverted
knowledge about a intentions of the feelings, and expressions as a means of and among segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the informative, of English) and the writing
2 material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
build its theme a speech choir, jazz EN9G-Ib-18: Use
chants and raps interjections to
EN9F-Ib-3.1: convey meaning
Produce the correct
beat and rhythm in
delivering jazz
chants and raps

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K to 12 BASIC EDUCATION CURRICULUM
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 between Use the appropriate normal and inverted
sequence signals or listened to feelings, and are derived from as a means of and among segmentals (sounds word order in creative
connectors to intentions in the names of persons enhancing the informative, of English) and the writing
determine patterns of material viewed and places self journalistic, and suprasegmentals or EN9G-Ic-1.6/1.7:
idea development EN9LT-Ic-2.2: literary writing prosodic features of Use appropriate
given in a text Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
3 poetry and prose in convey meaning
to a genre
contribute to the a speech choir, jazz EN9G-Ic-18: Use
theme of a chants and raps interjections to convey
particular literary EN9F-Ic-3.1: meaning.
selection Produce the correct
beat and rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence signals Agree or disagree with Summarize the Explain how words Analyze literature Examine sample Use the correct normal and inverted
or connectors to the ideas of the contents of the are derived from as a means of texts representative pitch, juncture, word order in creative
determine patterns speaker material viewed names of persons discovering the of each type. stress, intonation, writing
of idea development EN9LC-Id-8.5: and places self rate of speech, EN9G-Id-1.6/1.7:
Accept or reject ideas EN9LT-Id- Use appropriate
volume and
4 mentioned 2.2.1: Express punctuation marks
projection when
appreciation for and capitalization to
delivering lines of convey meaning
sensory images
poetry and prose in EN9G-Id-18: Use
used
dramatic and interjections to convey
conventional speech meaning.
choirs
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to determine decisions based on Summarize the Arrive at meaning Analyze literature Compose forms of Use the correct normal and inverted
key ideas and what is listened to contents of the of words through as a means of literary writing pitch, juncture, word order in creative
5 author’s purpose material viewed word formation discovering the stress, intonation, writing
(clipping, blending, self rate of speech, EN9G-Ie-1.6/1.7:
acronymy, EN9LT-Ie- volume and Use appropriate
2.2.2: Explain projection when punctuation marks
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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K to 12 BASIC EDUCATION CURRICULUM
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 speech interjections to convey
choirs meaning
EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: EN9OL-If-2.6.2: EN9G-If-17: Use
Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and Use the appropriate normal and inverted
key ideas and and worth of ideas relevance and worth of words through as a means of features of poetry. gestures (hand, word order in creative
author’s purpose. presented of ideas presented word formation discovering the face, and body) writing
in the (clipping, blending, self EN9G-If-1.6/1.7:
material viewed acronymy, EN9LT-If- Use appropriate
6 compounding, folk punctuation marks
2.2.3: Determine
etymology, etc.) tone, mood, and capitalization to
convey meaning
technique, and
EN9G-If-18: Use
purpose of the
interjections to convey
author.
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 worth context clue as a means of features of poetry. gestures (hand, word order in creative
previously read texts material listened to of ideas presented (restatement, discovering the face, and body) writing
in the definition, self EN9G-Ig-1.6/1.7:
material viewed synonyms, EN9LT-Ig- Use appropriate
7
antonyms) used 2.2.3: Determine punctuation marks
for a given word or and capitalization to
tone, mood,
expression. convey meaning.
technique, and EN9G-I-0-18: Use
purpose of the
interjections to convey
author
meaning

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K to 12 BASIC EDUCATION CURRICULUM
EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
a connection between Compare and contrast 1.5/2.5: Draw Note types of Analyze literature Use literary devices Use the appropriate normal and inverted
the present text and information listened generalizations and context clue as a means of and techniques to and effective word order in creative
previously read texts to conclusions from (restatement, discovering the craft poetic forms. speech conventions writing
the material viewed definition, self expected of speech EN9G-Ih-1.6/1.7:
synonyms, EN9LT-Ih-2.3: choir presentations. Use appropriate
8 antonyms) used Draw similarities punctuation marks
for a given word and differences of and capitalization to
or expression the featured convey meaning.
selections in EN9G-Ih-18: Use
relation to the interjections to convey
theme
meaning

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii1.5/2.5: EN9V-Ii-12.3: EN9LT-Ii-14: EN9WC-Ii-3.6: EN9F-Ii-3.14: Use EN9G-Ii-17: Use
Identify advance Summarize Draw Note types of Analyze literature Use literary devices the appropriate and normal and inverted
organizers, titles, information from the generalizations and context clue as a means of and techniques to effective speech word order in creative
subtitles, illustrations, text listened to conclusions from (restatement, discovering the craft poetic forms conventions writing
etc. given in a text the material viewed definition, self EN9G-Ii-1.6/1.7:
expected of speech
synonyms, EN9LT-Ii-3: Use appropriate
9 choir presentations
antonyms) used Explain how a punctuation marks
for a given word selection may be and capitalization to
or expression convey meaning
influenced by
EN9G-Ii-18: Use
culture, history,
interjections to convey
environment, or
meaning
other factors

10 Culminating Task

SECOND QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
K to 12 English Curriculum Guide May 2016 Page 72 of 122
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K to 12 BASIC EDUCATION CURRICULUM
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.

The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
PERFORMANCE STANDARD
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa19:
Compare and contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied Use adverbs in
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and narration.
presented in different based on topic, these lead to the communicative other people and poetry and in nonverbal
texts. ending of a material.
purpose, and level of styles for various their various prose. strategies to create
difficulty of the situations circumstances in impact on the
audience
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.

