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Department of Education
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Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 109)
THE FRAMEWORK
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make senseof and
bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider
and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visualcommunication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4 Formatted: Font: Italic
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO Formatted: Font: Italic
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts Field Code Changed
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10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that
English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
COMPONENT 1: Language Learning Process Component 3 shows the interdependence and interrelationships of the macro-skills of the language
(listening, speaking and viewing; reading, viewing and responding; writing and representing) and the
development of thinking skills (critical thinking, creative thinking and metacognitiion) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the centrer of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this Formatted: Font: Italic
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in Formatted: Font: Italic
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grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (ELAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
1. Oral Language √ √
2. Phonological Awareness √
4. Alphabet Knowledge √ √ √ √ √
6. Fluency √ √
7. Spelling √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Phonological awareness
Alphabet knowledge
Fluency
Spelling
Listening comprehension
Study strategies
Viewing
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
3. Formatted: No bullets or numbering
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for
their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers,
the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the
curriculum and provides teachers with a framework for organizing student’s works.
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education.
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition
combinations, affixes and contractions.
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression.
Formatted: Font: Italic
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge Formatted: Font: Italic
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Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing.
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
Demonstrate grammatical awareness by being able to read, speak and write correctly.
Grammar Awareness and Structure
Communicate effectively, in oral and written forms, using the correct grammatical structure of English.
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.
GRADE 1
(3rd Quarter Oracy)Quarterly and Weekly Articulation
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
Formatted: Font: Italic
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards Formatted: Font: Italic
social context interactions.
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WEEK LC OL PA G V
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Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
Q3- Q4 EN1OL-IIIa-e-1.5 Formatted ...
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EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs EN1G-IIIa-1.1 self, family, school, community,
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stories/poemsand EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers Formatted ...
leave takings EN1PA-IIIa-b- 3.1 EN1G-IIIb-1.4
note important details EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple Formatted ...
1-5 pertaining to expressing gratitude given words. sentences Formatted ...
character and apology EN1G-IIIc-1.3; EN1G-
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traits EN1OL-IIIa-b – 1.17 asking sentences Formatted ...
Identify cause and/or effect of Talk about oneself and one’s
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5.Identify the speaker in the Week 1-2 Formatted ...
story or poem Formatted ...
Predict possible ending of a EN10L-IIIvba-c 1.3.3
story read. Talk about one’s personal Formatted ...
Relate story events to one’s experiences pertaining to the Formatted ...
experience family, one’s pets, and personal
Formatted ...
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specific events Formatted ...
Identify the problem and Formatted ...
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6-10 Week 2 -3
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appropriate publications activities/responsibilities at Formatted ...
home Formatted ...
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Week 3
EN10L-IVvd-e- 1.3.4 Commented [FP2]: Change to: telling and asking sentences (ok
...
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Talk about topics of interest
(likes and dislikes) Formatted ...
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Week 4 Formatted ...
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EN1OL-IIIa-ea – 1.5
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polite greetings Formatted ...
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Weeks 1-5
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the characters and Formatted ...
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of the story
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EN1OL-IIIa-j-1.2.9 Formatted ...
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activities
News sharing Formatted ...
Show and tell Formatted ...
“I Spy” games
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EN1OL-IIIf-j-1.3Talk about EN1GS-IIIf-j-2Nouns
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EN1LC-IIIf-j-1.1Activate prior oneself and one’s family EN1PA-If-j-6 EN1G-IIIf-h-2.1 ENIV-IIIf-j-01Recognize
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6-10 heard one’s name and other personal * nursery rhymes, objects, things and places Mother Tongue and Filipino Formatted ...
information * songs, (e.g. name of animals, fruits, words
Commented [FP4]: Names of (ok na)
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experience persons, animals, places, things, *chants animal
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The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks Formatted: Font: Italic
necessary to cope with the demands of a functionally literate and competent local, national, and global citizen. Formatted: Font: Italic
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The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
Grade Level Standards Formatted ...
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Formatted ...
story or poem
1-5 Predict possible ending of a Weeks 1-10, 3rd and Formatted ...
story read. 4th Q Formatted ...
Relate story events to one’s
experience EN1OL-IVva-jb-1.2.9 Formatted ...
Discuss, illustrate, dramatize Participate in some sharing Formatted ...
specific events activities Formatted ...
Identify the problem and News sharing
solution Show and tell Formatted ...
Retell a story listened to “I Spy” games Formatted ...
Recite rhymes, poem
Formatted ...
Additional Competencies for Q4
Formatted ...
Formatted ...
Weeks 1-5
Formatted ...
Listen to narrative and informational text Weeks 1-10, 3rd and 4th Formatted ...
or poem and Q
Field Code Changed ...
K to 12 English Curriculum Guide December 2013 Page 21of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies Formatted: Space After: 0 pt, Line spacing: single
WEEK LC OL PA G V Formatted: Space After: 0 pt, Line spacing: single
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development Formatted: Space After: 0 pt, Line spacing: single
EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
Formatted: None, Right: 0", Space Before: 0 pt, Don't
Week 1-10 Ask simple questions Adjectives Give the meaning of words using
keep with next, Don't keep lines together
EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
. Follow one-to-two step people, objects, things and movements, etc.) Commented [FP9]: Delete (ok na)
EN1LC-IVa-j-2.1 directions places (color, shape, size, Formatted: Not Highlight
1. Note important details EN1OL-IVi-j-1.17.1 height, weight, length, distance,
EN1LC- IVa-j-IVb-3.12 Give one-to-two step directions etc.) Formatted: Space After: 0 pt, Line spacing: single,
Pattern: Clear (Background 1)
2. Give one’s reaction to an event
or issues Commented [FP10]: change to descriibing words for people, ...
EN1LC- IVa-j-IVc-2.8
Formatted: Filipino, Not Highlight
3. Infer important details
EN1LC- IVa-j-IVd-2.7 Formatted: Space After: 0 pt, Line spacing: single
Sequence events when Formatted ...
appropriate
Formatted ...
EN1LC- IVa-j-IVe-1.13.2.1
6- 4. Listen and respond through Formatted ...
1010 discussions, illustrations, songs, Formatted ...
dramatization and art.
Formatted ...
Formatted ...
Weeks 1-5
Formatted ...
NOTE: These listening
comprehension skills are Formatted ...
developed throughout the 5 Formatted: Font: (Default) Tahoma, 9 pt
weeks. Quarter)
Formatted ...
Formatted: Not Highlight
Formatted: Space After: 0 pt, Line spacing: single
Formatted ...
Formatted ...
Formatted: Space After: 0 pt, Line spacing: single
Formatted: Not Highlight
Formatted: Space After: 0 pt, Line spacing: single
Formatted: Font: (Default) Tahoma, 9 pt, Filipino
Formatted ...
Formatted ...
Formatted ...
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 22of 185
K to 12 BASIC EDUCATION CURRICULUM
GRADE 2
(1st Quarter to 2nd Quarter – Oracy)Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
1st Quarter (Continuation of Oracy) Formatted: None, Right: 0", Space Before: 0 pt, After: 0
pt, Line spacing: single, Don't keep with next, Don't keep
lines together
Learning Competencies
Formatted: Space After: 0 pt, Line spacing: single
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary Formatted: Space After: 0 pt, Line spacing: single
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development Formatted: Space After: 0 pt, Line spacing: single
EN2OL-If-j-1.3 EN2OL-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2OL-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2 Commented [FP11]: Put in week 1 to 5 (ok na)
1-5 oneself and one’s variety of media Classify/Categoriz environmental EN2G-Ia- are related to dialogues, Engage in a Formatted: Font: Italic
family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
Formatted: Font: Italic
audiotapes (animals, Recognize school, interview, TV talk to share
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 23of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V Formatted: None, Right: 0", Space Before: 0 pt, After: 0
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary pt, Line spacing: single, Don't keep with next, Don't keep
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development lines together
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g. Formatted: Space After: 0 pt, Line spacing: single
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s (for Quarter 1 to environment, English relating EN2G-Ib-c- colors, shapes, summarizing,
name and other 4) speech) to part of book 1.4 and numbers in retelling and
personal (e.g. cover, title Recognize both Mother show and tell)
information a. Note EN2PA-Id-e- page, etc.) book simple Tongue and Commented [FP12]: Put in week 1 to 5
important 1.2 orientation sentences English
Formatted: Font color: Auto
EN2OL-Ih-j- details Discriminate EN2G-Id-e-
1.3.2 pertaining to sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s a. character background of Recognize proper Recognize Differentiate
environment b. settings other sounds eye movement different English words
(e.g. persons, c. events skills (transfer kinds of from other
animals, places, Give the skills) sentences languages Formatted: Font: (Default) Tahoma, 9 pt
things, events, correct left to right (declarative, spoken at home
Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
etc.) sequence of top to interrogative and in school
single
three events bottom )
Infer the return sweep EN2VD-Id-e-1 Formatted: Font: (Default) Tahoma, 9 pt, Not Bold, Font
character Identify the color: Auto, Filipino
feelings and English Formatted: Font: (Default) Tahoma, 9 pt
traits equivalent of
Formatted: Font: (Default) Tahoma, 9 pt, Not Bold, Font
b. Identify cause words in the color: Auto, Filipino
and/or effect Mother Tongue
of events or in Filipino Formatted: Font: (Default) Tahoma, 9 pt
c. Identify the Formatted: Space After: 0 pt, Line spacing: single
speaker in the
story or poem
Predict Formatted: Font: (Default) Tahoma, 9 pt, English
possible (Philippines)
ending of a
story read
d. Relate story Formatted: Font: (Default) Tahoma, 9 pt
events to
one’s Formatted: Font: (Default) Tahoma, 9 pt, English
experience (Philippines)
Discuss, Formatted: Font: (Default) Tahoma, 9 pt, English
illustrate, (Philippines)
dramatize
Formatted: Font: Italic
specific
events Formatted: Font: Italic
Identify the Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 24of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V Formatted: None, Right: 0", Space Before: 0 pt, After: 0
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary pt, Line spacing: single, Don't keep with next, Don't keep
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development lines together
problem and Formatted: Space After: 0 pt, Line spacing: single
solution
Retell a story Formatted: Font: (Default) Tahoma, 9 pt, English
listened to (Philippines)
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN1LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
EN1LC-IId-e-
2.5
Validate ideas
made after
listening to a
Formatted: Font: Italic
story
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 28of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V Formatted: Space After: 0 pt, Line spacing: single
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy Formatted: Space After: 0 pt, Line spacing: single
Comprehension Awareness Knowledge Knowledge Development
EN2LC-IIf-g- EN2BPK-IIf-3 EN2AK-IIf-1 EN2V-IIf-g-3 EN2G-IIf-j-7.4 EN2OL-IIf-j- Formatted: Not Highlight
EN2OL-IIf- 2.2 EN2PA-IIf-2.3 Recognize Read the EN2G-IIf-j-5 Sort and classify Perform 1.2
Formatted: None, Right: 0", Space Before: 0 pt, After: 0
1.17.2 Identify and Distinguish environmental alphabets of Adjectives familiar words dialogues, Engage in a
pt, Line spacing: single, Don't keep with next, Don't keep
Ask simple discuss the rhyming words print English into basic drama, mock variety of ways lines together
questions elements of a from non- EN2G-IIf-j-5.1 categories interview, TV talk to share
story (theme, rhyming words EN2BPK-IIg-h- EN2AK-Iif-jg-2 Recognize (colors, shapes, show etc. information (e.g. Formatted: Space After: 0 pt, Line spacing: single
EN2LC-IIg-3.6 setting, 4 Identify letters in descriptions of foods, etc.) role playing, Formatted: Space After: 0 pt, Line spacing: single
Follow one-to- characters, and EN2PA-IIg-h- Recognize the English that are people, objects, reporting,
Formatted: Filipino, Not Highlight
two step events) 2.4 common terms in not present in things and places EN2V-IIh-i- summarizing,
directions Supply words English relating Mother (color, shape, 12.1 Determine retelling and Formatted: Not Highlight
EN2LC-IIh-i- that rhyme with to part of book Tongue/Filipino size, height, the meaning of show and tell) Formatted: Space After: 0 pt, Line spacing: single
EN2OL-IIh- 2.1 given words (e.g. cover, title and vice-versa weight, length, words using
1.17.1 Formatted: Font: Not Bold
Ask and answer page, etc.) book distance, etc.) clues (Total
Give one-to-two simple questions EN2PA-IIi-j- orientation Weeks 6-10 Physical Formatted: Font: Bold
step directions (who, what, 2.4 Response Formatted: Filipino, Not Highlight
where, when, Supply rhyming EN2BPK-IIi-j-5 through
EN2OL-IIi-j- why, and how) words in Recognize proper pictures, body Formatted: Not Highlight
6-10 1.6 about text response to eye movement movements, Formatted: Filipino, Not Highlight
Recite listened to spoken words skills (transfer etc)1
Formatted: Space After: 0 pt, Line spacing: single
memorized skills) Determine the
verses, short EN2LC-IIj-2.5 left to right meaning of Formatted: Space After: 0 pt, Line spacing: single
poems, and Validate ideas top to words using clues Formatted: Font color: Auto
rhymes made after bottom (Total Physical
listening to a return sweep Response
story through realia,
pictures, body
movements,
context clues etc.
EN2V-IIj-6
Derive meaning
from repetitive
language
structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing)Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
EN2OL- EN2LC- EN2G- Formatted: Space After: 0 pt, Line spacing: single
IIIg-1.16; IIIh-3.1 IIIg-h-3 Formatted: Font: 8 pt, Filipino
Create and Identify Verbs
participate important Formatted: Font: 8 pt, Filipino
in oral details in EN2G-
Formatted: Font: 8 pt
7-10 dramatic expository IIIg-3.1
activities text Identify Formatted: Font: 8 pt
listened action
Formatted: Left, Space After: 0 pt, Line spacing: single
words
EN2OL- Formatted ...
IIIh-j-1.6 EN2LC-
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 35of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
OL LCListenin RC WC PA BPK AK PWR VVocabular SS
WEEK g Reading Writing/ Phonologic Book and Phonics F S G y A Formatted: Space After: 0 pt, Line spacing: single
Oral Alphabet Study
Language
Comprehen Comprehen Compositio al Print
Knowledge
and Word Fluency Spelling Grammar Developme Attitude Strategy Formatted Table
sion sion n Awareness Knowledge Recognition nt
Dramatize IIIi-j-2.6 EN2G-
familiar Retell IIIh-3.4
stories, and/or Use
rhymes and reenact common
poems events action Formatted: Font: 8 pt, Filipino
from a words in
story retelling, Formatted: Font: 8 pt, Filipino
conversatio
ns, etc.
Formatted: Font: 8 pt, Filipino
Formatted: Left, Indent: First line: 0", Space After: 0 pt,
Line spacing: single
Formatted: Font: 10 pt
4th Quarter (Beginning Reading and Writing)
Formatted: Space After: 0 pt, Line spacing: single
Learning Competencies Formatted Table
LC RC WC PWR V
Formatted ...
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary Formatted ...
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling Formatted ...
conversational expository texts and draw and 19 accuracy EN3G-Ib-1.4 understanding one’s Formatted ...
manner EN3LC-Ia-j- EN3RC-I0-2.2 write Read words Construct of meaning comprehension
2.1 note details sentences with short o EN3F-Ia-j- simple ofshort o words by scanning Formatted ...
EN3OL-Ib- note regarding about one’s sounds inCVC 1.10.1 sentences through and skimming. Formatted ...
1.19 important character, drawing pattern and Read aloud drawing,
Formatted ...
Express one’s details setting and EN3WC-Ia-j- phrases and from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
ideas by EN3LC-Ia-j- plot 5 sentences prose and 1.4.1 using them in 1.1 Formatted ...
presenting a 2.7 EN3RC-I0- a note of containing poetry Use a sentences. Follow Formatted ...
skit sequence 2.10 advice these words Consisting of declarative instructions
Formatted ...
at least 3 sequence 3 EN3WC-Ia-j- Long vowel sentence given orally.
BEAM ENG3 DLP 55 events events 6 EN3PW-Ib-d- words with Formatted ...
Writing Utterances (Note: different
In A Given Situation
using signal Thank you 19.1 fluency, EN3G-Ib- Formatted
comprehension ...
Comic Strip words letter Recognize appropriate 1.4.1.1
Presented EN3LC-Ia-j- skills may recur EN3WC-Ia-j- more common rhythm, pacing Differentiate Formatted ...
in different
2.6 7 sight words in and intonation adeclarative Formatted ...
quarters)
retell some descriptive order to read from an
Formatted ...
partsof the paragraph simple phrases interrogative
story EN3WC-Ia-j- and sentences sentence Formatted ...
EN3LC-Ia-j- 8 Formatted ...
3.15 another EN3G-Ib-1.6
differentiat ending for a Use proper Formatted ...
e real from story punctuation for Formatted ...
make- EN3WC-Ia-j- declarative and
Formatted ...
believe 2.2 interrogative
EN3LC-Ia-j- a diary sentences Formatted ...
2.8 Formatted ...
infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7 Formatted ...
and traits a Construct Formatted ...
of shortparagra declarative and
Formatted ...
characters ph, etc. interrogative
EN3LC-Ia-j- sentences Formatted ...
2.16 Formatted ...
identify EN3G-Ib-
cause and 1.4.8 Formatted ...
effect Identify an Formatted ...
EN3LC-Ia-j- exclamatory
Formatted ...
2.17 sentence
EN3OL-Ic-1.3 draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24 Formatted ...
3 Share relevant conclusions 2.1 Identify an Show Formatted ...
K to 12 English Curriculum Guide December 2013 Page 47of 185 Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS Formatted: Space After: 0 pt, Line spacing: single
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy Formatted Table
and Spelling
information Describe imperative understanding Formatted: Left, Space After: 0 pt, Line spacing: single
Listen to poems literary sentence. of meaning of
and elements of short u words
EN3LC-Ic- texts including EN3G-Ic-1.3 through
2.18 characters Use different drawing,
identify the setting and plot kinds of actions, and
rhyming sentences (e.g. using them in
words declarative, sentences.