K to 12 English Curriculum Guide May 2016 Page 73 of 122


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K to 12 BASIC EDUCATION CURRICULUM
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media like information from information contained appropriate a means of valuing verbal and adverbs in
features present in
brochures, pamphlets, argumentative/ in the material viewed. communicative other people and nonverbal narration.
poetry and in
periodicals, and audio- persuasive texts. styles for various their various strategies to
video recordings. situations prose. create impact on
EN9LC-IIb-2.8: circumstances in life.
Make inferences from (intimate, casual, the audience while
what was said. conversational, delivering lines in
EN9LT-II-0-14.2:
a Readers Theatre
consultative, Explain how the
or in a
frozen). elements specific to
Chamber Theatre.
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 like paraphrase and information contained appropriate a means of valuing features present in correct production adverbs in
brochures, pamphlets, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
periodicals, and audio- from persuasive texts. styles for various their various prose. vowels sounds,
video recordings. situations circumstances in life. consonant sounds,
(intimate, casual, diphthongs, etc.
conversational, EN9LT-IIc-2.2:
consultative,
Explain how the
frozen).
elements specific to
a genre contribute
to the theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and poetry and in of English sounds: narration.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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K to 12 BASIC EDUCATION CURRICULUM
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-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the IIe20: Use
various print media like text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
brochures, pamphlets, the material viewed. communicative other people and poetry and in prosodic features in expressing
periodicals, and audio- styles for various their various prose. of speech when arguments
video recordings. situations circumstances in life. delivering lines in
(intimate, casual, EN9LT-IIe-2.2.2: a Readers Theatre
conversational, Explain the literary or in a Chamber
consultative, devices used. Theatre.
frozen).
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf20:
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected of other people and EN9WC-IIf- prosodic features in expressing
their various 9.2: Identify of speech when arguments.
a communicative
circumstances in life. types and delivering lines in
style.
EN9LT-IIf-2.2.3: features of a Readers Theatre
Determine tone, short prose. or in a Chamber
mood, technique, Theatre.
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 of other people and EN9WC-IIg- non-verbal in expressing
diagrams, maps, material viewed. a communicative their various 9.2: Identify communication to arguments.
circumstances in life. types and convey meaning in
charts, etc style.
EN9LT-IIg-2.2.3: features of a Readers or
Determine tone, short prose. Chamber Theatre.
mood, technique,
and purpose of the
author.
K to 12 English Curriculum Guide May 2016 Page 75 of 122
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K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the appropriate 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
write-ups. utterances in presented in the jargons expected of other people and EN9WC-IIh- of speech when expressing
persuasive texts. their various 9.3: Use literary delivering lines in a arguments.
material viewed. a communicative
circumstances in life. devices and Readers Theatre or
style.
EN9LT-IIh-2.3: techniques to in a Chamber
Draw similarities and craft short prose Theatre.
differences of the forms.
featured selections in
relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: Judge EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi20:
Organize information in the relevance and the relevance and Determine the Analyze literature as Compose forms of the appropriate Use
various ways worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in
(outlining, graphic, presented. presented in the jargons expected of other people and EN9WC-IIi- of speech when expressing
representations, etc.) their various 9.3: Use literary delivering lines in a arguments.
material viewed. a communicative
circumstances in life. devices and Readers Theatre or
style.
EN9LT-IIi-3: techniques to in a Chamber
Explain how a craft short prose Theatre.
selection may be forms.
influenced by culture,
history, environment,
or other factors.

10 Culminating Task

K to 12 English Curriculum Guide May 2016 Page 76 of 122


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K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

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

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
CONTENT STANDARD
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.

The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
PERFORMANCE STANDARD
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one-act Employ appropriate 1.2/2.2: 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
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: nonverbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre world. Identify types and while performing in
elements specific to a Extract important (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify the synopsis. EN9F-IIIa-3.11:
1 contribute to the argumentative/persua distinguishing Produce the English
development of its sive texts features of Anglo- sounds correctly
theme American one-act and effectively
plays when delivering
lines in a one-act
play.

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K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use
Analyze a one-act Reflect on the ideas 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals.
play of the speaker the message the technical as a means of literary writing sounds correctly
EN9LT-IIIb-20.1: conveyed in a vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively
Explain how the material viewed drama and theatre world Identify types and when delivering
elements specific to a (like stage EN9LT-IIIb- features of a play lines in a one-act
2 one-act play synopsis. play.
directions) 16.1: Identify the
contribute to the distinguishing
development of its features of Anglo-
theme American one-act
plays

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one-act Interpret the 1.2/2.2: 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 of
EN9LT-IIIc-20.1: to conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when
Explain how the poster drama and theatre world Identify types and delivering lines in a
elements specific to a (like stage EN9LT-IIIc- features of a play one-act play
3 one-act play synopsis.
directions) 16.1: Identify the
contribute to the distinguishing
development of its features of Anglo-
theme American
one-act plays

EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use


Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play logic, unsupported the information the technical as a means of literary writing prosodic features of
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when
Express appreciation appeal material viewed drama and theatre world Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId2.3: features of a play one-act play
4
used directions) Draw similarities synopsis
EN9LT-IIId-20.2: and differences of
Explain the literary the featured
devices used selections in
relation to the
theme

K to 12 English Curriculum Guide May 2016 Page 78 of 122


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K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
play and critical feedback/ the information the technical as a means of literary writing prosodic features of
EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIe-9.5: speech when
Express appreciation context or situation material viewed drama and theatre world Use literary devices delivering lines in a
for sensory images (like stage EN9LT-IIIe2.3: and techniques to one-act play
5 used directions) Draw similarities craft a play
EN9LT-IIIe-20.2: and differences of synopsis
Explain the literary the featured
devices used selections in
relation to the
theme

EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use


Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
6 play literary writing
and critical feedback/ the information the technical as a means of appropriate
EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to the EN9WC-IIIf-9.5: nonverbal
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
Express appreciation context or situation material viewed drama and theatre world Use literary devices communication
for sensory images (like stage EN9LT-IIIf2.3: and techniques to strategies
used directions) Draw similarities craft a play
EN9LT-IIIf-20.2: and differences of synopsis
Explain the literary the featured
devices used 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 idea the technical as a means of literary writing appropriate
purpose of the author ideas listened to presented in the vocabulary for connecting to the EN9WC-IIIg-9.5: nonverbal
drama and theatre world Use literary devices communication
material viewed
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,

K to 12 English Curriculum Guide May 2016 Page 79 of 122


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K to 12 BASIC EDUCATION CURRICULUM
environment, or
other factors

EN9LT-IIIh-2.11: EN9LC-IIIh-12.1: EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh3.10: EN9G-IIIh-21: Use


Determine tone, Analyze the content Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and feeling levels of feedback to the idea the technical as a means of literary writing multimedia
purpose of the author utterances in presented in the vocabulary for connecting to the EN9WC-IIIh-9.5: resources to
persuasive texts material viewed drama and theatre world Use literary devices accompany the oral
(like stage EN9LT-IIIh-3: and techniques to delivery of lines
8 directions) Explain how a craft a play
selection may be synopsis
influenced by
culture, history,
environment, or
other factors

EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use


Determine tone, Judge the relevance Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals.
mood, technique, and and worth of feedback to the idea the technical as a means of literary writing multi-media
purpose of the author information/ ideas presented in the vocabulary for connecting to the EN9WC-IIIi-9.5: resources to
EN9LC-IIIi-8.6: drama and theatre world Use literary devices accompany the oral
9 material viewed
Form decisions based (like stage EN9LT-IIIi-3: and techniques to delivery of lines
on the ideas directions) Explain how a craft a play
mentioned selection may be synopsis
influenced by

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

K to 12 English Curriculum Guide May 2016 Page 80 of 122


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K to 12 BASIC EDUCATION CURRICULUM
culture, history,
environment, or
other factors

10 Culminating Task

FOURTH QUARTER

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

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources
PERFORMANCE STANDARD
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

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

K to 12 English Curriculum Guide May 2016 Page 81 of 122


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K to 12 BASIC EDUCATION CURRICULUM
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 call ideas presented in drama and theater unchanging strategies when
for prompt actions the material viewed (like stage values in a performing in a
1 changing world fulllength play
directions)
EN9LT-IVa- EN9F-IVa-3.11:
17.1: Explain Produce the sounds
how the elements of English effectively
specific to full- when delivering
length lines in a
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
plays build its full-length play
theme
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 sides Determine the Get familiar with Analyze literature Compose a play Produce the sounds active and passive
particular social of social, moral, and relevance and the the technical as a means of review. of English effectively constructions
issues, concerns, or economic issues truthfulness of the vocabulary for understanding when delivering
dispositions in real life affecting the nation ideas presented in drama and theater unchanging lines in a
the material viewed (like stage values in a full-length play
directions) changing world
2
EN9LT-IVb-
17.1: Explain
how the elements
specific to full-
length
plays build its
theme

K to 12 English Curriculum Guide May 2016 Page 82 of 122


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K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:
Relate text content to Employ analytical Determine the Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the the technical as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for understanding non-verbal prohibition.
dispositions in real life ideas presented in drama and theater unchanging communication
the material viewed (like stage values in a strategies
3 changing world
directions)
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of IVd1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
directions) changing world
EN9LT-IVd-
2.2.2: Explain the
literary devices
used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text content to Compare and contrast IVe1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective and Express permission,
particular social ideas listened to Formulate the technical as a means of review appropriate obligation, and
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition writing an
dispositions in real life on the material drama and theater unchanging communication evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used

K to 12 English Curriculum Guide May 2016 Page 83 of 122


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K to 12 BASIC EDUCATION CURRICULUM
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1: Change
Judge the relevance Differentiate biases IVf1.3/2.3: Get familiar with Analyze literature Compose a play Use the appropriate direct to indirect
and worth of ideas, from prejudices Formulate the technical as a means of review suprasegmentals: speech and vice versa
soundness of author’s predictions based vocabulary for understanding pitch, stress,
on the material drama and theater unchanging juncture, intonation,
reasoning, and the
viewed (like stage values in a etc.
effectiveness of the
directions). changing world
presentation
6
EN9LT-IVf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author

EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:


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

EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24: Use


8 Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Compose a play Use appropriate words to express
and worth of ideas, the evidence listened critical issues the technical as a means of review multi-media evaluation
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

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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
material viewed drama and theater
reasoning, and the unchanging appropriately,
(like stage
effectiveness of the values in a effectively and
directions)
presentation changing world efficiently
9
EN9LT-IVi-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors

10 Culminating Task

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Grade 9 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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*These materials are in textbooks that have been delivered to schools.
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RC - Reading Comprehension
1Q
Share prior knowledge about a text topic EN9RC-Ia-16 EN9RC-Ib- *English Expressways II. 2007. pp 190-191.
16
Take note of sequence signals or connectors to determine 1. *English Expressways II. 2007. pp 118-119.
EN9RC-Ic-13.2
patterns of idea development given in a text 2. *English Expressways IV. 2007. pp 121-122.
Scan sequence signals or connectors to determine 1. *English Arts III. 2000. pp 79.
patterns of idea development EN9RC-Id-13.2 2. *English Expressways III. 2007. pp 238, 239.
3. *English Expressways IV. 2007. pp 121-122.
Skim to determine key ideas and author’s purpose EN9RC-Ie-1.5.1 EN9RC- 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222. *English
If-1.5.1 2. Expressways IV. 2007. pp 74-75, 104, 294.
Make a connection between the present text and EN9RC-Ig-17 1. *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih-17 2. *English Expressways III. 2007. pp 208-210, 306.
Identify advance organizers, titles, sub-titles, illustrations, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
etc. given in a text
2Q
Compare and contrast similar information presented in *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
different texts.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.
Get information from various print media like brochures, *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
pamphlets, periodicals, and audio-video recordings.
Sense the difference between linear and non-linear texts. 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1
2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.