EN3LC-Ic- interrogative, Formatted: Left, Space After: 0 pt, Line spacing: single
3.11 exclamatory,
give a simple imperative) Formatted: Left, None, Space Before: 0 pt, After: 0 pt,
paraphrase Line spacing: single, Don't keep with next, Don't keep lines
BEAM ENG3 DLP 39 together
Recodnizing ,
Telling and Asking Formatted: Left, Space After: 0 pt, Line spacing: single
Sentences
Formatted: Left, Space After: 0 pt, Line spacing: single
BEAM ENG3 DLP 41
Recognizing Formatted: Space After: 0 pt, Line spacing: single
Imperative and
Exclamatory Formatted: Space After: 0 pt, Line spacing: single
Sentences
Formatted: Left, Space After: 0 pt, Line spacing: single
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences Formatted: Left, Space After: 0 pt, Line spacing: single
specific/signific Read aloud Formatted: Space After: 0 pt, Line spacing: single
ant events short EN3G-Id-1.6
Commented [FP22]: add: appropriate ok na
stories/poems Use appropriate
4 consisting of punctuation Formatted: Left, Space After: 0 pt, Line spacing: single
short a,e,i and marks (e.g.
Formatted: Space After: 0 pt, Line spacing: single
o words with period, comma,
speed, question mark, Formatted: Space After: 0 pt, Line spacing: single
accuracy and exclamation Formatted: Space After: 0 pt, Line spacing: single
proper point)
Formatted: Space After: 0 pt, Line spacing: single
EN3OL-Ie- EN3PW-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify Formatted: Space After: 0 pt, Line spacing: single
Synthesize and with short u EN3F-Ie-j-4.3 common words Formatted: Font: 9 pt, Not Bold
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
5 information pattern. accuracy, Use nouns (e.g. categories (e.g. Formatted: Left, Indent: First line: 0", Space After: 0 pt,
speed and Line spacing: single
shared by people, animals, foods,
others proper phrasing animals, toys) Formatted: Font: Italic
sentences and places,, things Formatted: Font: Italic
stories with events) in EN2V-Ie-j-4.1
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 48of 185
Formatted ...
Formatted Table ...
K to 12 BASIC EDUCATION CURRICULUM Formatted ...
Learning Competencies Formatted ...
LC RC WC PWR V Formatted ...
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary Formatted
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy ...
and Spelling Formatted ...
short u words simple Show
Formatted ...
and other sentences understanding
words of meaning of Formatted ...
previously BEAM ENG3 DLP 17 2-syllable
Looking for Name Formatted ...
studied Words
words
consisting of Formatted ...
EN3RC-If-j- EN3PW-If-g- EN3G-If-2.2
2.8 17.1 EN3F-Ie-j- Use common short e to u Commented [FP23]:
6 Make and Differentiate 4.2.1 and proper words through
Formatted ...
confirm words with Read with nouns drawing,
predictions different medial accuracy, actions, and Formatted Table ...
EN2G-Ig-h-2
about texts vowels (eg: appropriate using them in
.3 Formatted ...
7 cap- cop-cup; speed and correctly in
Use plural form Formatted
BEAM ENG3 DLP 50 fan-fin, fun) correct sentences. ...
of regular
Giving Appropriate intonation 2- Formatted
Ending For A Given nouns by ...
EN3PW-Ig-h- syllable words
Situation adding /s/ or Formatted ...
20.1 consisting of
/es/ (e.g., dog,
Read phrases, short e to u Formatted ...
dogs; wish,
sentences and words
wishes) Formatted ...
8 short stories Formatted ...
consisting of BEAM ENG3 DLP 19
Using Plural of Formatted
short vowel ...
Nouns
words and the Formatted ...
questions about
Formatted ...
them.
EN3OL-Ii-j- EN3PW-Ii-15 EN3G-Ii-j-2.4 Formatted ...
1.10.3 Read 2-syllable Use plural from Formatted ...
Connect words of frequently
information consisting of occurring Formatted ...
9
heard to short e to u irregular nouns Formatted ...
personal sound (basket, (e.g. children,
Formatted ...
experience hotdog, sunset, feet, teeth)
etc.) Commented [FP24]: For the entire year
EN3PW-Ij-21 Formatted ...
Read phrases,
Formatted ...
sentences and
short stories Formatted ...
10 consisting of 2- Formatted ...
syllable words
and the Formatted ...
questions about Field Code Changed ...
K to 12 English Curriculum Guide December 2013 Page 49of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS Formatted: Space After: 0 pt, Line spacing: single
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy Formatted Table
and Spelling
them
BEAM ENG3 DLP 3 Formatted: Left, Space After: 0 pt, Line spacing: single
Decoding New
Words with Pattern
Formatted: Font: 8 pt
Learning Competencies Formatted: Space After: 0 pt, Line spacing: single
OL LC RC WC PA PWR V SS
Formatted Table
WEEK
Listening Reading Phonics and F S G A
Oral Writing/ Phonological Vocabulary Study Formatted: Font: 8 pt, Filipino
Language
Comprehensio Comprehensio
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
n n Recognition Formatted: Font: Italic
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 50of 185
Formatted ...
Formatted ...
K to 12 BASIC EDUCATION CURRICULUM Formatted ...
Learning Competencies Formatted Table ...
OL LC RC WC PA PWR V SS
Formatted ...
WEEK
Listening Reading Phonics and F S G A Formatted
Oral Writing/ Phonological Vocabulary Study ...
Language
Comprehensio Comprehensio
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
n n Recognition Formatted ...
EN3OL- EN3LC- (Note: The EN3WC- EN3PW- EN3PWR- EN3F-IIa- EN3SPW- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-IIa- Formatted ...
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d- IIa-b-22 j-3.5.1 IIa-b-4 c-3 b-5 b-1 b-1.1
1.17.2 Follow a set they will Participate 2Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange Formatted ...
1
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with Formatted ...
questions three-step be generating words are consonant consisting of syllable EN3G-IIa- ng of read-along the same
Formatted ...
directions controlled ideas represented blends (l, r 2-syllable words with b-3.4 meaning of of texts first letter
BEAM ENG3 with picture depednding through by written and s words with consonant Use the be- words with (e.g. poetry, but a Formatted ...
DLP 42 Using
Do/ Does in
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different Formatted ...
Asking lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second letter
Formatted ...
Questions EN3LC- arranged in IIa-b-23 at least 95- were) blendsthrou in alphabeti
2 IIc-e-1.1 EN3RC- EN3WC- a specific followed by 100% correctly in gh cally order Formatted ...
BEAM ENG3
DLP 48 Activate IIa-b-2.19 IIa-1.1 order short vowel accuracy sentences. drawing, Formatted ...
Following Two- prior Rereads, brainstor sounds (e.g. actions,
step Direction knowledge monitors ming black, frog, EN3F-IIa- and using Formatted ...
based on and self- step) j-1.10.1 them in Formatted ...
new correct EN3WC- Read aloud sentences.
Formatted ...
knowledge one’s IIb-1.2 EN3PWR- from familiar EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3LC-IIc-
formed comprehensi webbing IIc-24 prose and d-3.4 6 2 3.6 Formatted ...
on Read poetry Identify and Derive Revisit Follow one- Formatted ...
EN3LC- phrases, Consisting use action meaning favorite to-three step
IIa-j-2 EN3RC- EN3WC- sentences of words in from books, directions Formatted ...
Activate IIc-e-2.2 IIc-1.3 and short Long vowel simple repetitive songs, Formatted ...
prior Note details drawing storiesconsis words with sentences language rRhymes EN3RC- Formatted ...
knowledge in a given ting of fluency, structures IIc-d-2.15
based on text EN3WC- words with appropriate review Use graphic Formatted ...
the stories IId-h-3 initial rhythm, organizers to Formatted ...
to be read. EN3RC- Write at consonant pacing and show
IIa-b-2.8 least three blends intonation Formatted ...
3 understandi
Listen to a Make simple sentences EN3G-IId- ng of texts Commented [FP27]: delete
variety of predictions from various EN3F-IIa- f-3.2
Formatted ...
literary and familiar c-4.4 Form and
expository Read simple sources Read with use the past Formatted ...
texts sentences accuracy, tense of Formatted ...
EN3LC- and levelled Write speed and frequently
IIa-j-2.1 stories and different proper occurring Formatted ...
note EN3RC- forms of phrasingsen regular Formatted ...
important II0-2.2 simple tencesand verbs (walk
Formatted ...
details note composition stories with – walked,
EN3LC- details as a words etc) Formatted ...
IIa-j-2.7 regarding response to beginning in Formatted ...
K to 12 English Curriculum Guide December 2013 Page 51of 185 Formatted ...
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K to 12 BASIC EDUCATION CURRICULUM Formatted Table ...
Learning Competencies Formatted ...
OL LC RC WC PA PWR V SS
Formatted ...
WEEK
Listening Reading Phonics and F S G A Formatted
Oral Writing/ Phonological Vocabulary Study ...
Language
Comprehensio Comprehensio
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
n n Recognition Formatted ...
sequence character, stories/ consonant Formatted ...
at least 3 setting poems blends and EN3G-IIe-
events and plot listened to other words Formatted ...
f-3.2.1.1
using EN3RC-II0- EN3WC- previously Use verbs in Formatted ...
signal 2.10 IIa-j-4 studied simple Formatted ...
EN3OL- words sequence draw and EN3PWR- EN3F-IId- EN3S-IId- present EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events write IId-e-1.1 e-4.4.1 e-4.1 tense e-5.1 f-7 Formatted ...
4 1.17.1 IIa-j-2.6 (Note: sentence Read words Read with Spell words Show Identify Formatted ...
Give one-to- retell different s about with final accuracy, with ending understandi favorite
comprehensio Formatted ...
three step some one’s blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
directions partsof drawing -lt, -nd, -nt, proper blends meaning of stories Formatted ...
recur in
the story EN3WC- IIe-f-4.1 -ft.. ) phrasing words with
different Formatted ...
BEAM ENG3 EN3LC- quarters) IIa-j-5 Identify preceded by sentences final
DLP 57 Givng IIa-j-3.15 a note of sounds and short e, a, and stories consonant Formatted ...
Short
differentia advice count i,o and u consisting of blends Formatted
Commands or ...
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words Formatted ...
5 from IIa-j-6 sand, raft) ending wing,
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IIa-j-2.8 IIa-j-7 otherwords sentences. Formatted ...
infer descriptiv previously Formatted ...
feelings e studied
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retell EN3LC- IIa-j-8 phrases, information
IIa-j-2.16 another Formatted ...
information sentences using print
identify ending and short and non- Formatted ...
cause and for a stories print sources Formatted ...
effect story consisting of
6 EN3LC- EN3WC- words with Formatted ...
IIa-j-2.17 IIa-j-2.2 final Formatted ...
draw a diary consonant
conclusio EN3WC- Formatted ...
blends and
ns IIa-j-9 other words Formatted ...
a previously Formatted ...
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etc. questions Formatted ...
K to 12 English Curriculum Guide December 2013 Page 52of 185 Formatted ...
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Learning Competencies Formatted Table ...
OL LC RC WC PA PWR V SS
Formatted ...
WEEK
Listening Reading Phonics and F S G A Formatted
Oral Writing/ Phonological Vocabulary Study ...
Language
Comprehensio Comprehensio
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
n n Recognition Formatted ...
Make simple about them Formatted ...
EN3WC- inferences EN3WC- EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
about IIi-j-2.6 Formatted ...
7 IIg-h-2.1 IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
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share and feelings appropriate with initial accuracy, with simple understandi Formatted ...
experiences, based from punctuation and final speed and consonant present and ng of
film viewed texts marks consonant proper digraphs ch past tense meaning of Formatted ...
and story viewed/ digraph ch phrasing and sh words with Formatted ...
read/listene listened to sentences BEAM ENG3 consonant
DLP 37 Using Formatted ...
d to as and stories Present Tense
digraphs ch
springboard EN3LC-IIi- with words of the verb through Formatted ...
8 for writing j-2.7 consisting of drawing,
BEAM ENG3
Formatted ...
Sequence a initial and actions,
DLP 49Using Formatted
series of final ch and Simple Past and using ...
events sh and other Tense of them in Formatted ...
viewed/ words Regular Verbs sentences.
Formatted ...
listened to previously
studied Formatted ...
EN3A-IIi-j- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G-IIi- EN3V-IIi-j- Formatted ...
3 IIi-j-22.1 4.4.2 4.3 j-3.2.2 5.3
Retell Read Read with Spell words Use verbs Show Formatted ...
9
familiar phrases, accuracy, with initial in simple understandi Formatted ...
stories to sentences speed and and future tense ng of
Formatted ...
other and short proper finalconsona meaning of
children stories phrasing nt blends words with Formatted ...
consisting of sentences and consonant Formatted ...
EN3RC- words with and stories consonant digraphs sh
IIi-j-2.10 Formatted ...
consonant with words digraphs through
Sequence a digraph ch consisting of drawing, Formatted ...
series of and sh and l ch and sh actions,
events in a Formatted ...
10 other words wordsand and using
literary previously other words them in Formatted ...
selection studied and previously sentences. Formatted ...
the studied with
BEAM ENG3 Formatted ...
DLP 33-34 questions speed,
Sequencing about them accuracy Formatted ...
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phrasing.
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K to 12 English Curriculum Guide December 2013 Page 53of 185 Formatted ...
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OL Phonics and F S G A SS
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Comprehension Comprehension Composition Development
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EN3LC-IIIa- (Note: The EN3WC- EN3PW- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa-7 EN3A-IIIa- EN3SS-IIIa-
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1 viewed/ controlled ideas through sound (long a consisting of introduced e pronouns by common authors and from index
Formatted ...
listened to depednding prewriting ending in e) words with during word (this,/that, abbreviations stories and table of Formatted ...
on the PWR activities long vowel recognition these/those) (e.g. Mr. contents Formatted ...
lesson.) sound with at Ave., Oct.)
EN3LC-IIIb- least 95- Formatted ...
EN3WC- EN3LC-IIIb- EN3OL-
2.19 IIIb-c-3 100% c-2.9 IIIb-i-1.2 Formatted ...
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possible 2.7.1 three c-13.1,13.2 creative variety of
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problems several from various j-3.5.1 synonyms stories like information Formatted ...
effects based familiar Read grade 3 and antonyms preparing (e.g. role
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4 cause consisting of and other oral reporting, Commented [FP32]: Should spell words that were introduced...
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2.11 long vowel Show show and tell Commented [FP33]:
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d-2.5 inferences least 95- g ofmeaning
Validate ideas and draw 100% of long vowel Formatted ...
2 made after conslusions accuracy words (a, i, o, Formatted ...
listening to a based on and u)
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story texts EN3F-IIIa- through
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EN3LC- and content Read aloud actions, and Formatted ...
IIIa-j-1.1 words) from familiar using them in
Commented [FP34]: What does this mean?
Activate prior prose and sentences.
knowledge EN3RC-IIIa poetry Formatted ...
based on new 2.13 Consisting of EN3V-IIIb-
Formatted ...
knowledge Distinguish Long vowel d-13
formed fact from words with Increase Formatted ...
opinion fluency, vocabulary Formatted ...
EN3LC-IIIa- appropriate through
Formatted ...
j-2 EN3RC- rhythm, Synonyms
Activate prior IIIa-b-2.13 pacing and (e.g. Commented [FP30]: Obj for the entire year
knowledge Identify cause intonation quick/fast)
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K to 12 English Curriculum Guide December 2013 Page 54of 185 Field Code Changed ...
Formatted ...
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Learning Competencies Formatted ...
PWR Formatted ...
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary Formatted ...
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
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1.16.2 Listen to a IIIc- d-4.2.3 Formatted ...
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others expository s, stories and (e.g. I, you, Formatted ...
3 texts poems he, she, it, Formatted ...
EN3LC-IIIa- consisting of we, they)
j-2.1 long a words Formatted ...
note and questions Formatted ...
important about them
Formatted ...
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4 sequence
...
explain appropriate with long i from home to
at least 3 Formatted ...
processes punctuation sound (long i school or
events marks ending in e) EN3F-IIIe- vice-versa for Formatted ...
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1.16.4 signal IIIe-f-2.11 IIIe-25 Read with f-5 f-4.2.4 f13.6 shared extra
Express words Make Read automaticity Spell some Use Homonyms reading Formatted ...
opinions and EN3LC-IIIa- inferences sentences, 100 2nd and irregularly - commonly (e.g. Formatted ...
feelings about j-2.6 and draw stories and 3rd grade spelled words used flower/flour)
retell high- Formatted ...
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5 some based from consistingof frequency/sig said, please, pronouns Formatted ...
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6 discussions EN3LC-IIIa- with long o Formatted
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K to 12 English Curriculum Guide December 2013 Page 55of 185 Field Code Changed ...
Formatted ...
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K to 12 BASIC EDUCATION CURRICULUM Formatted ...
Learning Competencies Formatted ...
PWR Formatted ...
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary Formatted ...
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition Formatted ...
EN1LC-IIIg- feelings EN3RC- EN3PWR- EN3F-IIIg- EN3S-IIIg- g-5.3.1 EN3V-IIIg- through Formatted ...
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questions EN3LC-IIIa- information in stories and punctuations rules in word read)
7 about j-2.16 reading poems including and sentence BEAM ENG3 DLP Formatted ...
64 Identifying
informational identify consisting of commas, level (e.g. Adjectives
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Formatted ...
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note patterned with long u Formatted ...
8 EN3LC-IIIe- details poems using sound (long a Formatted ...
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Propose character, rhyming Formatted ...
several setting words Formatted ...
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in different Commented [FP31]:
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10 EN3LC-IIIi- Formatted ...