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Interpret information found in non-linear texts such as 1. *English Expressways II. 2007. pp 134-135, 247.
diagrams, maps, charts, etc 2. *English Arts III. 2000. pp 205-209.
EN9RC-IIg-5 3. *English Expressways III. 2007. pp 77.
4. *English Expressways IV. 2007. pp 172, 194-196.
Match diagrams with their corresponding write-ups. 1. *English Expressways II. 2007. pp 128-129.
EN9RC-IIh-11.1.1
2. *English Expressways III. 2007. pp 183, 184.
Organize information in various ways(outlining, graphic, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239. *English
representations, etc.) EN9RC-IIi-2.15 2. Arts III. 2000. pp 205-209.
3. *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181, 222-223.
LEARNING COMPETENCY
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3Q
Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe-2.1.5 2. *English Expressways III. 2007. pp 180, 181, 281-285.
EN9RC-IIIf-2.1.5 3. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9RC-IIId-20.2 *English Arts III. 2000. pp 153-154.
EN9RC-IIIe-20.2
EN9RC-IIIf-20.2
Determine tone, mood, technique, and purpose of the EN9RC-IIIg-2.11 1. *English Expressways III. 2007. pp 9-11, 96.
author EN9RC-IIIh-2.11 2. *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
EN9RC-IIIi-2.11
4Q
Judge the relevance and worth of ideas, soundness of EN9RC-IVf-2.22 *English Arts III. 2000. pp 104, 156, 255.
author’s reasoning, and the effectiveness of the EN9RC-IVg-2.22
presentation EN9RC-IVh-2.22
EN9RC-IVi-2.22
LC- Listening Comprehension
1Q
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.
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Summarize information from the text listened to EN9LC-Ii-3.14
2Q
Shift from one listening strategy to another based on *English Expressways II. 2007. pp 280-281.
topic, purpose, and level of difficulty of the argumentative EN9LC-IIa-11
or persuasive text.
Make inferences from what was said. EN9LC-IIb-2.8 *English Expressways II. 2007. pp 104-105.
Listen to paraphrase and summarize information from *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14
persuasive texts.
React and share personal opinion about the ideas listened *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIg-3.13
to.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIh-12.1
persuasive texts.
Judge the relevance and worth of ideas presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255.
3Q
Employ appropriate listening strategies suited to type of EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.
LEARNING COMPETENCY
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text
Extract important information from *English Arts III. 2000. pp 33-34.
EN9LC-IIIa-6.1
argumentative/persuasive texts
Reflect on the ideas of the speaker EN9LC-IIIb-6.3 *English Expressways II. 2007. pp 27-28.
Provide appropriate and critical feedback/ reaction to a EN9LC-IIIe-3.13 EN9LC- *English Expressways II. 2007. pp 174-175, 208-209.
specific context or situation IIIf-3.13
Share personal opinion about the ideas listened to 1. *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIIg-2.10
2. *English Arts III. 2000. pp 256.
Analyze the content and feeling levels of utterances in *English Expressways II. 2007. pp 281.
EN9LC-IIIh-12.1
persuasive texts
Judge the relevance and worth of information/ ideas 1. *English Arts III. 2000. pp 104, 156, 255.
EN9LC-IIIi-8.2
2. *English Expressways III. 2007. pp 128-131, 158-159.
4Q
Analyze the stand of the speaker based on the explicit *English Expressways II. 2007. pp 109, 258, 270.
EN9LC-IVd-7.2
statement made
VC- Viewing Comprehension
1Q

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Infer thoughts, feelings, and intentions in the material EN9VC-Ia-3.8 *English Expressways III. 2007. pp 288-289, 327-329.
viewed EN9VC-Ib-3.8
EN9VC-Ic-3.8
Assess the relevance and worth of ideas presented in the EN9VC-If-19 EN9VC-Ig- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. 19 2. *English Expressways III. 2007. pp 128-131.
Draw generalizations and conclusions from the material EN9VC-Ih-1.5/2.5
viewed EN9VC-Ii-1.5/2.5
2Q
Share personal opinion about the ideas presented in the EN9VC-IIf-23 EN9VC- *English Arts III. 2000. pp 256.
material viewed. IIg-23
Judge the relevance and worth of ideas presented in the EN9VC-IIh-19 EN9VC- 1. *English Arts III. 2000. pp 104, 156, 255.
material viewed. IIi-19 2. *English Expressways III. 2007. pp 128-131.
3Q
Interpret the message conveyed in a material viewed EN9VC-IIIa-1.2/2.2 *English Arts III. 2000. pp 46.
EN9VC-IIIb-1.2/2.2
EN9VC-IIIc-1.2/2.2
Interpret the message conveyed in a poster EN9VC-IIId-4.3/5.3 *English Arts III. 2000. pp 46.
Analyze the information contained in the material viewed EN9VC-IIIe-4.3/5.3
EN9VC-IIIf-4.3/5.3
V- Vocabulary Development
1Q
Note types of context clue (restatement, definition, EN9V-Ig-12.3 *English Expressways II. 2007. pp 92, 114, 153, 203.
synonyms, antonyms) used for a given word or EN9V-Ih-12.3
LEARNING COMPETENCY
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expression. EN9V-Ii-12.3
3Q
Get familiar with the technical vocabulary for drama and EN9V-IIIa-29 1. *English Arts III. 2000. pp 234-235.
theatre (like stage directions) EN9V-IIIb-29 2. *English Expressways III. 2007. pp 340-347.
EN9V-IIIc-29
EN9V-IIId-29
EN9V-IIIe-29
EN9V-IIIf-29
EN9V-IIIg-29
EN9V-IIIh-29
EN9V-IIIi-29