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K to 12 English Curriculum Guide December 2013 Page 56of 185 Commented [FP37]: delete
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K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
PWR Formatted: Font: 9 pt
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary Formatted: Font: 9 pt, Font color: Auto, Filipino
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition Formatted: Font: 9 pt
informational/ IIIj-15
Formatted: None, Space Before: 0 pt, After: 0 pt, Line
factual text Read 2-
spacing: single, Don't keep with next, Don't keep lines
heard syllable words together
(fireman)
with long Formatted: Font: 9 pt, Not Bold, Font color: Auto, Filipino
vowel sound Formatted: Font: 9 pt
BEAM ENG3 DLP Formatted: Font: 9 pt, Font color: Auto, Filipino
5 Identifying
Words with Initial Formatted: Font: 9 pt
Consonant Blends
Formatted: Font: 9 pt, Font color: Auto, Filipino
Formatted: Font: 9 pt
Formatted: Font: 9 pt, Not Bold, Font color: Auto, Filipino
Formatted: Space After: 0 pt, Line spacing: single
Formatted Table
Formatted: Font: 9 pt
Formatted: Font: 9 pt, Filipino
Formatted: Font: 9 pt
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Learning Competencies
PWR
WEEK LC RC WC V Formatted: Space After: 0 pt, Line spacing: single
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy Formatted Table
Comprehension Comprehension Composition Development
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PW- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3AT- IVa EN3SS- IVa Formatted: Font: Not Bold, Italic, Font color: Auto
e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 –c-7 -1.3
1 Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e Commented [FP39]: Should spell words that were introduced
information in use the simple story with vowel 3level texts that were correct favorite writtendirecti during word recognition
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and ons
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) Commented [FP40]:
show and tell, factual text the PWR digraphs and EN3SS- IVa-
radio heard lesson.) diphthongs EN3V-IVa-j- b -1.2.3 Formatted: Font: Not Bold, Italic, Font color: Auto, Filipino
2 play/podcast/ with at least 12.3 Interpret
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poster Informational b-2.13 context to
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) (School and effect IVc-2 1.4 what words d-1.2.7
events, Match words, Read aloud mean Interpret a
EN3OL-IVa- sports, EN3RC- IVa phrases and from familiar pictograph
j-5 projects) –b-2.14 sentences prose and EN3V-IVa-j-
Engage in a Show containing poetry with 12.3
variety of EN3LC-IVc- understandin these words fluency, Determine
ways to share 3.7.2 g of a story with pictures appropriate what words
information Three-step bypresent ing rhythm, mean based
3 (e.g. role directions EN3PWR- pacing and on how they
them in
playing,) EN3LC- IVd through IVc-28 intonation are used in a
reporting, -3.7.3 dramatization Read stories sentence Formatted: Comment Text, Space After: 0 pt, Line
summarizing, Conversations , role playing containing EN3F-IVa-j- spacing: single
retelling and etc. these words 3.5.1
show and tell EN3LC-IVa- and other Read grade 3
(depending j-1.1 Read simple words level texts
on th e Activate prior consisting of Formatted: Font: Not Bold, Font color: Auto, Filipino
sentences previously
selection knowledge and levelled learned 2-syllable Commented [FP38]: Obj for the entire year
presented) based on new stories and EN3PWR- words with EN2S-IVd-f- EN3AT-IVd- Formatted: Comment Text, Space After: 0 pt, Line
knowledge EN3RC-I0- IVd-e-22 long vowel 5 f- 2.9 spacing: single
4 formed 2.2 and 29 sound with at Spell some Take part in
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j-3.2 j-2 details with vowel 100% spelled words responses to Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 58of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
PWR
WEEK LC RC WC V Formatted: Space After: 0 pt, Line spacing: single
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy Formatted Table
Comprehension Comprehension Composition Development
Recognition
Ask and Activate prior regarding digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
respond to knowledge character, and ee and said, please, preparing f -1.2.2
questions based on the setting phrases, EN3F-IVa-j- because) logs, journal Interpret
5 about stories to be and plot sentences 1.10.1 and other oral
simple
informational read. EN3RC-I0- and stories Read aloud presentations
texts listened Listen to a 2.10 containing from familiar tables Commented [FP41]: Transfer to study skills.
to variety of sequence these words. prose and EN1V-IVf-g- Formatted: Font color: Auto, Filipino
(environment, literary and 3 events EN2WC-IVf- EN3PW-IVf- poetry 13.6
(Note: Formatted: Font: Not Bold, Font color: Auto, Filipino
health, how- expository j-2.3 g-8 Consisting of Use
6 to’s, etc) texts different Make a card Read words Long vowel homonyms
EN3LC-IVa- comprehension for various with words with correctly
skills may recur
EN3OL-IV j-2.1 occasions voweldigraph fluency, (meat- meet,
in different
a-j-1.9 note quarters) (birthday, s oo(food), oa appropriate EN3S-IVg-i- EN3G-IVg-7 road, -rode) EN3AT-IVg- EN3SS- IVg- Formatted: Indent: Left: 0", Hanging: 0.12", Space After:
Compare and important Christmas, (road) rhythm, 2.5 Prepositions i-6 h -1.2.1 0 pt, Line spacing: single
contrast details EN3RC -IVc- New Year, pacing and Use EN3V-IVg-i- Take books Interpret a
information EN3LC-IVa- d-1.2 etc) EN3PWR- intonation capitalization EN3G-IVg- 9 from home to bar graphs
heard j-2.7 Interpret IVg-2 rules in word h-7.3 Use known school or
sequence simple maps Match words, EN2F-IVa-j- and sentence Use the most words to vice-versa for Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
at least 3 of unfamiliar phrases and 1.8 level (e.g. frequently perform independent / After: 0 pt, Line spacing: single
events places, signs sentences Read with proper and occurring artistic shared extra
using and symbols containing automaticity common prepositions(e theme-based reading
signal these words 100 2nd and nouns, .g. towards, activities(e.g.
words with pictures 3rd grade beginning beside,, into, interviews,
7 EN3LC-IVa- EN3RC - high- words in etc.) telephone
j-2.6 IVe-g-1.2 EN3PWR- frequency/ sentences) conversation,
retell Interpret IVg-28 sight words role-play, Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
some pictographs Read stories etc.) using After: 0 pt, Line spacing: single
partsof the EN3FL-IVa- common sight
containing
story j-1.11 words
EN3LC-IVa- these words Use
j-3.15 and other punctuations
differentiat words including Formatted: Indent: Left: 0.06", Hanging: 0.13", Space
e real previously commas, After: 0 pt, Line spacing: single
from learned periods and Formatted: Font: Not Bold, Font color: Auto, Filipino
make- question EN1V-Ih-i-
believe marks to 26 Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
EN2PW- EN3G-IVh-
EN3LC-IVa- guide reading Show After: 0 pt, Line spacing: single
IVh-i-6 5.6
j-2.8 EN3RC - Read words for fluency Give the understandin Formatted: Font: Italic
8
infer IVh-j-1.2 with vowel synonyms g of the
Formatted: Font: Italic
feelings Interpret diphthongs EN3F-IVi-j- and antonyms meaning of
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 59of 185
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
PWR
WEEK LC RC WC V Formatted: Space After: 0 pt, Line spacing: single
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy Formatted Table
Comprehension Comprehension Composition Development
Recognition
and traits simple graphs Oy (boy), oi 5 of common words with
of and tables (boil), ou Read poems adjectives vowel
characters (out) with fluency, diphthongs by
EN3LC-IVa- Ow (bow) appropriate using them in
j-2.16 rhythm,pacin correct Formatted: Filipino
identify EN3PWR- g and EN3G-IVi-j- sentences in
Formatted: Space After: 0 pt, Line spacing: single
cause and IVi-2 intonation 5.2 correct
effect Match these Use the sentences Formatted: Indent: Left: 0.03", Hanging: 0.15", Space
EN3LC-IVa- words with After: 0 pt, Line spacing: single
degrees of
j-2.17 the adjectives Formatted: Filipino
g. draw appropriate inmaking Formatted: Filipino, Not Highlight
conclusions pictures comparisons
(positive, Formatted: Not Highlight
EN3LC- IVe- comparative,
f-3.7. EN3PWR- superlative)
Personal IVi-21
9 Recounts Read phrases, EN3G-IVi-6
(anecdotes, sentences Adverbs
past and short
experiences) EN3G-IVi-j-
stories
6.1
EN3LC-IVg- consisting of
Recognize
h-3.7.5 thesewords adverbs of
Explanation and other manner
(life cycles, words
water cycle) previously
studied Formatted: Font: Not Bold, Font color: Blue
EN3LC-IVi-
j-3.5 EN1V-IVj-
EN3PWR- 27
Restate facts
IVj-22 Read word
from
Recognize with affixes
informational
and read Commented [FP42]: Change to: Read words with long a, i, o,
texts (climate
some and u and phrases, sentences and stories containing these words.
change,
irregularly (done)
10 children’s
spelled words
rights, traffic Commented [FP43]: Too early for this. Introduce words with
(e.g. such as long a, i, o, and u. (done)
safety, etc.)
enough,
Formatted: Font: Italic
through,
beautiful) Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 60of 185
K to 12 BASIC EDUCATION CURRICULUM
GRADE 4
FIRST QUARTER
The learnerlistens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
Formatted: Don't add space between paragraphs of the
same style
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy
Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia-2.2 EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 1 2.1.1 Read aloud Compose clear 2.2.1 Observe
Identify the Speak clearly Use context Analyze a grade level and coherent Write 2-3 politeness at all
elements of a using clues narrative in texts with sentences using connected times
fable appropriate (synonym) to terms of its accuracy rate appropriate sentences
rate and voice find the setting of 95-100 grammatical
projection meaning of percent structures:
unfamiliar - Kinds of
EN4OL-Ia- words. nouns
1.14.2
1 Speak clearly BEAM ENG4 DLP
Module 2
using Using Synonyms
appropriate
pitch
EN4OL-Ia-
1.14.3
Speak clearly
with
appropriate
stress
EN4LC-Ib- EN4OL-Ib- EN4V-Ib-13. EN4RC-Ib- EN4F-Ib-4 EN4G-Ib-2.2 EN4WC-Ib- EN4A-Ib-16
2.2.2 1.14.1 1 2.1.2 Read with Compose clear 1.8.1 Observe
Identify the Speak clearly Use context Analyze a automaticity and coherent Revise writing politeness at all
2 elements of a using clues narrative in grade level sentences using for clarity: times
myth appropriate (synonym) to terms of its frequently appropriate -capitalization Formatted: Font: Italic
rate and voice find the characters occurring grammatical -appropriate Formatted: Font: Italic
projection meaning of content area structures: punctuation
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 61of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy
Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
unfamiliar words -kinds of nouns marks
EN4OL-Ib- words.
1.14.2
Speak clearly
using
appropriate
pitch
EN4OL-Ib-
1.14.3
Speak clearly
with
appropriate
stress
EN4OL-Ic-
1.14.7
Speak clearly
with correct
pronunciation
Formatted: Font: Italic
EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id- EN4F-Id-4 EN4G-Id- EN4WC-Id- EN4A-Id-16 Formatted: Font: Italic
4
Sequence a 1.14.4 Use context 2.1.4 Read with 2.3.1 1.8.3 Observe Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 62of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy
Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
series of events Speak clearly clues Analyze a automaticity Compose clear Revise writing politeness at all
from stories with (antonym) to narrative in grade level and coherent for clarity times
listened to appropriate find the terms of its frequently sentences using -signal words
intonation meaning of plot occurring appropriate
unfamiliar (Conflict/ content area grammatical
EN4OL-Id- words. Problem words structures:
1.14.5 Reaction
Speak clearly Resolution/ -pluralization of
with Ending) regular nouns
appropriate
juncture
EN4OL-Id-
1.14.6
Speak clearly
with
appropriate
tone
EN4OL-Id-
1.14.7
Speak clearly
with correct
pronunciation
SECOND QUARTER
The learnerlistens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IIa- EN4V-IIa-8.1 EN4RC-IIa- EN4F-IIa-4 Locate Compose clear EN4WS-IIa- Describe EN4A-IIa-16
3.3.1 Clarify meaning 2.17 Read with information and coherent 2.8.1 different forms Observe
Identify the of words using Raise questions automaticity from reference sentences Recognize the and politeness at all
main idea and dictionaries based on text grade level materials using basic parts of a conventions times
supporting heard frequently EN4SS-IIa- appropriate paragraph used in print,
details from BEAM ENG4 DLP occurring 1.4 grammatical non-print and
Module 2
text heard Using Dictionary
content area - Use structures: digital materials
words dictionaries and EN4G-IIa- EN4VC-IIa-
1
glossaries 2.3.1 3.1.1
regular nouns (colors, lines,
and EN4VC-IIa-
EN4G-IIa-3.9 3.1.2
verb agreement layout,
EN4VC-IIa- Formatted: Font: Italic
3.1.3 Formatted: Font: Italic
icons and
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 65of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
images,
EN4VC-IIa-
3.1.4
verbal use)
EN4LC-IIb- EN4V-IIb-8.1 EN4RC-IIb- EN4F-IIb-4 Locate Compose clear EN4WS-IIb- Describe EN4A-IIb-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.1.6.1 different forms Observe
Identify the of words using Identify automaticity from reference sentences Use appropriate and politeness at all
main idea and dictionaries main idea, grade level materials using graphic conventions times
supporting key frequently EN4SS-IIb- appropriate organizers for used in print,
details from sentences occurring 1.4 grammatical pre-writing non-print and
text heard and content area - Use structures: tasks digital materials
supporting words dictionaries and EN4VC-IIb-
details of a glossaries EN4G-IIb- 3.1.1
given 2.3.1 (colors, lines,
2
paragraph regular nouns EN4VC-IIb-
and 3.1.2
EN4G-IIb-3.9 layout,
verb agreement EN4VC-IIb-
3.1.3
icons and
images,
EN4VC-IIb-
3.1.4
verbal use
EN4LC-IIc- EN4V-IIc-8.2 EN4RC-IIc- EN4F-IIc-4 Locate Compose clear EN4WS-IIc- Describe EN4A-IIc-16
3.3.1 Clarify meaning 2.21 Read with information and coherent 1.3 different forms Observe
Identify the of words using Identify automaticity from reference sentences Organize and politeness at all
main idea and thesaurus main idea, grade level materials using ideas to form conventions times
supporting key frequently EN4SS-IIc- appropriate coherent used in print,
details from sentences occurring 1.4 grammatical paragraphs non-print and
text heard and content area - Use structures: digital materials
supporting words dictionaries and EN4G-IIc- EN4VC-IIc-
details of a glossaries 1.2.1.2 3.1.1
3 given - compound (colors, lines,
paragraph subject EN4VC-IIc-
EN4G-IIc-3.9 3.1.2
and verb layout,
agreement EN4VC-IIc-
3.1.3
icons and
Formatted: Font: Italic
images,
EN4VC-IIc- Formatted: Font: Italic
3.1.4 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 66of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
verbal use
EN4LC-IId- EN4V-IId-8.2 EN4RC-IId- EN4F-IId-4 Locate Compose clear EN4WC-IId- EN4VC-IId- EN4A-IId-16
2.7.1 Clarify meaning 2.15.1 Read with information and coherent 2.8.2 3.7.1 Observe
Use appropriate of words using Make an automaticity from reference sentences Write a Tell the uses of politeness at all
graphic thesaurus outline from grade level materials using paragraph colors, lines times
organizers a selection frequently EN4SS-IId- appropriate showing and shapes
(to show read occurring 1.4 grammatical - time-order
sequence of content area - Use structures:
4
events) words dictionaries and EN4G-IId-
glossaries 1.2.1.2
- compound
subject
EN4G-IId-3.9
and verb
agreement
EN4LC-IIe- EN4V-IIe-8.3 EN4RC-IIe- EN4F-IIe-4 Locate Compose clear EN4WC-IIe- EN4VC-IIe- EN4A-IIe-16
3.15 Clarify meaning 3.1.9 Read with information and coherent 2.8.2 3.7.1 Observe
Use appropriate of words using Identify text- automaticity from reference sentences Write a Tell the uses of politeness at all
graphic online types according grade level materials using paragraph colors, lines times
organizers resources to purpose: frequently EN4SS-IIe- appropriate showing and shapes
(to describe) -To classify or occurring 1.4 grammatical - time-order
describe content area - Use structures:
-To recall a words dictionaries and
5
series of events glossaries -pronoun
-To explain EN4G-IIe-
4.4.1
(number/
EN4G-IIe-
4.4.2
gender)
EN4LC-IIf- EN4OL-IIf- EN4V-IIf-8.3 EN4RC-IIf- EN4F-IIf-1.7 Compose clear EN4WC-IIf- EN4VC-IIf- EN4A-IIf-16
3.15 1.15.1 Clarify meaning 2.3 Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using Identify four level texts sentences Write a Tell the uses of politeness at all
Identify rhymes poems/quotabl online figures of using using paragraph colors, lines times
and sound e lines with resources speech intonation appropriate showing and shapes
devices in ease and EN4RC-IIf- ,expression and grammatical enumeration
6
poems confidence 2.3.1 EN4F-IIf-1.1 structures:
Onomatopo punctuation -pronoun-
eia marks reference
Formatted: Font: Italic
EN4RC-IIf- agreement
2.3.2 EN4G-IIf- Formatted: Font: Italic
Assonance 4.4.1 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 67of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4RC-IIf- (number/
2.3.3 EN4G-IIf-
alliteration) 4.4.2
gender) Formatted: Normal, Space After: 0 pt, Line spacing: single
EN4LC-IIg- EN4OL-IIg- EN4V-IIg-8.3 Identify EN4F-IIg-1.7 Compose clear EN4WC-IIg- EN4VC-IIg- EN4A-IIg-16
3.15 1.15.1 Clarify meaning figures of Read grade- and coherent 2.8.3 3.7.1 Observe
Deliver familiar of words using speech four level texts sentences Write a Tell the uses of politeness at all
Identify rhymes poems/quotabl online EN4RC-IIg- using using paragraph colors, lines times
and sound e lines with resources 2.3.4 intonation appropriate showing and shapes
devices in ease and simile ,expression and grammatical enumeration
poems confidence EN4RC-IIg- EN4F-IIg-1.7 structures:
2.3.5 punctuation -pronoun-
7
Metaphor marks reference
agreement
EN4RC-IIg- EN4G-IIg-
2.3.6 4.4.3
personificati case,
on EN4G-IIg-
4.4.4
kind
EN4OL-IIh- EN4V-IIh-8.3 EN4RC-IIh- EN4F-IIh-1.7 Compose clear EN4WC-IIh- EN4VC-IIh- EN4A-IIh-16
1.15.1 Clarify meaning 3.1.10 Read grade- and coherent 2.2.3 3.7.1 Observe
Deliver familiar of words using Analyze lead of four level texts sentences Write a brief Tell the uses of politeness at all
poems/quotabl online a news report using using news report colors, lines times
e lines with resources intonation appropriate and shapes
ease and ,expression and grammatical
confidence EN4F-IIh-1.7 structures:
punctuation -pronoun-
8 marks reference
agreement
EN4G-IIh-
4.4.3
case,
EN4G-IIh-
4.4.4
kind
THIRD QUARTER
The learnerlistens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IIIa- EN4OL-IIIa- EN4V-IIIa- EN4RC-IIIa- EN4F-IIIa- EN4G-IIIa- EN4WC-IIIa- EN4VC-IIIa- EN4A-IIIa--
2.3 1.14 13.1 2.2 1.7 8.3 2.8.2 3.1 16
Distinguish Use verbal Synonym Note significant Read grade- Compose clear Write a Describe Observe
reality from cuesin oral details four level texts and coherent paragraph various types of politeness at all
fantasy public EN4V-IIIa- using sentences showing viewing times
announcements 13.2 intonation using
Antonym ,expression and appropriate - time-order Materials
1
Use context punctuation grammatical
clues (synonym marks structures:
and antonym)
to find the -Coordinate
meaning of conjunctions
unfamiliar
words.