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K to 12 BASIC EDUCATION CURRICULUM
4Q
Get familiar with the technical vocabulary for drama and EN9V-IVa-29 1. *English Arts III. 2000. pp 234-235.
theater (like stage directions) EN9V-IVb-29 2. *English Expressways III. 2007. pp 340-347.
EN9V-IVc-29
EN9V-IVd-29
EN9V-IVe-29
EN9V-IVf-29
EN9V-IVg-29
EN9V-IVh-29
EN9V-IVi-29
LT- Literature
1Q
Analyze literature as a means of discovering the self EN9LT-Ia-14 *English Arts III. 2000. pp 75.
EN9LT-Ib-14
EN9LT-Id-14
EN9LT-Ie-14
EN9LT-If-14
EN9LT-Ig-14
EN9LT-Ih-14
EN9LT-Ii-14
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-Id-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-Ie-2.2.2 *English Arts III. 2000. pp 153-154, 203-204.
Determine tone, mood, technique, and purpose of the EN9LT-If-2.2.3 EN9LT- 1. *English Expressways III. 2007. pp 9-11, 96.
author. Ig-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
2Q
Analyze literature as a means of valuing other people and EN9LT-IIa-15 *English Arts III. 2000. pp 75.
their various circumstances in life. EN9LT-IIb-15
EN9LT-IIc-15
EN9LT-IId-15
LEARNING COMPETENCY
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EN9LT-IIe-15
EN9LT-IIf-15
EN9LT-IIg-15
EN9LT-IIh-15

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EN9LT-IIi-15

Identify the distinguishing features of notable *English Arts III. 2000. pp 123.
AngloAmerican sonnets, dramatic poetry, vignettes, and EN9LT-IIa-15.1
short stories.
Express appreciation for sensory images used. 1. *English Expressways III. 2007. pp 180-181, 281-285.
EN9LT-IId-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Explain the literary devices used EN9LT-IIe-2.2.2 *English Arts III. 2000. pp 153-154, 201, 203-204.
Determine tone, mood, technique, and purpose of the EN9LT-IIf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author. IIg-2.2.3
3Q
Analyze literature as a means of connecting to the world. EN9LT-IIIa-16 *English Arts III. 2000. pp 75.
EN9LT-IIIb-16
EN9LT-IIIc-16
EN9LT-IIId-16
EN9LT-IIIe-16
EN9LT-IIIf-16
EN9LT-IIIg-16
EN9LT-IIIh-16
EN9LT-IIIi-16
4Q
Analyze literature as a means of understanding EN9LT-IVa-17 *English Arts III. 2000. pp 75.
unchanging values in a changing world EN9LT-IVb-17
EN9LT-IVc-17
EN9LT-IVd-17
EN9LT-IVe-17
EN9LT-IVf-17
EN9LT-IVg-17
EN9LT-IVh-17 EN9LTIVi-
17
Determine tone, mood, technique, and purpose of the EN9LT-IVf-2.2.3 EN9LT- *English Expressways III. 2007. pp 9-11, 96.
author IVg-2.2.3
WC- Writing and Composition
1Q

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Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 6.
EN9WC-Ia-8
and literary writing
Distinguish between and among informative, journalistic, *English Expressways IV. 2007. pp 57-59.
EN9WC-Ib-8
and literary writing
LEARNING COMPETENCY
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Use literary devices and techniques to craft poetic forms. EN9WC-Ih-3.6 EN9WC- *English Arts III. 2000. pp 153, 201, 203.
Ii-3.6
2Q
Compose forms of literary writing. EN9WC-IIf-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIg-9
EN9WC-IIh-9
EN9WC-IIi-9
3Q
Compose forms of literary writing EN9WC-IIIa-9 *English Arts III. 2000. pp 19, 53, 107, 260.
EN9WC-IIIb-9
EN9WC-IIIc-9
EN9WC-IIId-9
EN9WC-IIIe-9
EN9WC-IIIf-9
EN9WC-IIIg-9
EN9WC-IIIh-9
EN9WC-IIIi-9
4Q
Compose a play review EN9WC-IVa-11 *English Arts III. 2000. pp 234.
EN9WC-IVb-11
EN9WC-IVc-11
EN9WC-IVd-11
EN9WC-IVe-11
EN9WC-IVf-11
EN9WC-IVg-11
EN9WC-IVh-11
EN9WC-IVi-11
F- Oral Language and Fluency
1Q

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Use the appropriate segmental (sounds of English) and the *English Arts III. 2000. pp 190-191.
supra segmental or prosodic features of speech when
EN9F-Ia-1.15
delivering lines of poetry and prose in a speech choir, jazz
chants and raps
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 28-30, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Id-1.14
poetry and prose in dramatic and conventional speech
choirs
Use the correct pitch, juncture, stress, intonation, rate of *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
speech, volume and projection when delivering lines of
EN9F-Ie-1.14
poetry and prose in dramatic and conventional speech
choirs