EN4LC-IIIb- EN4OL-IIIb- EN4V-IIIa- EN4RC-IIIb- EN4F-IIIb- EN4SS-IIIb- EN4G-IIIb- EN4WC-IIIb- EN4VC-IIIb- EN4A-IIIb--
2.3 1.14 13.11 4.1 1.7 1.5.3 8.4 2.8.2 3.1 16
Distinguish Use verbal Identify shades Identify various Read grade- Use card Compose clear Write a Describe Observe
reality from cuesin oral of meaning in text-types four level texts catalog to and coherent paragraph various types of politeness at all
fantasy public words according to using locate sentences showing viewing times
2 announcements structure intonation resources using
-Enumeration ,expression and appropriate - time-order Materials
punctuation grammatical
marks structures:
-Subordinate
Conjunctions
EN4LC-IIIc- EN4OL-IIIc- Identify EN4RC-IIIc- EN4F-IIIc- EN4SS-IIIc- EN4G-IIIc- EN4WC-IIIc- EN4VC-IIIc- EN4A-IIIc--
2.16 1.14 different 4.2 1.7 1.4 5.5 2.8.2 3.1 16 Formatted: Font: Italic
3 Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe Formatted: Font: Italic
Use indirect cuesin oral content specific text-types four level texts information and coherent paragraph various types of politeness at all
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 70of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading
Study Strategy Grammar
Writing/
Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
speech to public words according to using from sentences showing viewing times
clarify the announcements -General structure intonation Dictionaries using
speaker’s ideas EN4V-IIIc- -Time-order ,expression and appropriate -time order Materials
20.1 (sequence, punctuation grammatical
denotation recounts, marks structures:
EN4V-IIIc- process) -order of
20.2 adjectives
Connotation
EN4LC-IIId- EN4OL-IIId- Identify EN4RC-IIId- EN4F-IIId- EN4SS-IIId- EN4G-IIId- EN4WC-IIId- EN4VC-IIId- EN4A-IIId--
2.16 1.14 different 4.3 1.7 1.4 6.5 2.8.3 3.1 16
Use indirect Use verbal meanings of Identify various Read grade- Locate Compose clear Write a Describe Observe
speech to cuesin oral content specific text-types four level texts information and coherent paragraph various types of politeness at all
clarify the public words according to using from sentences showing viewing times
speaker’s ideas announcements (Mathematics) structure intonation dictionaries using
enumeration Materials
4 EN4V-IIId- ,expression and appropriate
20.1 -Cause and punctuation grammatical
denotation effect marks structures:
EN4V-IIId- -adverbs of
20.2 place and time
Connotation
FOURTH QUARTER
The learnerlistens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN4LC-IVa- EN4OL-IVa- EN4V-IVa- EN4RC-IVa- EN4F-IVa-1.6 EN4SS-IVa- EN4G-IVa- EN4VC-IVa- EN4A-IVa--16
2.10 1.24 13.1/13.2 5.1 Read aloud 1.8 1.8.5 2.6 Observe
Distinguish fact Express facts Use context Interpret the grade four level Take down Use simple and Identify the politeness at all
from opinion and opinions clues (synonym messages of texts with relevant compound visual elements times
1 from and antonym) the different accuracy rate information sentences to used in a
informational to find the authentic texts of 95-100 enumerate print/non-print
text meaning of -Product percent ideas materials
unfamiliar labels
words.
EN4LC-IVb- EN4OL-IVb- EN4V-IVb-20 EN4RC-IVb- EN4F-IVb-1.6 EN4SS-IVb- EN4G-IVb- EN4VC-IVb- EN4A-IVb--5 Formatted: Indent: Left: 0", Space After: 0 pt, Line
2.10 1.24 Identify the 5.2 Read aloud 1.8 1.8.5 2.6 Observe spacing: single
Distinguish fact Express facts meaning of Interpret the grade four level Take down Use simple and Identify the politeness at all Formatted: No Spacing,Flor, Adjust space between Latin
from opinion and opinions unfamiliar and messages of texts with relevant compound visual elements times and Asian text
2
from multiple the different accuracy rate information sentences to used in a
Formatted: Font: Bold, Filipino
informational meaning words authentic texts of 95-100 enumerate print/non-print
text -medical percent ideas materials Formatted: Font: Italic
prescriptios Formatted: Font: Italic
3 EN4LC-IVc- EN4OL-IVc- EN4V-IVc- EN4RC-IVc- EN4F-IVc-1.6 EN4SS-IVc- EN4G-IVc- EN4VC-IVc- EN4A-IVc--16
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 73of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
2.10 1.24 12.4.1 5.3 Read aloud 1.8 1.8.6 1.4 Observe
Distinguish fact Express facts Identify the Interpret the grade four level Take down Use simple and Make politeness at all
from opinion and opinions meaning of messages of texts with relevant compound connections times
from unfamiliar the different accuracy rate information sentences to between
informational words authentic texts of 95-100 show information
text according to -pamphlets percent sequence of viewed and
structure events/informa personal
(root words) tion experiences
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 and 13 Self-correct Compose clear 1.1.6.1 Describe Observe
details Use appropriate Infer the when reading and coherent Plan a two to different forms politeness at all
facial meaning of sentences three- and times
expressions unfamiliar using paragraph conventions of
words appropriate film and
composition
(compound) grammatical moving pictures
based on given structures: using an (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
1
BEAM English 5 DLP
Module 3
Decoding words
with prefixes
SECOND QUARTER
The learnerlistens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used Formatted: Space After: 0 pt, Line spacing: single
sentences appropriate composition to influence EN5A-IIa-17
Formatted: Space After: 0 pt, Line spacing: single
and grammatical using an viewers Show
supporting structures: outline/other EN5VC-IIa- tactfulness
1 details of a -subject-verb graphic 7.1 when Formatted: Space After: 0 pt, Line spacing: single
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2 Formatted: Space After: 0 pt, Line spacing: single
Point of view
EN5VC-IIa-
7.3
Propagandas
EN5LC-IIb- EN5OL-IIb- EN5V-IIb- EN5RC-IIb- EN5SS-IIb- EN5G-IIb-3.9 EN5WC-IIb- EN5VC-IIb-7 EN5A-IIb-16 Formatted: Space After: 0 pt, Line spacing: single
3.19 1.26 20.2.1 2.21 1.5.3 Compose clear 2.2.5 Determine Observe
Formatted: Space After: 0 pt, Line spacing: single
Identify Give precise Identify Identify Use card and coherent Write images/ideas politeness at all
informational information on different main idea, catalog to sentences paragraphs that are times
text-types a given topic meanings of key locate using showing explicitly used
content specific sentences resources appropriate -cause and to influence EN5A-IIb-17 Formatted: Space After: 0 pt, Line spacing: single
words and grammatical effect viewers Show
2 MISOSA English 6 Formatted: Space After: 0 pt, Line spacing: single
(denotation supporting structures: EN5VC-IIb- tactfulness
Using the Card Formatted: Space After: 0 pt, Line spacing: single
and details of a Catalogue
-subject-verb 7.1 when
connotation) given agreement Stereotypes, communica- Formatted: Space After: 0 pt, Line spacing: single
(Science) paragraph (intervening EN5VC-IIb- ting with others
phrases) 7.2 Formatted: Font: Italic
Point of view Formatted: Font: Italic
EN5VC-IIb-
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 81of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
7.3
Propagandas
EN5LC-IIc- EN5OL-IIc- EN5V-IIc- EN5RC-IIc- EN5F-IIc- EN5SS-IIc- EN5G-IIc- EN5WC-IIc- EN5VC-IIc-7 EN5A-IIc-16 Formatted: Space After: 0 pt, Line spacing: single
3.19 1.3.1 20.1.1 3.2.1 1.8.1 1.4 2.2.2 2.2.5 Determine Observe
Identify Ask questions Distinguish Read with Gather relevant EN5G-IIc-3.9 Write images/ideas politeness at all
informational to check EN5V-IIc- text-types automaticity information Compose clear paragraphs that are times
text-types understanding 20.2.1 according to grade level from various and coherent showing explicitly used
of information Identify purpose frequently sources sentences -cause and to influence EN5A-IIc-17 Formatted: Space After: 0 pt, Line spacing: single
presented different -To classify or occurring -glossaries using effect viewers Show Formatted: Space After: 0 pt, Line spacing: single
meanings of describe content area appropriate EN5VC-IIc- tactfulness
3 Formatted: Space After: 0 pt, Line spacing: single
content specific words grammatical 7.1 when
words structures: Stereotypes, communica- Formatted: Not Highlight
(denotation -irregular EN5VC-IIc- ting with others
Formatted: Space After: 0 pt, Line spacing: single
and nouns and verb 7.2
connotation) agreement Point of view Formatted: Space After: 0 pt, Line spacing: single
(Science) EN5VC-IIc- Formatted: Filipino, Not Highlight
7.3
Propagandas Formatted: Not Highlight
EN5LC-IId- EN5OL-IId- EN5V-IId- EN5RC-IId-3. EN5F-IId- EN5SS-IId- EN5G-IId- EN5WC-IId- EN5VC-IId-7 EN5A-IId-16 Formatted: Filipino, Not Highlight
2.10 3.4.1 20.1.1 2.1 1.8.1 1.4 2.2.6 1.8.2 Determine Observe Formatted: Not Highlight
Distinguish fact Respond to EN5V-IId- Distinguish Read with Gather relevant EN5G-IId-3.9 Revise images/ideas politeness at all
from opinion ideas and 20.2.1 text-types automaticity information Compose clear writing for that are times Formatted: Space After: 0 pt, Line spacing: single
opinions after Identify according to grade level from various and coherent clarity explicitly used Formatted: Space After: 0 pt, Line spacing: single
reflection different purpose frequently sources sentences -correct to influence EN5A-IId-17
Formatted: Not Highlight
meanings of -To classify or occurring -Dictionaries using spelling viewers Show
content specific describe content area appropriate EN5VC-IId- tactfulness Formatted: Not Highlight
4 words words grammatical 7.1 when Formatted: Space After: 0 pt, Line spacing: single
(denotation structures: Stereotypes, communica-
and - collective EN5VC-IId- ting with others Formatted: Filipino, Not Highlight
connotation) nouns and verb 7.2 Formatted: Filipino, Not Highlight
(Science) agreement Point of view
Formatted: Not Highlight
EN5VC-IId-
7.3 Formatted: Space After: 0 pt, Line spacing: single
Propagandas Formatted: Not Highlight
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16 Formatted: Filipino, Not Highlight
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe Formatted: Not Highlight
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
5 Formatted: Font: Italic
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
opinions after 20.2.2 according to grade level from various using explicitly used Formatted: Font: Italic
reflection Identify purpose frequently sources appropriate Revise writing to influence EN5A-IIe-17 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 82of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
words information adjectives marks Stereotypes, communica-
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16 Formatted: Not Highlight
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Formatted: Space After: 0 pt, Line spacing: single
Provide Distinguish Read with Gather relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times Formatted: Space After: 0 pt, Line spacing: single
support 20.2.2 according to grade level from various using showing explicitly used Formatted: Filipino, Not Highlight
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show Formatted: Not Highlight
meanings of content area references structures: EN5VC-IIf- tactfulness Formatted: Space After: 0 pt, Line spacing: single
6
content specific words -order of 7.1 when
Formatted: Space After: 0 pt, Line spacing: single
words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others Formatted: Space After: 0 pt, Line spacing: single
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3 Formatted: Not Highlight
Propagandas
Formatted: Space After: 0 pt, Line spacing: single
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe Formatted: Space After: 0 pt, Line spacing: single
EN5V-IIg- Make when reading Gather relevant and coherent Write images/ideas politeness at all Formatted: Filipino, Not Highlight
20.2.3 generalizati information sentences paragraphs that are times
Identify ons from various using showing explicitly used Formatted: Not Highlight
different sources appropriate -comparison to influence EN5A-IIg-17 Formatted: Space After: 0 pt, Line spacing: single
meanings of -Online grammatical and contrast viewers Show
Formatted: Space After: 0 pt, Line spacing: single
content specific references structures: EN5VC-IIg- tactfulness
7 Formatted: Space After: 0 pt, Line spacing: single
words -degrees of 7.1 when
(denotation adjectives Stereotypes, communica- Formatted: Not Highlight
and EN5VC-IIg- ting with others
connotation) 7.2 Formatted: Space After: 0 pt, Line spacing: single
(Health) Point of view Formatted: Space After: 0 pt, Line spacing: single
EN5VC-IIg-
Formatted: Font: Italic
7.3
Propagandas Formatted: Font: Italic
8 EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 83of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe Formatted: Filipino, Not Highlight
Make an level text with Organize and coherent Revise writing images/ideas politeness at all
Formatted: Space After: 0 pt, Line spacing: single
EN5V-IIh- outline from a accuracy, information sentences for clarity that are times
20.2.3 selection read appropriate from primary using - correct explicitly used Formatted: Not Highlight
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
MISOSA English 6 7.3
Organizing Ideas
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16 Formatted: Space After: 0 pt, Line spacing: single
Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all Formatted: Space After: 0 pt, Line spacing: single
outline from a accuracy, for clarity that are times
selection read EN5F-IIi-1.6 - appropriate explicitly used
appropriate punctuation to influence EN5A-IIi-17 Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
rate and marks viewers Show single
EN5F-IIi-1.7 EN5WC-IIi- EN5VC-IIi- tactfulness
9 Formatted: Space After: 0 pt, Line spacing: single
proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
signal words EN5VC-IIi- ting with others Formatted: Space After: 0 pt, Line spacing: single
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas Formatted: Space After: 0 pt, Line spacing: single
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Formatted: Space After: 0 pt, Line spacing: single
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
accuracy, among forms that are times single
EN5F-IIj-1.6 (kinds and explicitly used Formatted: Space After: 0 pt, Line spacing: single
appropriate descriptions to influence EN5A-IIj-17
10 Formatted: Space After: 0 pt, Line spacing: single
rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness Formatted: Space After: 0 pt, Line spacing: single
and proper accurately(scho 7.1 when
Formatted: Font: Italic
expression ol forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others Formatted: Font: Italic
withdrawal 7.2 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 84of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
slips, etc.) Point of view
EN5VC-IIj-
7.3
Propagandas Formatted: No Spacing,Flor, Adjust space between Latin
THIRD QUARTER and Asian text
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide evidence (compound, -To persuade 1.6 writing, appropriate Show
to support affixed) based appropriate reporting and grammatical tactfulness
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
1 20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
2.15 2.7 20.3 3.2.5 2.9 Organize 7.3.2 Observe
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
to support to stay on topic meaning of text-types when reading from primary and coherent times
2
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17 Formatted: Font: Italic
(compound, (structural and writing, appropriate Show Formatted: Font: Italic
affixed) based language) reporting and grammatical tactfulness
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 85of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16 Formatted: Not Highlight
2.15 2.8 20.3 3.2.5 1.3 Organize 1.8.1 Observe
Formatted: Filipino, Not Highlight
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary EN5G-IIIa- times Formatted: Not Highlight
understanding of others unfamiliar according to accuracy, sources in 1.8.3
words features EN5F-IIIc- preparation for Use a EN5A-IIIc-17
(compound, (structural and 1.6 writing, particular kind Show
affixed) based language) appropriate reporting and of sentence tactfulness
on -Problem and rate and similar for a specific when
EN5V-IIIc- solution EN5F-IIIc- academic tasks purpose and communica-
3 20.4 1.7 in collaboration audience ting with others
given context proper with others -asking
clues expression permission
(Synonyms -making
Antonyms requests
word parts)
and
EN5V-IIIc-
20.5
other strategies
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2. 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
4 speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
composition Formatted: Font: Italic
purpose (compound, (structural and writing, of sentence Show
affixed) based language) reporting and for a specific using an tactfulness Formatted: Font: Italic
on -Problem and similar purpose and outline/other when Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 86of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5V-IIId- solution academic tasks audience graphic communica-
20.4 in collaboration -asking organizers ting with others
given context with others permission
clues -responding to
(Synonyms questions
Antonyms
word parts)
and
EN5V-IIId-
20.5
other strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
5 20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
6
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
purpose discussion (compound, (structural and writing, purpose and spelling Show
Formatted: Font: Italic
going affixed) based language) reporting and audience - appropriate tactfulness
on -Cause and similar -giving punctuation when Formatted: Font: Italic
EN5V-IIIf- effect academic tasks information marks communica- Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 87of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
20.5
other strategies
(Mathematics)
EN5LC-IIIg- EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
-comparison expressions in similar -making 7.1 when
7 and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
FOURTH QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in Formatted: Space After: 0 pt, Line spacing: single
Grade Level Standards
reading to meet various needs . Formatted Table
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/ Formatted: Space After: 0 pt, Line spacing: single
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16 Formatted: Not Highlight
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Formatted: Filipino, Not Highlight
Restate Use appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times Formatted: Not Highlight
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show Formatted: Space After: 0 pt, Line spacing: single
content specific language) tactfulness
words -Enumeration when
(denotation communica-
Formatted: Not Highlight
and ting with others
connotation) Formatted: Space After: 0 pt, Line spacing: single
(Science) Formatted: Space After: 0 pt, Line spacing: single
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe Formatted: Filipino, Not Highlight
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all Formatted: Not Highlight
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
Formatted: Space After: 0 pt, Line spacing: single
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17 Formatted: Not Highlight
2 meanings of (structural and of 95 – 100% effect Show Formatted: Space After: 0 pt, Line spacing: single
content specific language) tactfulness
words -Enumeration when Formatted: Space After: 0 pt, Line spacing: single
(denotation communica- Formatted: Space After: 0 pt, Line spacing: single
and ting with others
Formatted: Filipino, Not Highlight
connotation)
(Science) Formatted: Font: Italic
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16 Formatted: Font: Italic
3
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 90of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/ Formatted: Space After: 0 pt, Line spacing: single
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all Formatted: Not Highlight
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
heard in one’s movements/ Identify according to text with an the sources of show paragraph media
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
(denotation (sequence, organizers communica-
and recounts, ting with others Formatted: Space After: 0 pt, Line spacing: single
connotation) process)
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16 Formatted: Not Highlight
3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Formatted: Space After: 0 pt, Line spacing: single
Restate Use appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times Formatted: Space After: 0 pt, Line spacing: single
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia Formatted: Filipino, Not Highlight
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show Formatted: Not Highlight
content specific language) relationship of selected topic the meaning of tactfulness Formatted: Space After: 0 pt, Line spacing: single
words -Time-order ideas a text when
(denotation (sequence, communica-
and recounts, ting with others
connotation) process)
(Health) Formatted: Not Highlight
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16 Formatted: Space After: 0 pt, Line spacing: single
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
Formatted: Filipino, Not Highlight
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences to for clarity visual and times Formatted: Not Highlight
heard in one’s broadcast Identify organizers in 128 words information show - correct multimedia Formatted: Space After: 0 pt, Line spacing: single
own words different texts read correct per cause and spelling elements EN5A-IVe-17
5 meanings of minute effect contribute to Show Formatted: Not Highlight
content specific the meaning of tactfulness Formatted: Space After: 0 pt, Line spacing: single
words a text when
Formatted: Space After: 0 pt, Line spacing: single
(denotation communica-
and ting with others Formatted: Space After: 0 pt, Line spacing: single
connotation) Formatted: Filipino, Not Highlight
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16 Formatted: Not Highlight
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe Formatted: Space After: 0 pt, Line spacing: single
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
6 Formatted: Font: Italic
information in a TV 20.2 appropriatel level text with sources of sentences to three- that are times
from various broadcast Identify y to 128 words information show paragraph explicitly used Formatted: Font: Italic
text types different messages correct per cause and descriptive to influence EN5A-IVf-17 Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 91of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/ Formatted: Space After: 0 pt, Line spacing: single
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
meanings of of different minute effect essay on self- viewers Show
content specific authentic selected topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC-IVg- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16 Formatted: Not Highlight
3.13 Use verbal and 20.1 2.12 Self-correct 2.3 1.9.2 1.8.1/1.8.3 Determine Observe
Formatted: Space After: 0 pt, Line spacing: single
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast Identify ons projects on a show appropriate explicitly used Formatted: Space After: 0 pt, Line spacing: single
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show Formatted: Filipino, Not Highlight
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness Formatted: Not Highlight
7
words ideas signal words 7.1 when
Formatted: Space After: 0 pt, Line spacing: single
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16 Formatted: Not Highlight
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe
Formatted: Not Highlight
Summarize non-verbal cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to three- connections times Formatted: Filipino, Not Highlight
from various broadcast Identify 1.14 projects on a show paragraph between Formatted: Space After: 0 pt, Line spacing: single
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show Formatted: Space After: 0 pt, Line spacing: single
unfamiliar appropriate relationship of selected topic personal tactfulness Formatted: Filipino, Not Highlight
8 words rate, proper ideas experiences when
Formatted: Not Highlight
(denotation expressions communica-
and and correct ting with others Formatted: Not Highlight
connotation) pronunciation Formatted: Space After: 0 pt, Line spacing: single
(Mathematics in dramatic
readings and
Formatted: Font: Italic
presentations
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 92of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/ Formatted: Space After: 0 pt, Line spacing: single
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-IVi- EN5OL-IVi-4 EN5F-IVi-1.6 EN5SS-IVi- EN5VC- IVi - EN5A-IVi-16 Formatted: Not Highlight
3.13 Use verbal and EN5F-IVi-1.3 2.3 2.4 Observe
Formatted: Filipino, Not Highlight
Summarize non-verbal cues EN5F-IVi-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVi- research connections times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast 1.14 projects on a between Formatted: Not Highlight
text types Observe self-selected information EN5A-IVi-17
accuracy, topic viewed and Show
appropriate personal tactfulness
rate, proper experiences when
9 Formatted: Space After: 0 pt, Line spacing: single
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
EN5LC-IVj- EN5OL-IVj-4 EN5F-IVj-1.6 EN5SS-IVj- EN5VC- IVj - EN5A-IVj-16 Formatted: Not Highlight
3.13 Use verbal and EN5F-IVj-1.3 2.3 2.4 Observe
Formatted: Filipino, Not Highlight
Summarize non-verbal cues EN5F-IVj-1.7 Conduct short Make politeness at all
information in a TV EN5F-IVj- research connections times Formatted: Space After: 0 pt, Line spacing: single
from various broadcast 1.14 projects on a between Formatted: Space After: 0 pt, Line spacing: single
text types Observe self-selected information EN5A-IVj-17
accuracy, topic viewed and Show Formatted: Not Highlight
appropriate personal tactfulness
10 Formatted: Space After: 0 pt, Line spacing: single
rate, proper experiences when
expressions communica-
and correct ting with others
pronunciation
in dramatic
readings and
presentations
THIRD QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
various text types materials to serve learning needs in meeting a wide range of life’s purposes.