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K to 12 BASIC EDUCATION CURRICULUM

GRADE 10

FIRST QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving
CONTENT STANDARD personal 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
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
STANDARD

RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-Ia- EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia- EN10G-Ia-27: Use
2.15.2: Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify 3.14: reflexive and
Determine the effect can be used in how connected formal from how the features of Identify the intensive pronouns
of textual aids like everyday life from events contribute informal elements persuasive texts factors
advance organizers, news reports, definitions of of public speaking
1 to the totality of a specific to a
speeches, words
titles, non-linear material viewed selection build
informative
illustrations, etc. on its theme
talks, panel
the understanding
discussions, etc.
of a text

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EN10RC-Ib- EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib- EN10WC-Ib- EN10OL-Ib- EN10G-Ib-27: Use
2.15.2: Determine the 1.4/2.4:Determine 13.9:Differentiate 2.2: Explain 12.1: Identify 3.15: Describe reflexive and
Determine the effect implicit and explicit how connected formal from how the features of and interpret the intensive pronouns
of textual aids like signals, verbal, as events contribute informal elements persuasive texts ethics
advance organizers, definitions of specific to a of public speaking
well as non-verbal, to the totality of a
titles, non-linear words genre contribute
used by the speaker material viewed to the theme of
illustrations, etc. on
2 the understanding of to highlight a particular
a text significant points literary selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
EN10RC-Ic- EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic- EN10WC-Ic- EN10OL-Ic- EN10G-Ic-26:
3 2.15.2: Determine the 1.4/2.4:Determine 13.9:Differentiate 2.2: 12.2: Formulate a 3.16: Using words and
Determine the effect Explain how the Describe the
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as well events contribute to informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear as non-verbal, used by the totality of a definitions of contribute to the speaking
illustrations, etc. on the speaker to material viewed words theme of a
the understanding of highlight significant particular literary
a text points selection

EN10LT-Ic-
2.2.2: Explain
the literary
devices used

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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 words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of the techniques in expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion public speaking in a emphasize a point
titles, non-linear material viewed contribute to the
definitions of sample public
illustrations, etc. on theme of a
4 words particular literary speaking situation
the understanding of
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of the techniques in expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion public speaking in a emphasize a point
titles, non-linear definitions of contribute to the EN10WC-Ie-
speaker to attract and material viewed sample public
illustrations, etc. on words theme of a 12.3: Compose a
hold the attention of particular literary speaking situation
the understanding of persuasive text of
5 the listener selection
a text 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 of 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ modals
6 with previous discourse markers based on the ideas formal from elements specific persuasive text of the techniques in
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs public speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
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

K to 12 English Curriculum Guide May 2016 Page 97 of 122


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K to 12 BASIC EDUCATION CURRICULUM
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations Ig1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ modals
with previous generalizations and formal from selection may be persuasive text of the techniques in
7 learnings conclusions based on informal influenced by three paragraphs public speaking in a
the materials viewed definitions of culture, history, expressing one’s sample public
words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for Ih1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of the techniques in
8 learnings other listening texts conclusions based on informal of the featured three paragraphs public speaking in a
the materials viewed definitions of selections in expressing one’s sample public
words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken Ii1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ modals
with previous communication may generalizations and formal from literature as a persuasive texts the techniques in
9 learnings be repaired or conclusions based on informal way of using a variety public speaking in a
enhanced the materials viewed definitions of expressing and ofpersuasive sample public
words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity

K to 12 English Curriculum Guide May 2016 Page 98 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

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

The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, intonation, 0
texts and vice-versa meaning from the the material viewed definitions to a selection essays etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate IIb5:Employ Observe correct
from linear to effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 nonlinear texts and material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
vice taking into account the material viewed definitions to a selection intonation, etc.
versa the speaker’s purpose taking into account build its theme
its purpose

K to 12 English Curriculum Guide May 2016 Page 99 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc3.11: EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns Use the correct Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of sound of English grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an when delivering definitions
the material viewed genre contribute argumentative impromptu and
to the theme of a extemporaneous
3 taking into account claim
particular literary speech
its purpose selection
EN10LT-
IIc2.2.1:
Express
appreciation for
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
sensory images
used
EN10SS-IId-1.5.2: EN10LC- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed IId3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in terms prejudice in the technical and the elements Acknowledge correct sound of grammar in making
of accuracy, validity, material viewed operational specific to a citations by English when definitions
adequacy, and definitions genre contribute preparing a delivering
to the theme of a
4 relevance bibliography impromptu and
particular literary
selection extemporaneous
EN10LT-IId- speech
2.2.2: Explain the
literary devices
used

K to 12 English Curriculum Guide May 2016 Page 100 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use
Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and expressions
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
genre contribute acknowledgement deemed necessary
definitions
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish eye
5 selection contact
EN10LT-IIe-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf1.6.6: EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how Use quotation Observe the correct words and expressions
explicitly and implicitly listening in problem prejudice in the operational the elements marks or hanging stance and proper that
stated solving material viewed definitions specific to a indentations for stage behavior as affirm or negate
information genre contribute deemed necessary
direct quotes
to the theme of a EN10OL-IIf-
particular literary 2.6.2: Establish eye
6 selection contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg2.3: EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give Draw similarities 1.6.5: Use in-text Demonstrate words and expressions
explicitly and implicitly prejudices experiences as technical and and differences of citations confidence and ease that
stated information scaffold to the operational the featured of delivery affirm or negate
message conveyed selections in
7 definitions
by a material relation to the
viewed theme

K to 12 English Curriculum Guide May 2016 Page 101 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28: Use
Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8 culture, history,
a set of criteria exaggerations message conveyed definitions
environment, or
by a material
other factors
viewed

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use


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

THIRD QUARTER

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

K to 12 English Curriculum Guide May 2016 Page 102 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.