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16 Formatted: Space After: 0 pt, Line spacing: single
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 1.8.2 7.1 Observe
Formatted: Not Highlight
Restate portions Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information of borrowed text-types sources of types and kinds 1.8.1 7.2 times Formatted: Not Highlight
to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc- Formatted: Space After: 0 pt, Line spacing: single
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show Formatted: Filipino, Not Highlight
features for of information/ for clarity images/ideas tactfulness Formatted: Filipino, Not Highlight
3 -Problem and correctness/vali ideas - correct that are when
Formatted: Not Highlight
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others Formatted: Not Highlight
sentences) punctuation viewers Formatted: Filipino, Not Highlight
marks (Stereotypes, EN6A-IVc-18
Formatted: Filipino, Not Highlight
-transition/ Point of view, Show openness
signal words Propagandas) to criticism Formatted: Not Highlight
Formatted: Not Highlight
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16 Formatted: Space After: 0 pt, Line spacing: single
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe Formatted: Space After: 0 pt, Line spacing: single
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information from information of borrowed text-types level text with research types and kinds composition connections times
a text heard conveyed words using according to 145 words projects on a of sentences using an between
through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
features of information/ organizers personal tactfulness
4 Formatted: Space After: 0 pt, Line spacing: single
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Formatted: Font: Italic
Show openness
to criticism Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 109of 185
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16 Formatted: Space After: 0 pt, Line spacing: single
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short Use various Compose a Make politeness at all Formatted: Space After: 0 pt, Line spacing: single
information from information of borrowed appropriate level text with research types and kinds three- connections times
a text heard conveyed words using graphic 145 words projects on a of sentences paragraph between Formatted ...
through Suffix organizers in correct per relevant issue for effective persuasive information EN6A-IVe-17 Formatted: Not Highlight
discussion texts read minute communication essay on self- viewed and Show
Formatted: Not Highlight
of information/ selected topic personal tactfulness
5
ideas experiences when Formatted: Space After: 0 pt, Line spacing: single
(compound, communicating Formatted: Filipino, Not Highlight
complex with others
sentences) Formatted: Space After: 0 pt, Line spacing: single
EN6A-IVe-18 Formatted ...
Show openness
Formatted: Filipino, Not Highlight
to criticism
Formatted ...
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16 Formatted ...
2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
Formatted ...
Summarize the Summarize EN6V- IVf - Use 3.2 Conduct short Use various EN6WC-IVf- Make politeness at all
information from information 12.4.1.3 appropriate EN6F- IVf - research types and kinds 1.8.1 connections times Formatted: Not Highlight
a text heard conveyed EN6V- IVf - graphic 3.6 projects on a of sentences EN6WC-IVf- between Formatted: Not Highlight
through 12.4.2.3 organizers in EN6F- IVf - relevant issue for effective 1.8.3 information EN6A-IVf-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show Formatted: Not Highlight
of content- Observe of information/ for clarity personal tactfulness Formatted: Space After: 0 pt, Line spacing: single
specific terms accuracy, ideas - correct experiences when
6 Formatted ...
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others Formatted: Not Highlight
-affixes and expressions sentences) punctuation Formatted: Space After: 0 pt, Line spacing: single
roots and correct marks EN6A-IVf-18
-other pronunciation -transition/ Show openness Formatted: Filipino, Not Highlight
strategies in oral signal words to criticism Formatted: Space After: 0 pt, Line spacing: single
communication
Formatted ...
group task
Formatted ...
EN6OL-IVg- EN6V-IVg- EN6RC-IVg- EN6F-IVg-3.5 EN6SS-IVg- EN6SS-IVg- EN6WC-IVg- EN6VC-IVg- EN6A-IVg-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVg - 2.3 1.10 2.2.11 1.4 Observe
Summarize EN6V- IVg - Use 3.2 Conduct short Use various Compose a Make politeness at all Formatted: Space After: 0 pt, Line spacing: single
information 12.4.1.3 appropriate EN6F-IVg - research types and kinds three- connections times Formatted: Not Highlight
7
conveyed EN6V- IVg - graphic 3.6 projects on a of sentences paragraph between
Formatted: Not Highlight
through 12.4.2.3 organizers in EN6F- IVg - relevant issue for effective persuasive information EN6A-IVg-17
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show Formatted ...
of content- Observe of information/ selected topic personal tactfulness Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 110of 185
Formatted ...
Formatted ...
K to 12 BASIC EDUCATION CURRICULUM Formatted ...
LC OL V RC F SS WC Formatted
G VC A ...
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude Formatted
Comprehension Language Development Comprehension Fluency Research Composition ...
specific terms accuracy, ideas experiences when Formatted ...
using appropriate (compound, communicating
Formatted ...
-context clues rate, proper complex with others
-affixes and expressions sentences) Formatted ...
roots and correct EN6A-IVg-18 Formatted ...
-other pronunciation Show openness
strategies in oral to criticism Formatted ...
communication Formatted ...
group task
Formatted ...
EN6OL-IVh- EN6V-IVh- EN6RC-IVh- EN6F-IVh-3.5 EN6SS-IVh- EN6SS-IVh- EN6WC-IVh- EN6VC-IVh- EN6A-IVh-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVh - 2.3 1.10 1.8.2 1.4 Observe Formatted ...
Summarize EN6V- IVh - Use 3.2 Conduct short Use various EN6WC-IVh- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVh - research types and kinds 1.8.1 connections times Formatted ...
conveyed EN6V- IVh - graphic 3.6 projects on a of sentences EN6WC-IVh- between Formatted ...
through 12.4.2.3 organizers in EN6F- IVh - relevant issue for effective 1.8.3 information EN6A-IVh-17
Formatted ...
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show
of content- Observe of information/ for clarity personal tactfulness Formatted ...
specific terms accuracy, ideas - correct experiences when Formatted
8 ...
using appropriate (compound, spelling communicating
Formatted ...
-context clues rate, proper complex - appropriate with others
-affixes and expressions sentences) punctuation Formatted ...
roots and correct marks EN6A-IVh-18 Formatted ...
-other pronunciation -transition/ Show openness
strategies in oral signal words to criticism Formatted ...
communication Formatted ...
group task
Formatted ...
EN6OL-IVi- EN6V-IVi- EN6RC-IVi- EN6F-IVi-3.5 EN6SS-IVi- EN6SS-IVi- EN6WC-IVi- EN6VC-IVi- EN6A-IVi-16 Formatted ...
3.6 12.3.3 2.15.2 EN6F- IVi - 2.3 1.10 2.2.11 1.4 Observe Formatted ...
Summarize EN6V- IVi - Use 3.2 Conduct short Use various Compose a Make politeness at all
information 12.4.1.3 appropriate EN6F- IVi - research types and kinds three- connections times Formatted ...
conveyed EN6V- IVi - graphic 3.6 projects on a of sentences paragraph between Formatted ...
through 12.4.2.3 organizers in EN6F- IVi - relevant issue for effective persuasive information EN6A-IVi-17
Formatted ...
discussion Infer meaning texts read 3.11 communication essay on self- viewed and Show
9 of content- Observe of information/ selected topic personal tactfulness Formatted ...
specific terms accuracy, ideas experiences when Formatted ...
using appropriate (compound, communicating
Formatted ...
-context clues rate, proper complex with others
-affixes and expressions sentences) Formatted ...
roots and correct EN6A-IVi-18 Formatted ...
-other pronunciation Show openness
strategies in oral to criticism Formatted ...
K to 12 English Curriculum Guide December 2013 Page 111of 185 Field Code Changed ...
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/ Formatted: Space After: 0 pt, Line spacing: single
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
communication
group task
EN6OL-IVj- EN6V-IVj- EN6RC-IVj- EN6F-IVj-3.5 EN6SS-IVj- EN6SS-IVj- EN6WC-IVj- EN6VC-IVj- EN6A-IVj-16 Formatted: Not Highlight
3.6 12.3.3 2.15.2 EN6F- IVj - 2.3 1.10 1.8.2 1.4 Observe
Formatted: Not Highlight
Summarize EN6V- IVj - Use 3.2 Conduct short Use various EN6WC-IVj- Make politeness at all
information 12.4.1.3 appropriate EN6F- IVj - research types and kinds 1.8.1 connections times Formatted: Filipino, Not Highlight
conveyed EN6V- IVj - graphic 3.6 projects on a of sentences EN6WC-IVj- between Formatted: Not Highlight
through 12.4.2.3 organizers in EN6F- IVj - relevant issue for effective 1.8.3 information EN6A-IVj-17
discussion Infer meaning texts read 3.11 communication Revise writing viewed and Show Formatted: Space After: 0 pt, Line spacing: single
of content- Observe of information/ for clarity personal tactfulness Formatted: Filipino, Not Highlight
specific terms accuracy, ideas - correct experiences when
10 Formatted: Not Highlight
using appropriate (compound, spelling communicating
-context clues rate, proper complex - appropriate with others Formatted: Filipino, Not Highlight
-affixes and expressions sentences) punctuation Formatted: Not Highlight
roots and correct marks EN6A-IVj-18
-other pronunciation -transition/ Show openness Formatted: Filipino, Not Highlight
strategies in oral signal words to criticism Formatted: Not Highlight
communication Formatted: Filipino, Not Highlight
group task
Formatted: Not Highlight
Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
single
Formatted: Filipino, Not Highlight
Formatted: Not Highlight
Formatted: Filipino, Not Highlight
Formatted: Not Highlight
Formatted: Not Highlight
Formatted: Space After: 0 pt, Line spacing: single
Formatted: Space After: 0 pt, Line spacing: single
GRADE 7
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8:Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a- EN7G-I-a-11:
Use the appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between 3.11:Observe the Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written correct production subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use. of vowel and agreement.
skimming, speed stress, intonation, unfamiliar words or conversations. significant past. consonant sounds,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: diphthongs, blends,
reading etc.) for speech rate that the material viewed. EN7V-I-a-22.1: Describe the Recognize the glides, etc.
1 one’s purpose serve as carriers of Distinguish features different literary common purposes EN7F-I-a-
EN7SS-I-a-1.5.2: meaning. of colloquial genres during the for writing 3.11.1:Read words
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period. phrases, clauses, Formatted: Font: Bold
information. Listen for important contractions, etc.) EN7LT-I-a-2.1: sentences and
points signalled by and slang. Identify the paragraphs using
Formatted: Font: Italic
volume, projection, distinguishing the correct
pitch, stress, features of production of vowel Formatted: Font: Italic
intonation, juncture, proverbs, myths, and consonant Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 113of 185
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
and rate of speech and legends. sounds, diphthongs,
EN7LC-I-a-5.2: blends and glides.
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning.
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;
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.The Formatted: Font: (Default) Tahoma, 10 pt
CONTENT STANDARD learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; 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. Formatted: Font color: Auto, Filipino
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
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.The learner transfers learning by: Formatted: Font: (Default) Tahoma, 10 pt
PERFORMANCE STANDARD
resolving conflicts presented in literary selections; using tools and mechanisms in locating library 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. Formatted: Font color: Auto, Filipino
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a- EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use Formatted: Space After: 0 pt, Line spacing: single
Use appropriate listening strategies 1/2:Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
1 mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences Formatted: Font: Italic
the library for familiarity with the relationships of figurative language. in literary selections summary, precis, conversations, appropriately and Formatted: Font: Italic
locating resources. topic and levels of ideas and events. EN7V-II-a- and the need to and paraphrase. dialogs, and meaningfully.
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 117of 185
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-1.5.3: difficulty of short 10.1.1: resolve those interviews
Use the card texts listened to. Classify sample conflicts in non- . EN7OL-II-a-4.1:
catalog, the online EN7LC-II-a-6.1: texts into literal or violent ways. Use appropriate
public access Extract information figurative. EN7LT-II-a-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to. distinguishing developing,
engine to locate features of maintaining and
specific resources. literature during the ending
Period of conversations and
Apprenticeship. dialogs.
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b- EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1: EN7G-II-b-1: Use Formatted: Font: (Default) Tahoma, 9 pt
1.5.3: Use the card Recognize main/key 1/2:Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and non- and sentences
public access relationships of in literary selections summary, precis, verbal cues when appropriately and
literal or
catalog, or ideas and events. and the need to and paraphrase. developing, meaningfully.
electronic search figurativeEN7VC- resolve those maintaining and
engine to locate II-b-1/2:Note conflicts in non- ending
2 details, sequence,
specific resources violent ways conversations and
and relationships of . EN7LT-II-0-4.2: dialogs.
ideas and events. Identify the Formatted: Filipino
distinguishing
features of poems
and short stories.
10 Culminating Task
THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.The Formatted: Font: (Default) Tahoma, 10 pt
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. Formatted: Filipino
Formatted: Space After: 0 pt, Line spacing: single
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; Formatted: Font: (Default) Tahoma, 10 pt
participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
PERFORMANCE STANDARD Formatted: Font: Italic
features of speech effectively in various situations; and observing correct subject-verb agreement.The learner transfers learning by:
showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 121of 185
K to 12 BASIC EDUCATION CURRICULUM
viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication
using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately. Formatted: Filipino
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- EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1:
Use one’s schema Use different 13:Determine the 13.11: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies key message words or as a tool to assert narrative texts. opinions, feelings using logical
understand a text. based on purpose, conveyed in the expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels of material viewed according to shades identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand features of group/panel and logical
as basis for informative and .EN7V-III-a- other people. narrativewriting. discussions, sequence and
conjectures made short narrative 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation.
about a text. texts. collocations used in Identify the debates, etc.
1 EN7LC-III-a- a selection. distinguishing EN7OL-III-a-5:
2.1/3.1: Note features of Use the appropriate
specific details of literature during the prosodic features of
the text listened to. Period of speech during
Emergence. interviews,
discussions and
forums.
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. Formatted: Font: Italic
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 125of 185
K to 12 BASIC EDUCATION CURRICULUM
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;
ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.The Formatted: Font: (Default) Tahoma, 10 pt
learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village;
CONTENT STANDARD
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. Formatted: Filipino
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; Formatted: Space After: 0 pt, Line spacing: single
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.The learner transfers learning by: Formatted: Font: (Default) Tahoma, 10 pt
PERFORMANCE STANDARD
explaining the need to be cooperative and responsible in today’s global village; using appropriate 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. Formatted: Filipino
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- EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a EN7G-IV-a-4: Use
Classify text types Process information 6.1:Differentiate Use lexical and Discover through Compose simple 3:Observe and use imperatives and
(narrative, mentioned in the reality from fantasy contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to. based on a material understanding the need to work . EN7WC-IV-a- language, stance giving instructions.
explanation, EN7LC-IV-a-8.1: viewed. unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, persuasive) Determine the and expressions. responsibly in features of personal giving information,
intentions of today’s global essays. instructions, making
speakers by village. explanations, and
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
1
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- EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information 6.1:Differentiate 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and Formatted: Font: Italic
2 reading strategies mentioned in the reality from fantasy and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to. based on a material in understanding the need to work a capsule information, giving instructions. Formatted: Font: Italic
types. EN7LC-IV-b-8.1: viewed. unfamiliar words cooperatively and biography, explanations and Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 126of 185
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-IV-b- Determine the and expressions. responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article. varied oral
follow instructions speakers by village. communication
and directions. focusing on their EN7LT-IV-b-2.2: situations.
unique verbal and Explain how the
non-verbal cues. elements specific to
a genre contribute
to the theme of a
particular literary
selection.
10 Culminating Task
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 Formatted: Font: (Default) Tahoma
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.The learner transfers learning by
PERFORMANCE STANDARD Formatted: Normal, Space After: 0 pt, Line spacing: single
composing and delivering a persuasive speech based on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behavior. Formatted: Font: 9 pt, Bold
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8:Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships. sounds of English. EN8G-Ia-8: Use
type. volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers. ideas using a an informative
and rate of speech. expressions. clues and EN8LT-Ia-8.1: variety of graphic speech.
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
2 pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers. one-step word, an informative
and rate of speech. expressions. clues and EN8LT-Ib-8.1: phrase, and speech. Formatted: Font: Italic
collocations. Identify the sentence outline Formatted: Font: Italic
distinguishing forms.
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 130of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
features of
notable African
chants, poems,
folktales, and
short stories.
EN8SS-Ic-1.5.1:Skim EN8LC-Ic-5.1: EN8VC-Ic-8:Use EN8V-Ic- EN8LT-Ic- EN8WC-Ic- EN8OL-Ic-3.11: EN8G-Ic-7:Use
to determine key Listen for important context clues from 10.2:Determine 8:Describe the 1.1:Generate ideas Use the correct parallel structures.
ideas. points signaled by the material viewed the meaning of notable literary and their sounds of English. EN8G-Ic-8:Use
volume, projection, to determine the idiomatic genres relationships. appropriate cohesive
pitch, stress, meaning of expressions by contributed by EN8WC-Ic- devices in composing
intonation, juncture, unfamiliar words or noting context African writers. 1.1.6:Organize an informative
and rate of speech. expressions. clues and EN8LT-Ic- ideas in one-step speech.
collocations. 2.2:Explain how word, phrase, and
the elements sentence outline
specific to a forms.
genre contribute
to the theme of a
3
particular literary
selection.
EN8LT-Ic-
2.2.1:Express
appreciation for
sensory images
used
EN8LT-Ic- Formatted: Font: 9 pt
2.2.2: Explain
Formatted: Space After: 0 pt, Line spacing: single
the literary
devices used.
.
EN8SS-Id- 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
1.5.1:Skim to Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
determine key ideas. points signaled by information from a meaning of notable literary their relationships. composed EN8G-Id-8: Use
volume, projection, material viewed. idiomatic genres EN8WC-Id-1.1.6: informative speech. appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers. one-step word, an informative
and rate of speech. clues and EN8LT-Id-2.2: phrase, and speech.
4
collocations. Explain how the sentence outline
elements specific forms.
to a genre
contribute to the
Formatted: Font: Italic
theme of a
particular literary Formatted: Font: Italic
selection. Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 131of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN8LT-Id-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author.
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed. unlocking the genres expository text. speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines. devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers. Arrange notes an informative
purpose. as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of speech.
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 parallel structures.
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed. and expressions means of expository text. speech when appropriate cohesive
reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines. devices in composing
6
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative
purpose. that affect meaning. noting context and the forces using a variety of speech.
clues. he/she needs to graphic organizers.
contend with
.
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures.
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
7 Formatted: Font: Italic
purpose. pitch, stress, presentation of the and expressions genres expository text. informative speech. appropriate cohesive
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing Formatted: Font: Italic
and rate of speech different viewing local culture by African writers. Arrange notes in Use the correct an informative Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 132of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
that affect meaning. genres. noting context EN8LT-Ig-2.3: one-step word, stance and speech.
clues. Draw similarities phrase, and behavior.
and differences sentence outline
of the featured forms.
selections in
relation to the
theme
.
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures.
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose. pitch, stress, presentation of the and influenced by expository text. informative talk appropriate cohesive
intonation, juncture, same topic in expressionsthat culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing reflect the local environment, or Arrange notes in presentation aids. an informative
that affect meaning. genres. culture by noting other factors. one-step word, speech.
context clues. phrase, and
sentence outline
forms.
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures.
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech. EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and influenced by expository text. appropriate cohesive
reading, intensive intonation, juncture, same topic in expressionsthat culture, history, EN8WC-Ii-6.2: devices in composing
9
reading etc.) for one’s and rate of speech different viewing reflect the local environment, or Arrange notes in an informative
purpose. that affect meaning. genres. culture by noting other factors. one-step word, speech.
context clues. phrase, and
sentence
outlineforms.
10 Culminating Task
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId- EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use Formatted ...
Evaluate the personal Employ appropriate 1.3:Predict the gist Distinguish Explain how the Compose effective Produce the sounds appropriate Formatted ...
significance of a literary listening skills and of the material between and elements specific paragraphs. of English correctly grammatical signals
Formatted ...
text. strategies suited to viewed based on among verbal, to a genre EN8WC-IId- and effectively or expressions
EN8RC-IIc-2.1.7: long descriptive and the title, pictures, situational, and contribute to the 2.8.9: Use a when delivering an suitable to each Formatted ...
React to assertions narrative texts. and excerpts. dramatic types of theme of a variety of entertainment pattern of idea Formatted
4 ...
EN8LC-IId-2.13: EN8VC-IId-17: irony and give particular literary techniques to speech. development:
made by the author Determine the tone Discern positive examples of each. selection. formulate a general to Formatted ...
in the text. and mood of the and negative EN8LT-IId- conclusion. particular Formatted ...
speaker or characters messages conveyed 2.2.2: Explain claim and Formatted ...
in the narrative in a material the literary counterclaim
listened to. viewed. devices used. problem- Formatted ...
K to 12 English Curriculum Guide December 2013 Page 135of 185 Formatted ...
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Field Code Changed ...
Formatted ...
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K to 12 BASIC EDUCATION CURRICULUM Formatted ...
RC LC VC V LT WC F G Formatted ...
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness Formatted ...
solution Formatted ...
cause-effect
Formatted ...
and others
Formatted ...
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe- EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist Discriminate Appreciate Develop Use appropriate appropriate
relationships illustrated listening skills and of the material literature as an paragraphs that non-verbal cues grammatical signals Formatted ...
between literal
in tables, graphs, and strategies suited to viewed based on art form inspired illustrate each text when delivering or expressions Formatted ...
and figurative
information maps long descriptive and the title, pictures, and influenced type (narrative in lines in an suitable to each
language. Formatted ...
found in expository narrative texts. and excerpts. by nature. literature, entertainment pattern of idea
texts. EN8LC-IIe-2.17.3: EN8VC-IIe-17: expository, speech. development: Formatted ...
EN8RC-IIe-11: Infer the theme of Discern positive explanatory, factual general to Formatted
5 ...
Transcode information the text listened to. and negative and personal particular
from linear to non- messages conveyed recount, claim and Formatted ...
linear texts and vice- in a material persuasive). counterclaim Formatted ...
versa. viewed. problem-
Formatted ...
solution
cause-effect Formatted ...
and others Formatted ...
Formatted ...
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf- EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6: EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Explain how the Develop Use appropriate appropriate Formatted ...
relationships illustrated listening skills and of the material figures of speech elements specific paragraphs that non-verbal cues grammatical signals Formatted ...
in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text when delivering or expressions
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in lines in an suitable to each Formatted ...
found in expository narrative texts and excerpts. (hyperbole and theme of a literature, entertainment pattern of idea Formatted ...
texts. EN8LC-IIf-2.5: EN8VC-IIf-17: litotes). particular literary expository, speech. development:
Formatted ...
EN8RC-IIf-11: Formulate predictions Discern positive selection. explanatory, factual general to
6 Formatted
Transcode information about the contents of and negative EN8LT-IIf- and personal particular ...
from linear to non- messages conveyed 2.2.3: Determine recount, claim and Formatted
the listening text. ...
linear texts and vice- in a material tone, mood, persuasive). counterclaim
versa. viewed. technique, and problem- Formatted ...
.
purpose of the solution Formatted ...
author. cause-effect
Formatted ...
and others
Formatted ...
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg- EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg- EN8G-IIg-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Explain how the Develop 3:Deliver a self- appropriate
Formatted ...
relationships illustrated listening skills and of the material figures of speech elements specific paragraphs that composed grammatical signals
7 in tables, graphs, and strategies suited to viewed based on that show to a genre illustrate each text entertainment or expressions Formatted ...
information maps long descriptive and the title, pictures, emphasis contribute to the type (narrative in speech using all the suitable to each Formatted ...
found in expository narrative texts. and excerpts. (hyperbole and theme of a literature, needed speech pattern of idea
texts. EN8LC-IIg-3.12: EN8VC-IIg-17: litotes). particular literary expository, conventions. development: Formatted ...
K to 12 English Curriculum Guide December 2013 Page 136of 185 Formatted ...
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K to 12 BASIC EDUCATION CURRICULUM Formatted ...
RC LC VC V LT WC F G Formatted ...
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness Formatted ...
EN8RC-IIg-11: Listen to paraphrase Discern positive selection. explanatory, factual EN8OL-IIh-3.13: general to Formatted ...
Transcode information information/ideas. and negative EN8LT-IIg- and personal Maintain the particular
Formatted ...
from linear to non- messages conveyed 2.2.3: Determine recount, interest of the claim and
linear texts and vice- in a material tone, mood, persuasive). audience by counterclaim Formatted ...
versa. viewed. technique, and delivering punch problem- Formatted ...
purpose of the lines effectively. solution
author. cause-effect Formatted ...
and others Formatted ...
Formatted ...
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh- EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh- EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate 1.3:Predict the gist 10.1.4: Identify Draw similarities Develop 3:Deliver a self- appropriate Formatted ...
relationships illustrated listening skills and of the material figures of speech and differences paragraphs that composed grammatical signals Formatted ...
in tables, graphs, and strategies suited to viewed based on that show of the featured illustrate each text entertainment or expressions
information maps long descriptive and the title, pictures, emphasis selections in type (narrative in speech using all the suitable to each Formatted ...
found in expository narrative texts. and excerpts. (hyperbole and relation to the literature, needed speech pattern of idea Formatted ...
texts. EN8LC-IIh-7.2: EN8VC-IIh-17: litotes). theme. expository, conventions. development:
Formatted ...
EN8RC-IIh-2.15: Employ projective Discern positive explanatory, factual general to
8 Formatted
Organize information in listening strategies and negative and personal particular ...
tables, graphs, and with longer stories. messages conveyed recount, claim and Formatted ...
maps. in a material persuasive). counterclaim
Formatted ...
viewed. problem-
solution Formatted ...
cause-effect Formatted ...
and others
Formatted ...
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi- EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi- EN8G-IIi-9: Use Formatted ...
Explain visual-verbal Employ appropriate 1.3:Predict the gist Discriminate Explain how a Develop 3:Deliver a self- appropriate
Formatted ...
relationships illustrated listening skills and of the material between literal selection may be paragraphs that composed grammatical signals
in tables, graphs, and strategies suited to viewed based on influenced by illustrate each text entertainment or expressions Formatted ...
and figurative
information maps long descriptive and the title, pictures, culture, history, type (narrative in speech using all the suitable to each Formatted
language. ...
found in expository narrative texts. and excerpts. environment, or literature, needed speech pattern of idea
texts. EN8LC-IIi-7.2: EN8VC-IIi-17: other factors. expository, conventions. development: Formatted ...
EN8RC-IIi-2.15: Employ projective Discern positive explanatory, factual general to Formatted ...
9
Organize information in listening strategies and negative and personal particular
Formatted ...
tables, graphs, and with longer stories. messages conveyed recount, claim and
maps. in a material persuasive). counterclaim Formatted ...
viewed. problem- Formatted ...
solution
Formatted ...
cause-effect
and others Formatted ...
Formatted ...
10 Culminating Task Formatted ...
K to 12 English Curriculum Guide December 2013 Page 137of 185 Formatted ...
Formatted ...
Formatted ...
Formatted ...
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K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing Formatted: Justified, Space After: 0 pt, Line spacing:
CONTENT STANDARD textual information; strategies in examining features of a listening and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion,and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly Formatted: Justified, Space After: 0 pt, Line spacing:
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- EN8LC-IIIa- EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa- EN8SS-IIIa- EN8OL-IIIa- EN8RC-IIIa-
12.1:Recognize 7.3:Determine the 3.4/4.4/5.4:Deter Explain the 11:Identify the 1.10:Organize 3.11:Use the 10:Share ideas using
propaganda target audience of a mine the target meaning of a notable literary information about a correct sounds of opinion-marking
techniques used in a listening text and the audience of a word through genres chosen subject English during signals.
given text. objective/s of the material viewed. structural analysis contributed by using a graphic speech delivery. EN8G-IIIa-3.6:Use
speaker. (prefixes, roots, Southeast Asian organizer. modals appropriately.
suffixes) writers.
EN8LT-IIIa-
11.1: Identify
1
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
Formatted: Font: Italic
contributed by
Southeast Asian Formatted: Font: Italic
writers. Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 138of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 Formatted: Font: (Default) Tahoma
various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive
Formatted: Justified, Space After: 0 pt, Line spacing:
CONTENT STANDARD constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.The learner demonstrates understanding of: Southeast
Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of a listening and Formatted: Font: 9 pt
viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion,a nd emphasis. Formatted: Font: 9 pt, Filipino
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized
Formatted: Font: (Default) Tahoma
oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.The learner transfers learning by composing and delivering a persuasive speech based on an Formatted: Justified, Space After: 0 pt
PERFORMANCE STANDARD
informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and Formatted: Font: 9 pt
appropriate prosodic features, stance,and behavior. Formatted: Font: 9 pt, Filipino
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Formatted: Font: Italic
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 Formatted: Font: Italic
1
Identify positions of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers. Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 142of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
topic sentence. follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing. sounds of English appropriate logical
listened to. fantasy based on a meaning of words South and West when delivering a connectors for
material viewed. Asian writers. manuscript or emphasis.
EN8LT-IVa- memorized speech
13.1: Identify in an oration, in a
the distinguishing declamation or in a
features found in dramatic
religious texts, monologue.
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers.
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11: EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions Use various Identify notable 3.4.2: Distinguish Use the correct active and passive
support the topic feelings expressed in about a particular strategies in literary genres among types of production of the constructions in
sentence. a text listened to. aspect of a material decoding the contributed by journalistic writing sounds of English journalistic contexts.
viewed. meaning of words South and West (news report, when delivering a EN8G-IVb-3: Use
Asian writers. opinion article, manuscript or past and past perfect
EN8LT-IVb- feature article, and memorized speech tenses in journalistic
13.1: Identify sports news in an oration, in a writing.
2 the distinguishing article). 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- EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions about 15: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.
used by the writer. with those meaning of words South and West (news report, when delivering a EN8G-IVc-15: Use
3 presented in a Asian writers. opinion article, manuscript or appropriate modifiers.
material viewed. EN8LT-IVc- feature article, and memorized speech
13.1: Identify sports news in an oration, in a
Formatted: Font: Italic
the distinguishing article). declamation or in a
features found in dramatic Formatted: Font: Italic
religious texts, monologue. Field Code Changed
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K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
epics, myths,
drama, and short
stories
contributed by
South and West
Asian writers.
EN8RC-IVg- EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5: EN8G-IVg-14: Use Formatted: Space Before: 0 pt, After: 0 pt, Line spacing:
15.1:Evaluate the Judge the relevance Analyze the Use various 2.2: Show respect for Deliver a direct and reported single
accuracy of a given and worth of ideas elements that make strategies in Explain how the intellectual property manuscript/memori speech in journalistic
information. presented in the text up reality and decoding the elements specific rights by zed oral speech writing.
listened to. fantasy based on a meaning of words to a genre acknowledging with ease and EN8G-IVg-15: Use
material viewed. contribute to the sources of fluency before an appropriate modifiers.
theme of a information in audience EN8G-IVg-16: Use
7 particular literary journalistic writing. appropriate logical
selection. connectors for
EN8LT-IVg- emphasis.
2.2.5:
Determine key
ideas, tone, and
purposes of the
author.
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7: EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions Use various 2.3: Identify 1.6.4: Use writing Use effective non- active and passive
from a set of details. delivered by making about a particular strategies in similarities and conventions to verbal constructions in
inferences from what aspect of a material decoding the differences of the indicate communication journalistic contexts.
has been listened to. viewed. meaning of words featured acknowledgement strategies: gestures EN8G-IVh-14: Use
selections. of sources. and body direct and reported
8
EN8LT-IVh-3: movements and speech in journalistic
Explain how a eye contact, etc.. writing.
selection is
influenced by
culture, history,
environment.
Formatted: Font: Italic
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi- EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
9 Synthesize essential Summarize 15:Compare and Use various Appreciate Compose Deliver a active and passive Formatted: Font: Italic
information found in information from the contrast one’s strategies in literature as an journalistic texts. manuscript/memori constructions in Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 145of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
a given text. text listened to. beliefs/convictions decoding the expression of zed oral speech journalistic contexts.
with those meaning of words philosophical and with ease and EN8G-IVi-14: Use
presented in a religious ideals. fluency before an direct and reported
material viewed. audience speech in journalistic
writing.
EN8G-IVi-3: Use
past and past perfect
tenses in journalistic
writing.
EN8G-IVi-15: Use
appropriate modifiers.