The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT
PERFORMANCE STANDARD
resources.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how IIIa14.1.1: 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements Expand 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 coherence giving a roast and
update knowledge a particular a toast and when
1 literary selection paying tribute to
EN10LT- someone in a
IIIa2.2.1: eulogy
Express
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of 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 in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
2 to the theme of argumentative
giving a roast and
a particular writing techniques
literary selection a toast and when
EN10LT-IIIb- paying tribute to
2.2.2: Explain someone in a
the literary eulogy

K to 12 English Curriculum Guide May 2016 Page 103 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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
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 to contained in the definitions of technique, and rights by prosodic features of
words purpose of the acknowledging speech
material viewed in
author citations made in
3 terms of accuracy
the critique
and effectiveness
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in the significance of a definitions of elements specific property rights by giving a roast
text listened to. words to a selection acknowledging
material viewed
EN10LC-IIId-3.18: build its theme citations made in
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5 (historical) environment, or citations made in
tribute to someone
other factors the critique
and when
EN10SS-IIIe-
delivering welcome
1.6.5: Use in-text
and closing
citations
remarks
K to 12 English Curriculum Guide May 2016 Page 104 of 122
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf13.9: EN10LT-IIIf-3: EN10SS- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints Give expanded Explain how a IIIf1.6.3: Use the correct and Use structures of
6 the selection to the soundness of an based on the ideas definitions of selection may be Acknowledge appropriate modification
reader (readerresponse) argument presented in the words influenced by sources by language when
materials viewed culture, history, preparing a giving a toast or a
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
environment, or bibliography tribute to someone
other factors and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg14: EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (readerresponse) etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
words in expressing and selection speeches, tributes,
material viewed in
terms of accuracy resolving conflicts welcome and
7 between closing remarks,
and effectiveness
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT- EN10WC-IIIh14: EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the emotional Disclose the 13.9: Give IIIh2.3: Draw Compose an 3.11: Produce the Use structures of
details that affirm or appeal of a listening personal expanded similarities and independent sounds of English modification
refute a claim text significance of a definitions of differences of the critique of a chosen correctly and
8 featured selection
material viewed words effectively
selections in
relation to the
theme

K to 12 English Curriculum Guide May 2016 Page 105 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi13.9: EN10LT-IIIi20: EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the Give expanded Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal definitions of literature as a independent special speeches modification
listened to significance of a words source of wisdom critique of a chosen like toast and roast
material viewed in expressing and selection speeches, tributes,
resolving conflicts welcome and
9 between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
10 Culminating Activity

FOURTH QUARTER

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

The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how
CONTENT STANDARD
to use the language of research, campaigns and advocacies.

PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.

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

K to 12 English Curriculum Guide May 2016 Page 106 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and
campaign advocacies
information to expand, review, with outside to the theme of a coherence
or update knowledge sources of particular literary speeches.
1
information in selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
Distinguish the to the theme of a campaign speeches
2 with outside argumentative
important points from particular literary
sources of selection writing techniques
less important ones in
information in EN10LT-IV-b-
any listening text
terms of 2.2.2: Explain
accessibility and the literary
effectiveness
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
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: Acknowledge Demonstrate the Observe the language
information about a viewpoints on various unity of plot, setting technical terms tone, mood, sources by appropriate stage of research,
chosen issue local or global issues and characterization used in research technique, and preparing a stance and behavior campaigns, and
3 EN10LC-IVc-16.1: in a material viewed purpose of the bibliography when persuading advocacies
Distinguish the to achieve the
author others in a
important points from writer’s purpose
campaign speech
less important ones in
any listening text

K to 12 English Curriculum Guide May 2016 Page 107 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith IVd2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, setting technical terms similarities and conventions to sounds of English of research,
the text listened to and characterization used in research differences of the acknowledge correctly and campaigns, and
4 featured
in a material viewed sources effectively advocacies
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 research Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an report on a relevant prosodic features of of research,
listened to used in research instrument to social issue speech campaigns, and
5 express and advocacies
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the elements ideas using prosodic features of of research,
issues discussed in up reality and used in research specific to a principles of speech campaigns, and
the text listened to fantasy affect selection cohesion and advocacies
viewing habit build its theme coherence

6
EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness

K to 12 English Curriculum Guide May 2016 Page 108 of 122


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
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: Acknowledge 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be sources by appropriate of research,
argument contents of the used in research influenced by preparing a multimedia campaigns, and
materials viewed culture, history, bibliography resources that advocacies
7 EN10SS-IVg-
with outside sources environment, or accompany
of information in other factors 1.6.4: Use writing language
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- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with IVh2.3: Draw Compose a research Deliver Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and report on a relevant selfcomposed of research,
etc. characterization in a used in research differences of the social issue Campaign campaigns, and
EN10LC-IVh-6.5: material viewed to featured Speeches on
8 advocacies
Describe the 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 research Deliver Observe the language
general and specific points discussed in the elements that make technical terms literature as an report on a relevant selfcomposed of research,
statements text listened to up reality and used in research instrument to social issue Campaign campaigns, and
fantasy affect express and Speeches on advocacies
9 viewing habit resolve conflicts Advocacies, Social
EN10VC-IVi- within, between,
Issues and
30:Assess one’s and among
Concerns
viewing behavior societies