EN8G-IVi-16: Use
appropriate logical
connectors for
emphasis.
10 Culminating Task
Formatted: Centered
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.
Formatted: Font: (Default) Tahoma, 10 pt
The learner demonstrates communicative competence through his/her understandingof British-AmericanLiterature, including Philippine
GRADE LEVEL STANDARD Formatted: Normal, Space After: 0 pt, Line spacing: single
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 Formatted: Font: (Default) Tahoma, 10 pt
how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, Formatted Table
CONTENT STANDARD punctuation marks and interjections to enable him/her to participate actively in a speech choir.The learner demonstrates understanding of Formatted: Font: Italic
how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing
Formatted: Font: Italic
information in texts listened to and viewed; word derivation and formation strategies; distinctions between and among informative,
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 146of 185
K to 12 BASIC EDUCATION CURRICULUM
journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and interjections. Formatted: Font: Not Bold
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Formatted: Font: (Default) Tahoma, 10 pt
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. The learner transfers learning by composing Formatted: Normal, Justified, Space After: 0 pt, Line
PERFORMANCE STANDARD spacing: single
and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with appropriate and creative use of word order, punctuation
marks, and interjections and effective use of verbal and non-verbal strategies.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-Ia-16:Share EN9LC-Ia-8:Process EN9VC-Ia- EN9V-Ia- EN8LT-Ia- ENWC-Ia-8: EN9OL-Ia- EN9G-Ia-17:Use
prior knowledge information 3.8:Infer thoughts, 1:Provide words 14:Analyze Distinguish 1.15:Use the normal and inverted
about a text topic. mentioned in the text feelings, and or expressions literature as a between and appropriate word order in creative
listened to. intentions in the appropriate for a means of among informative, segmentals (sounds writing.
EN9LC-Ia- material viewed. given situation. discovering the journalistic, and of English) and the EN9G-Ia-
3.6:Perform a task by self. literary writing. suprasegmentals or 1.6/1.7:Use
following instructions. EN8LT-Ia-14.1: ENWC-Ia- prosodic features of appropriate
Identify the 8:Determine the speech when punctuation marks
distinguishing features of delivering lines of and capitalization to
1
features of informative writing. poetry and prose in convey meaning.
notable Anglo- a speech choir, jazz EN9G-Ia-18:Use
American lyric chants and interjections to
poetry, songs, raps.EN9OL-Ia- convey meaning.
poems, sermons, 1.15:Use
and allegories. appropriate stress
in delivering lines
of poetry and
prose.
EN9RC-Ib-16:Share EN9LC-Ib-6.2:Infer EN9VC-Ib- EN9V-Ib- EN8LT-Ib- ENWC-Ib- EN9OL-Ib- EN9G-Ib-17:Use
prior knowledge thoughts, feelings 3.8:Infer thoughts, 1:Provide words 14:Analyze 8:Distinguish 1.15:Use the normal and inverted
about a text topic. and intentions of the feelings, and or expressions literature as a between and appropriate word order in creative
speaker. intentions in the appropriate for a means of among informative, segmentals (sounds writing.
material viewed. given situation. discovering the journalistic, and of English) and the EN9G-Ib-1.6/1.7:
self. literary writing. suprasegmentals or Use appropriate
EN8LT-Ib- prosodic features of punctuation marks
2
14.2:Explain speech when and capitalization to
how the delivering lines of convey meaning.
elements specific poetry and prose in EN9G-Ib-18:Use Formatted: Font color: Red
to a selection a speech choir, jazz interjections to
build its theme. chants and raps. convey meaning. Formatted: Font: Italic
EN9F-Ib-
Formatted: Font: Italic
3.1:Produce the
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 147of 185
K to 12 BASIC EDUCATION CURRICULUM
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LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
correct beat and
rhythm in
delivering jazz
chants and raps.
EN9RC-Ic- EN9LC-Ic- EN9VC-Ic- EN9V-Ic- EN8LT-Ic- ENWC-Ic- EN9OL-Ic-1.15: EN9G-Ic-17:Use
13.2:Take note of 3.12:Paraphrase the 3.8:Infer thoughts, 15:Explain how 14:Analyze 8:Distinguish Use the appropriate normal and inverted
sequence signals or text listened to. feelings, and words are derived literature as a between and segmentals (sounds word order in creative
connectors to intentions in the from names of means of among informative, of English) and the writing.
determine patterns of material viewed. persons and enhancing the journalistic, and suprasegmentals or EN9G-Ic-
idea development. places. self. literary writing. prosodic features of 1.6/1.7:Use
given in a text. EN8LT-Ic- speech when appropriate
2.2:Explain how delivering lines of punctuation marks
3 the elements poetry and prose in and capitalization to
specific to a a speech choir, jazz convey meaning.
genre contribute chants and raps. EN9G-Ic-18: Use
to the theme of a EN9F-Ic- interjections to
particular literary 3.1:Produce the convey
selection. correct beat and meaning.EN9G-Ic-
rhythm in 18:Use hyphens and
delivering jazz dashes correctly.
chants and raps.
EN9RC-Id- EN9LC-Id-8.4:Agree EN9VC-Id- EN9V-Id- EN8LT-Id-14: ENWC-Id-8.1: EN9OL-Id- EN9G-Id-17:Use
13.2:Scan sequence or disagree with the 21:Summarize the 15:Explain how Analyze literature Examine sample 1.14:Use the normal and inverted
signals or connectors ideas of the speaker. contents of the words are derived as a means of texts representative correct pitch, word order in creative
to determine patterns EN9LC-Id- material viewed. from names of discovering the of each juncture, stress, writing.
of idea development. 8.5:Accept or reject persons and self. type.ENWC-Id- intonation, rate of EN9G-Id-
ideas mentioned. places. EN8LT-Id- 8.1:Compare and speech, volume 1.6/1.7:Use
2.2.1:Express contrast text types. and projection appropriate
appreciation for when delivering punctuation marks
4
sensory images lines of poetry and and capitalization to
used. prose in dramatic convey meaning.
and conventional EN9G-Id-18: Use Formatted: Not Highlight
speech choirs. interjections to
convey
meaning.EN9G-Id- Formatted: Highlight
18: Use hyphens and
dashes correctly.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6:Make EN9VC-Ie- EN9V-Ie- EN8LT-Ie- ENWC-Ie- EN9OL-Ie-1.14: EN9G-Ie-17:Use
Skim to determine decisions based on 21:Summarize the 11:Arrive at 14:Analyze 9:Compose forms Use the correct normal and inverted
key ideas and what is listened to. contents of the meaning of words literature as a of literary writing. pitch, juncture, word order in creative
5 Formatted: Font: Italic
author’s purpose. material viewed. through word means of stress, intonation, writing.
formation discovering the rate of speech, EN9G-Ie- Formatted: Font: Italic
(clipping, self. volume and 1.6/1.7:Use Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 148of 185
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
blending, EN8LT-Ie- projection when appropriate
acronymy, 2.2.2:Explain the delivering lines of punctuation marks
compounding, folk literary devices poetry and prose in and capitalization to
etymology, etc.) used. dramatic and convey meaning.
conventional EN9G-Ie-18:Use
speech choirs. interjections to
convery meaning.
EN9SS-If-1.5.1: EN9LC-If-8.2:Judge EN9VC-If- EN9V-If-11: EN8LT-If- ENWC-If-9.1: EN9OL-If- EN9G-If-17:Use Formatted: Not Highlight
Skim to determine the relevance and 19:Assess the Arrive at meaning 14:Analyze Identify types and 2.6.2:Use the normal and inverted
Formatted: Not Highlight
key ideas and worth of ideas relevance and of words through literature as a features of appropriate word order in creative
author’s presented. worth of ideas word formation means of gestures (hand, writing. Formatted: Space After: 0 pt, Line spacing: single
poetry.ENWC-If-
purpose.EN9SS-If- presented in the (clipping, discovering the face, and body). EN9G-If- Formatted: Filipino, Not Highlight
1.5.1:Skim for key material viewed. blending, self. 9.1:Determine the 1.6/1.7:Use
ideas. acronymy, EN8LT-If- features of poetry. appropriate Formatted: Filipino
compounding, folk 2.2.3: Determine punctuation marks Formatted: Highlight
6 etymology, etc.) tone, mood, and capitalization to
Formatted: Not Highlight
EN9V-If-11: technique, and convey meaning.
purpose of the Compare an EN9G-If-18: Use Formatted: Space After: 0 pt, Line spacing: single
Arrive at meaning author. original short poem interjections to Formatted: Filipino, Highlight
of words. EN8LT-If- in the importance convery meaning
2.2.3:Determine of reasoning to Formatted: Highlight
the mood of the arrive at wise Formatted: Filipino, Highlight
selection. decision.
Formatted: Highlight
EN9RC-Ig-17:Make EN9LC-Ig-8.7:Draw EN9VC-Ig- EN9V-Ig-12.3: EN8LT-Ig- ENWC-Ig-9.1: EN9OL-Ig- EN9G-Ig-17:Use Formatted: Filipino, Highlight
a connection between generalizations and 19:Assess the Note types of 14:Analyze Identify types and 2.6.2:Use the normal and inverted Formatted: Not Highlight
the present text and conclusions from the relevance and context clue literature as a features of poetry. appropriate word order in creative
Formatted: Space After: 0 pt, Line spacing: single
previously read texts. material listened to. worth of ideas (restatement, means of ENWC-Ig- gestures (hand, writing.
presented in the definition, discovering the 9.1:Make use of face, and body). EN9G-Ig-1.6/1.7: Formatted: Not Highlight
material viewed. synonyms, self. lyric poem’s feature Use appropriate Formatted: Font: Not Highlight
antonyms) used EN8LT-Ig- in an ad campaign. punctuation marks
for a given word 2.2.3:Determine and capitalization to
7 or expression. tone, mood, convey meaning.
EN9V-Ig- technique, and EN9G-Ig- Formatted: Highlight
12.3:Use purpose of the 1.6/1.7:Use
Formatted: Highlight
synonyms of author. contractions
words to clarify proficiently.
meanings. EN9G-I-0-18:Use
Formatted: Font: Italic
interjections to
convey meaning. Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 149of 185
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
EN9RC-Ih-17:Make EN9LC-Ih- EN9VC-Ih- EN9V-Ih- EN8LT-Ih- ENWC-Ih-3.6:Use EN9F-Ih-3.14: EN9G-Ih-17:Use Formatted: Not Highlight
a connection between 8.8:Compare and 1.5/2.5:Draw 12.3:Note types 14:Analyze literary devices and Use the appropriate normal and inverted
Formatted: Filipino, Not Highlight
the present text and contrast information generalizations and of context clue literature as a techniques to craft and effective word order in creative
previously read texts listened to. conclusions from (restatement, means of poetic forms. speech conventions writing.
the material definition, discovering the ENWC-Ih-3.6: expected of speech EN9G-Ih-1.6/1.7: Formatted: Highlight
viewed. synonyms, self. Write a script for a choir Use appropriate
antonyms) used EN8LT-Ih- poetry reading. presentations.EN9 punctuation marks Formatted: Filipino, Highlight
for a given word 2.3:Draw F-Ih-3.14:Use the and capitalization to
8 or expression. similarities and appropriate and convey meaning.
differences of the effective speech EN9G-Ih- Formatted: Highlight
featured conventions in 1.6/1.7:Use
selections in poetry reading. quotation marks
relation to the effectively.
theme EN9G-Ih-18:Use
interjections to
. convey meaning.
EN9RC-Ii- EN9LC-Ii- EN9VC-Ii- EN9V-Ii- EN8LT-Ii- ENWC-Ii-3.6: Use EN9F-Ii-3.14:Use EN9G-Ii-17: Use
18:Identify advance 3.14:Summarize 1.5/2.5:Draw 12.3:Note types 14:Analyze literary devices and the appropriate and normal and inverted
organizers, titles, sub- information from the generalizations and of context clue literature as a techniques to craft effective speech word order in creative
titles, illustrations, text listened to. conclusions from (restatement, means of poetic forms. conventions writing.
etc. given in a text. the material definition, discovering the expected of speech EN9G-Ii-
viewed. synonyms, self. choir presentations. 1.6/1.7:Use
antonyms) used EN8LT-Ii- appropriate
9
for a given word 3:Explain how a punctuation marks
or expression. selection may be and capitalization to
influenced by convey meaning.
culture, history, EN9G-Ii-18:Use
environment, or interjections to
other factors. convey meaning.
10 Culminating Task
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: EN9VC-IIf- EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5:Use EN9G-IIf- Formatted: Space After: 0 pt, Line spacing: single
Sense the difference Draw conclusions 23:Share personal Determine the Analyze literature as Compose forms of the appropriate 20:Use
Formatted: Space After: 0 pt, Line spacing: single
between linear and based on the text opinion about the vocabulary or a means of valuing literary writing. prosodic features conditionals in
non-linear texts. listened to. ideas presented in jargons expected other people and EN9WC-IIf- of speech when expressing
the material viewed. of a communicative their various 9.2: Identify delivering lines in arguments.
Formatted: Font: Italic
style. circumstances in types and a Readers Theatre
life. features of or in a Chamber Formatted: Font: Italic
EN9LT-IIf- short prose. Theatre. Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 153of 185
K to 12 BASIC EDUCATION CURRICULUM Formatted ...
RC LC VC V WC F G
LT Formatted Table
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar ...
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness Formatted ...
2.2.3:
Determine Formatted ...
tone, mood, Formatted ...
technique,
Formatted ...
and purpose
of the Formatted ...
author. Formatted ...
Formatted ...
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg- EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg- EN9G-IIg-
Interpret information React and share 23:Share personal Determine the Analyze literature as Compose forms of 2.6:Employ 20:Use Formatted ...
found in non-linear personal opinion opinion about the vocabulary or a means of valuing literary writing. effective and conditionals in Formatted ...
texts such as about the ideas ideas presented in jargons expected other people and EN9WC-IIg- appropriate non- expressing
diagrams, maps, listened to. the material viewed. of a communicative their various 9.2: Identify verbal arguments. Formatted ...
charts, etcEN9RC- style. circumstances in types and communication to Formatted ...
IIg-5: Interpret life. features of convey meaning in
Formatted ...
information found in EN9LT-IIg- short prose. a Readers or
non-linear texts such 2.2.3: Chamber Theatre. Formatted ...
as diagrams, maps, Determine Formatted ...
charts, about social tone, mood,
conditions/issues. technique, Formatted ...
and purpose Formatted ...
of the
Formatted ...
author.
Formatted ...
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh- EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh- EN9G-IIh- Formatted ...
Matchdiagrams with Analyze the content 19:Judge the Determine the Analyze literature as Compose forms of 5:Use the 20:Use past
Formatted ...
their corresponding and feeling levels of relevance and worth vocabulary or a means of valuing literary writing. appropriate conditionals in
write-ups. utterances in of ideas presented in jargons expected other people and EN9WC-IIh- prosodic features expressing Formatted ...
persuasive texts. the material viewed. of a communicative their various 9.3:Use literary of speech when arguments. Formatted ...
style.EN9V-IIh- circumstances in devices and delivering lines in
28: Use context life. techniques to a Readers Theatre Formatted ...
clues to find the EN9LT-IIh- craft short or in a Chamber Formatted ...
meaning of a 2.3: Draw prose forms. Theatre.
Formatted ...
words. similarities and EN9OL-IIh-
differences of 5:Incorporate Formatted ...
the featured speech symbols in Formatted ...
selections in a chamber
relation to the theatre/reader’s Formatted ...
theme. theatre. Formatted ...
Formatted ...
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19:Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5:Use EN9G-IIi-
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate 20:Use Formatted ...
in various and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals in Field Code Changed ...
K to 12 English Curriculum Guide December 2013 Page 154of 185
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 Formatted: Space After: 0 pt, Line spacing: single
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
ways(outlining, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when expressing Formatted Table
graphic, material viewed. of a communicative their various 9.3:Use literary delivering lines in arguments. Formatted: Space After: 0 pt, Line spacing: single
representations, etc.) style.EN9V-IIi- circumstances in devices and a Readers Theatre
Formatted: Space After: 0 pt, Line spacing: single
Analyze an editorial 28: Determine the life. techniques to or in a Chamber
cartoon. meaning of words EN9LT-IIi-3: craft short Theatre. Formatted: Space After: 0 pt, Line spacing: single
from a literary text. Explain how a prose forms. Formatted: Space After: 0 pt, Line spacing: single
selection may be
influenced by Formatted: Space After: 0 pt, Line spacing: single
culture, history, Formatted: Space After: 0 pt, Line spacing: single
environment, or
Formatted: Space After: 0 pt, Line spacing: single
other
factors.EN9LT-IIi- Formatted: Space After: 0 pt, Line spacing: single
3: Understand how Formatted: Space After: 0 pt, Line spacing: single
literary texts are
Formatted: Highlight
influenced by one’s
culture, status and Formatted: Not Highlight
environment. Formatted: Space After: 0 pt, Line spacing: single
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 understandingof British-AmericanLiterature, including Philippine Formatted: Font: Italic
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 155of 185
K to 12 BASIC EDUCATION CURRICULUM
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; Formatted: Font: (Default) Tahoma, 10 pt
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 Formatted: Normal, Justified, Space After: 0 pt, Line
demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies in spacing: single
CONTENT STANDARD
summarizing, assessing, and processing information in texts listened to and viewed; word derivation and formation strategies; distinctions Formatted: Font: (Default) Tahoma, 10 pt
between and among informative, journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and
interjections. Formatted: Font: Not Bold
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the Formatted: Font: (Default) Tahoma, 10 pt
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.The learner transfers learning by composing a play synopsis and Formatted: Normal, Space After: 0 pt, Line spacing: single
PERFORMANCE STANDARD performing a one-act play with appropriate and creative use of dramatic conventions, multi-media resources, and verbal and non-verbal
strategies.The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with
appropriate and creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
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- EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa- EN9G-IIIa-21: Use Formatted: Not Highlight
Analyze a one-act 6:Employ appropriate 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of 3.7:Employ varied verbals. Formatted: English (Philippines), Not Highlight
play. listening strategies the message the technical as a means of literary writing. verbal and non-
EN9LT-IIIa-20.1: suited to type of text. conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies EN9G-IIIa-21: Formatted: Normal, Indent: Left: 0", Hanging: 0.01",
Explain how the EN9LC-IIIa- material viewed. drama and theatre world.EN9LT- Identify types and while performing in Space After: 0 pt, Line spacing: single
Recognize gerunds
elements specific to a 6.1:Extract important (like stage IIIa-16: features of a play a one-act play. and its uses. Formatted: Not Highlight
one-act play information from directions). Analyze la radio synopsis.EN9WC- EN9F-IIIa-3.11:
Formatted: Highlight
contribute to the argumentative/persua play as a means IIIa-9.4: Identify Produce the English
1
development of its sive texts. of connecting to types and features sounds correctly Formatted: Highlight
theme. the world. of a one-act play. and effectively Formatted: Highlight
EN9LT-IIIa- when delivering
16.1: Identify lines in a one-act Formatted: Font: English (Philippines), Not Highlight
the distinguishing play.
features of EN9F-IIIa-3.11: Formatted: Highlight
Anglo-American Produce the vowel
one-act plays. sounds correctly.