10 Culminating Activity

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Grade 10 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
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RC - Reading Comprehension
1Q
Determine the effect of textual aids like advance EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on the EN10RC-Ib-2.15.2
understanding of a text EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-2.15.2
Compare new insights with previous learnings EN10RC-If-21 *English Expressways III. 2007. pp 306.
EN10RC-Ig-21
EN10RC-Ih-21
EN10RC-Ii-21
2Q
Transcode information from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear texts and vice 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
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. 2. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
*English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly stated EN10RC-IIf-13.1 1. 2. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg-13.1 *English Expressways IV. 2007. pp 102-103, 295-297.
3Q
Treatment of underlying or overarching issue concerning *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
human experience (moralist)
4Q

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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- Listening Comprehension
1Q
Get information that can be used in everyday life from 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191. *English
EN10LC-Ia-11.1
news reports, speeches, informative talks, panel 2. Expressways IV. 2007. pp 34-35, 63, 81, 136.
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
discussions, etc.
Determine the implicit and explicit signals, verbal, as well 1. *English Expressways III. 2007. pp 36, 37.
EN10LC-Ib-4 EN10LC-Ic-
as non-verbal, used by the speaker to highlight significant 2. *English Expressways IV. 2007. pp 102-103.
4
points
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.
VC- Viewing Comprehension
V- Vocabulary Development
1Q

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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 EN10LT- 1. 2. *English Expressways III. 2007. pp 9, 10, 11.
author If-2.2.3 *English Expressways IV. 2007. pp 66-73, 104-107, 288-293
2Q
Express appreciation for sensory images used EN10LT-IIc-2.2.1 1. *English Expressways III. 2007. pp 180, 181, 281-285.
LEARNING COMPETENCY
LEARNING MATERIALS
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2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
Determine tone, mood, technique, and purpose of the EN10LT-IIe-2.2.3 1. *English Expressways III. 2007. pp 9, 10, 11.
author EN10LT-IIf-2.2.3 2. *English Expressways IV. 2007. pp 66-73, 104-107, 288-293.
3Q
Express appreciation for sensory images used 1. *English Expressways III. 2007. pp 180, 181, 281-285.
EN10LT-IIIa-2.2.1
2. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
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. *English
EN10WC-Id-12.2 2. Expressways IV. 2007. pp 78-80, 147-149.
EN10WC-Ie-12.2
2Q
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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
F- Oral Language and Fluency
1Q
Identify the factors of public speaking EN10F-Ia-3.14 *English Arts III. 2000. pp 158-159.
2Q
Employ appropriate pitch, stress, juncture, intonation, etc EN10F-IIa5 EN10F-IIb-5 *English Expressways III. 2007. pp 106, 107, 120, 121.

G- Grammar Awareness
1Q
Use modals EN10G-If-3.6 *English Expressways IV. 2007. pp 298-300.
EN10G-Ig-3.6
EN10G-Ih-3.6
EN10G-Ii-3.6

GLOSSARY

A
account - reason given for a particular action or even acquainted - having personal
knowledge as a result of study, experience, etc.; informed act - a division or unit of a drama adverb of manner - describes how an action or activity is performed adverbs
of frequency - indicate “how often” an action is done adverbs of place - words that indicate location adverbs of time - words that indicate when affix - a word element
that can be attached to a base or root to form a new word aggressive communication- a style in which individuals express their feelings and opinions and advocate for
their needs in a way that violates the rights of others; thus, aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-
esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
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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

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conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends conquer - to take control
of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of context–appropriate - due consideration
given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and personality
craft - a job or activity that requires special skill crisis - decisive point in the plot of a play on
which the outcome of the remaining action depends D depict - to represent or characterize in
words; describe dialogue - the words the character say to each other; the words each character
says are written next to his or her name discard - to throw (something) away because it is
useless or unwanted; to remove discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a
particular way drama - refers to acting, and to the set up of the play which includes the theater,
the hall, the accessories, the green room, costumes, music and the like drama atmosphere and
mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening
dialogue, the facial expressions and gestures of the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings dynamic - always active or changing
E external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F figurative language - use of words that go beyond its literal meaning;
examples of figurative language or devices are simile, metaphor and hyperbole among others foil - a character who is meant to represent characteristics, values,
ideas, etc. which are directly and diametrically opposed to those of another character, usually the protagonist fourth wall - the imaginary invisible wall at the front of
the stage through which the audience sees the action
G generalization - a general statement, a statement about a group of people
or things that is based on only a few people or things in that group; the act or process of forming opinions that are based on a small amount of information; a
statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods hyperbole
- exaggerated statements or claims not meant to be taken literally
I improvisation -
spontaneous invention and development of drama from within a role infidelity - marital disloyalty; adultery;

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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
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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.

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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

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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

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Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM

CODE BOOK LEGEND

Sample: EN4G-If-2.5

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Alphabet Knowledge AK


Strand/ Subject or English
First Entry Specialization EN4 Book and Print Knowledge BPK

Grade Level Grade 4 Fluency F

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Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM

Grammar G

Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
Component/ Topic Oral Language OL

-
Phonics and Word Recognition PWR

Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter

Reading Comprehension RC
Lowercase Letter/s
*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 2.5
appropriate grammatical
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
K to 12 English Curriculum Guide May 2016 Page 121 of 122
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Education, (Manitoba: Alberta Education, 1998)

Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)

Bureau of Secondary Education, Department of Education Basic Education Curriculum. Pasig City, 2002.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies .
Pasig City, 1998.

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.

Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1,
(USA: Oxford, 1980.)

Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)

Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)

Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)

Second Language Studies, Standard Course of Study and Grade Level Competencies., (Public School of Carolina: State Board of Education-Department of Instruction, 2004)

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


Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.