EN9RC-IIIb-20: EN9LC-IIIb- EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use Formatted: Not Highlight
Analyze a one-act 6.3:Reflect on the 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals. Formatted: English (Philippines), Not Highlight
play. ideas 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 EN9G-IIIb-21: Use Formatted: English (Philippines), Not Highlight
Explain how the material viewed. drama and theatre world. Identify types and when delivering gerunds. Formatted: Highlight
elements specific to a (like stage EN9LT-IIIb- features of a play lines in a one-act
2
one-act play directions). 16.1: Identify synopsis. play.EN9F-IIIb- Formatted: Highlight
contribute to the the distinguishing EN9WC-IIIb-9.4: 3.11: Produce the
Formatted: Filipino, Highlight
development of its features of Identify types and long and short
theme. Anglo-American features of a one- vowel sounds Formatted: Font: Italic
one-act plays. act play. correctly.
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 156of 185
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
EN9RC-IIIc-20: EN9LC-IIIc- EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use Formatted: Not Highlight
Analyze a one-act 6.4:Interpret the 1.2/2.2:Interpret Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
Formatted: Font: English (Philippines), Not Highlight
play.EN9RC-IIIc- information listened the message the technical as a means of literary writing. prosodic features of EN9G-IIIc-21: Use
20: Interpret ideas to. conveyed in a vocabulary for connecting to the EN9WC-IIIc-9.4: speech when gerunds and gerund Formatted: Not Highlight
presented in a poster drama and theatre world. Identify types and delivering lines in a phrases in expressing Formatted: Normal, Indent: Left: 0.03", Space After: 0 pt,
poster. (like stage EN9LT-IIIc- features of a play one-act play ways on how to Line spacing: single
EN9LT-IIIc-20.1: directions). 16.1: Identify synopsis. EN9OL-IIIc-5: shape the world.
3 Formatted: Space After: 0 pt, Line spacing: single
Explain how the the distinguishing EN9WC-IIIc-9.4: Produce the critical
elements specific to a features of Finalize content of sounds correctly. Formatted: English (Philippines), Not Highlight
one-act play Anglo-American a play synopsis . Formatted: Highlight
contribute to the one-act plays.
development of its Formatted: Highlight
theme.
EN9RC-IIId-20: EN9LC-IIId- EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use Formatted: Not Highlight
Analyze a one-act 6.5:Recognize faulty 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
Formatted: Space After: 0 pt, Line spacing: single
play. logic, unsupported the information the technical as a means of literary writing. prosodic features of EN9G-IIId-21: Use
EN9LT-IIId-2.1.5: facts, and emotional contained in the vocabulary for connecting to the EN9WC-IIId-9.4: speech when infinitives correctly. Formatted: Filipino, Highlight
Express appreciation appeal. material viewed. drama and theatre world. Identify types and delivering lines in a
for sensory images (like stage EN9LT-IIId- features of a play one-act play
4 used. directions). 2.3: Draw synopsis.
EN9LT-IIId-20.2: similarities and
Explain the literary differences of the
devices used. featured
selections in
relation to the
theme.
EN9RC-IIIe-20: EN9LC-IIIe- EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use Formatted: Not Highlight
Analyze a one-act 3.13:Provide 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use the appropriate verbals.
Formatted: Space After: 0 pt, Line spacing: single
play. appropriate and the information the technical as a means of literary writing. prosodic features of EN9G-IIIe-21: Use
EN9LT-IIIe-2.1.5: critical feedback/ contained in the vocabulary for connecting to the EN9WC-IIIe- speech when infinitives correctly. Formatted: Highlight
Express appreciation reaction to a specific material viewed. drama and theatre world. 9.5:Use literary delivering lines in a
for sensory images context or situation. (like stage EN9LT-IIIe- devices and one-act play
5
used. directions). 2.3: Draw techniques to craft
EN9LT-IIIe-20.2: similarities and a play synopsis.
Explain the literary differences of the
Formatted: Font: Italic
devices used. featured
selections in Formatted: Font: Italic
relation to the Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 157of 185
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
theme.
EN9RC-IIIf-20: EN9LC-IIIf- EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use Formatted: Not Highlight
Analyze a one-act 3.13:Provide 4.3/5.3:Analyze Get familiar with Analyze literature Compose forms of Use effective and verbals.
Formatted: Space After: 0 pt, Line spacing: single
play. appropriate and the information the technical as a means of literary writing. appropriate non- EN9G-IIIf-21: Use
EN9LT-IIIf-2.1.5: critical feedback/ contained in the vocabulary for connecting to the EN9WC-IIIf- verbal infinitives (adverbs Formatted: Highlight
Express appreciation reaction to a specific material viewed. drama and theatre world. 9.5:Use literary communication and adjectives).
for sensory images context or situation. (like stage EN9LT-IIIf- devices and strategies.
6 used. directions). 2.3: Draw techniques to craft
EN9LT-IIIf-20.2: similarities and a play synopsis.
Explain the literary differences of the
devices used. featured
selections in
relation to the
theme.
EN9LT-IIIg-2.11: EN9LC-IIIg- EN9VC-IIIg- EN9V-IIIg-29: EN9LT-IIIg-16: EN9WC-IIIg-9: EN9OL-IIIg-2: EN9G-IIIg-21: Use Formatted: Space After: 0 pt, Line spacing: single
Determine tone, 2.10:Share personal 24:Provide critical Get familiar with Analyze literature Compose forms of Use effective and verbals.
mood, technique, and opinion about the feedback to the the technical as a means of literary writing. appropriate non- EN9G-IIIg-21: Use
purpose of the ideas listened to. idea presented in vocabulary for connecting to the EN9WC-IIIg- verbal participles effectively.
author. the material drama and theatre world. 9.5:Use literary communication
viewed. (like stage EN9LT-IIIg-3: devices and strategies.
directions). Explain how a techniques to craft
7
selection may be a play synopsis.
influenced by
culture, history,
environment, or
other factors.
EN9LT-IIIh-2.11: EN9LC-IIIh- EN9VC-IIIh- EN9V-IIIh-29: EN9LT-IIIh-16: EN9WC-IIIh-9: EN9OL-IIIh- EN9G-IIIh-21: Use Formatted: Space After: 0 pt, Line spacing: single
Determine tone, 12.1:Analyze the 24:Provide critical Get familiar with Analyze literature Compose forms of 3.10: Use verbals.
mood, technique, and content and feeling feedback to the the technical as a means of literary writing. appropriate multi- EN9G-IIIh-21: Use
purpose of the levels of utterances in idea presented in vocabulary for connecting to the EN9WC-IIIh- media resources to participles effectively.
author. persuasive texts. the material drama and theatre world. 9.5:Use literary accompany the oral
viewed. (like stage EN9LT-IIIh-3: devices and delivery of lines.
8 directions). Explain how a techniques to craft
selection may be a play synopsis.
influenced by
culture, history,
environment, or Formatted: Space After: 0 pt, Line spacing: single
other factors.
Formatted: Font: Italic
EN9LT-IIIi-2.11: EN9LC-IIIi- EN9VC-IIIi- EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use Formatted: Font: Italic
9
Determine tone, 8.2:Judge the 24:Provide critical Get familiar with Analyze literature Compose forms of Use appropriate verbals. Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 158of 185
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
mood, technique, and relevance and worth feedback to the the technical as a means of literary writing. multi-media EN9G-IIIi-21: Use
purpose of the of information/ ideas. idea presented in vocabulary for connecting to the EN9WC-IIIi- resources to participial phrases
author. EN9LC-IIIi- the material drama and theatre world. 9.5:Use literary accompany the oral correctly.
8.6:Form decisions viewed. (like stage EN9LT-IIIi-3: devices and delivery of lines.
based on the ideas directions). Explain how a techniques to craft
mentioned. selection may be a play synopsis.
influenced by
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 understandingof British-AmericanLiterature, 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 Formatted: Font: (Default) Tahoma, 10 pt
values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions Formatted: Normal, Justified, Space After: 0 pt, Line
plus direct and indirect speech to enable him/her competently performs in a full-length play.The learner demonstrates understanding of spacing: single
CONTENT STANDARD
how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing
information in texts listened to and viewed; word derivation and formation strategies; distinctions between and among informative,
journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and interjections. Formatted: Font: Not Bold
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources Formatted: Font: (Default) Tahoma, 10 pt
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.The learner transfers learning by composing a play review Formatted: Normal, Space After: 0 pt, Line spacing: single
PERFORMANCE STANDARD and performing a full-length play with appropriate and creative use of dramatic conventions, multi-media resources, and verbal and non-
Formatted: Font: (Default) Tahoma, 10 pt
verbal strategies.The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap
Formatted: Font: (Default) Tahoma, 10 pt, Filipino
with appropriate and creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
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-IVa- EN9LC-IVa- EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa- EN9WC-IVa- EN9OL-IVa-3.7: EN9G-IVa-22:Use
2.18:Relate text 13:Listen to lay value Determine the Get familiar with 17:Analyze 11:Compose a play Use varied verbal active and passive
content to particular judgment on critical relevance and the the technical literature as a review. and non-verbal constructions.
social issues, issues that demand truthfulness of the vocabulary for means of communication
concerns, or sound analysis and ideas presented in drama and theater understanding strategies when
dispositions in real call for prompt the material (like stage unchanging performing in a full-
1 life. actions viewedEN9VC- directions). values in a length play
IVa-10: Determine changing world. EN9F-IVa-3.11:
the relevance and EN9LT-IVa- Produce the sounds
the truthfulness of 17.1: Explain of English
the ideas presented how the effectively when Formatted: Font: Italic
in the picture. elements specific delivering lines in a Formatted: Font: Italic
to full-length full-length play.
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 160of 185
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
plays build its
theme
EN9LT-IVa-
17.1:Analyze
dialogue as one
of the elements
in building the
theme of a play.
EN9RC-IVb-2.18: EN9LC-IVb- EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb- EN9WC-IVb-11: EN9F-IVb- EN9G-IVb-22: Use Formatted: Indent: Left: 0.01", Space After: 0 pt, Line
Relate text content to 13.1:Get the Determine the Get familiar with 17:Analyze Compose a play 3.11:Produce the active and passive spacing: single
particular social different sides of relevance and the the technical literature as a review. sounds of English constructions.
issues, concerns, or social, moral, and truthfulness of the vocabulary for means of EN9WC-IVb-11: effectively when
dispositions in real economic issues ideas presented in drama and theater understanding Note details on how delivering lines in a
life. affecting the nation. the material (like stage unchanging to prepare a play full-length play.
viewed. directions). values in a review.
changing world.
2
EN9LT-IVb-
17.1:Explain
how the
elements specific
to full-length
plays build its
theme.
EN9RC-IVc- EN9LC-IVc- EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc- EN9WC-IVc- EN9OL-IVc- EN9G-IVc-23: Formatted: Space After: 0 pt, Line spacing: single
2.18:Relate text 13.2:Employ Determine the Get familiar with 17:Analyze 11:Compose a play 2:Employ effective Express permission,
content to particular analytical listening to relevance and the the technical literature as a review. and appropriate obligation, and
social issues, make truthfulness of the vocabulary for means of non-verbal prohibition.
concerns, or prediction/projections ideas presented in drama and theater understanding communication EN9G-IVc-23:Use
dispositions in real . the material (like stage unchanging strategies. the correct modals
3 life. viewed. directions). values in a expressing
changing world. permission.
EN9LT-IVc-
2.2.1:Express
appreciation for
sensory images
used. Formatted: Indent: Left: 0.01", Space After: 0 pt, Line
EN9RC-IVd- EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd- EN9WC-IVd-11: EN9OL-IVd- EN9G-IVd-23: spacing: single
2.18:Relate text Analyze the stand of 1.3/2.3:Formulate Get familiar with 17:Analyze Compose a play 2:Employ effective Express permission,
Formatted: Font: Italic
4 content to particular the speaker based on predictions based the technical literature as a review. and appropriate obligation, and
social issues, the explicit statement on the material vocabulary for means of EN9WC-IVd-11: non-verbal prohibition.EN9G- Formatted: Font: Italic
concerns, or made. viewed. drama and theater understanding Compose an communication IVd-23:Express Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 161of 185
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
dispositions in real (like stage unchanging introduction for a strategies. permission,
life. directions). values in a play review. obligation, and
changing world. prohibition in
EN9LT-IVd- statements in oral
2.2.2:Explain the and written forms.
literary devices
used.
EN9RC-IVe- EN9LC-IVe- EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe- EN9WC-IVe- EN9OL-IVe- EN9G-IVe-
2.18:Relate text 8.8:Compare and 1.3/2.3:Formulate Get familiar with 17:Analyze 11:Compose a play 2:Employ effective 23:Express
content to particular contrast ideas predictions based the technical literature as a review. and appropriate permission,
social issues, listened to. on the material vocabulary for means of non-verbal obligation, and
concerns, or viewed. drama and theater understanding communication prohibition.
dispositions in real (like stage unchanging strategies. writing an evaluation.
5 life. directions). values in a
changing world.
EN9LT-IVe-
2.2.2:Explain the
literary devices
used.
EN9RC-IVf-2.22: EN9LC-IVf- EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf- EN9OL-IVf- EN9G-IVf-1:Change Formatted: Space After: 0 pt, Line spacing: single
Judge the relevance 13.3:Differentiate 1.3/2.3:Formulate Get familiar with Analyze literature 11:Compose a play 1.14:Use the direct to indirect
Formatted: Font: Not Bold, Filipino
and worth of ideas, biases from predictions based thetechnical as a means of review. appropriate speech and vice versa
soundness of author’s prejudices. on the material vocabulary for understanding suprasegmentals:
reasoning, and the viewed. drama andtheater unchanging pitch, stress,
effectiveness of the (like stage values in a juncture,
presentation. directions). changing world. intonation, etc.
6 EN9VC-IVf-
1.3/2.3:Formulat EN9LT-IVf-
e predictions 2.2.3:Determine
based on the tone, mood,
material viewed. technique, and
purpose of the
author.
EN9LT-IVg-
2.2.3:Determine
tone, mood,
technique, and
purpose of the
author.
10 Culminating Task
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. Formatted: Normal, Justified, Space After: 0 pt, Line
The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts spacing: single
through using strategies in linking, textual information, repairing or enhancing communication, and crafting formal/informal word Formatted: Font: Not Bold
CONTENT STANDARD
definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts. Formatted: Font: Italic
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 164of 185
K to 12 BASIC EDUCATION CURRICULUM
The learner transfers learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that
PERFORMANCE STANDARD
emphasize a point, particularly modals and reflexive and intensive pronouns.
RC LC VC V WC F G
LT
Week Reading Listening ViewingComprehensio Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension n Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns.
advance organizers, everyday life from events contribute informal elements specific persuasive texts.
1
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed. words. build its theme.
the understanding of talks, panel
a text. discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns.
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts. of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed. words. theme of a
2 the understanding of to highlight significant particular literary
a text. points selection.
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used.
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit how connected formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as events contribute informal to a genre opinion or effective public emphasize a point.
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the assertion. speaking
illustrations, etc. on used by the speaker material viewed. words. theme of a
3 the understanding of to highlight significant particular literary
a textt. points selection.
EN10LT-Ic-
2.2.2: Explain
the literary
devices used.
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and Formatted: Font: Italic
4
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that Formatted: Font: Italic
advance organizers, by a speaker presented in the informal to a genre opinion or speaking in a emphasize a point.
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 165of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening ViewingComprehensio Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension n Development Composition Fluency Awareness
titles, non-linear material viewed. definitions of contribute to the assertion. sample public
illustrations, etc. on words. theme of a speaking situation
the understanding of particular literary
a text. selection.
EN10LT-Id-
2.2.2: Explain
the literary
devices used.
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or speaking in a emphasize a point.
titles, non-linear speaker to attract and material viewed. definitions of contribute to the assertion. sample public
illustrations, etc. on hold the attention of words. theme of a EN10WC-Ie- speaking situation
the understanding of the listener particular literary 12.3: Compose a
5 a text. selection. persuasive text of
EN10LT-Ie- three paragraphs
2.2.3: Determine expressing one’s
tone, mood, stand on an issue.
technique, and
purpose of the
author.
10 Culminating Activity
Formatted: Left
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. Formatted: Normal, Justified, Space After: 0 pt, Line
The learner demonstrates understanding of how world literature serves as a vehicle of expressing and resolving conflicts between and spacing: single
among individuals or groups through using strategies in critical reading, listening, and viewing to evaluate text content, elements, features, Formatted: Font: Italic
CONTENT STANDARD
and properties; extemporaneous and impromptu public speaking; and using of affirmation/negation markers. Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 167of 185
K to 12 BASIC EDUCATION CURRICULUM
The learner transfers learning by composing an argumentative essay in preparation for delivering impromptu and extemporaneous speeches
PERFORMANCE STANDARD
using affirmation/negation markers and appropriate prosodic features, stance, and behavior.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions.
texts and vice-versa. meaning from the the material viewed definitions. to a selection essays. intonation, etc.
listening text. taking into account build its theme.
its purpose.
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value. stress, juncture, definitions.
versa. taking into account the material viewed definitions. to a selection intonation, etc.
the speaker’s taking into account build its theme.
purpose. its purpose.
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps. achieved or not. ideas presented in definitions. specific to a developing an sound of English definitions.
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim. impromptu and
its purpose. particular literary extemporaneous
3
selection. speech.
EN10LT-IIc-
2.2.1: Express
appreciation for
sensory images
used.
10 Culminating Activity
Formatted: Left
THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
Formatted: Font: Italic
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 170of 185
K to 12 BASIC EDUCATION CURRICULUM
The learner demonstrates understanding of : world literature as source of wisdom in expressing and resolving conflicts between individuals Formatted: Normal, Justified, Space After: 0 pt, Line
or groups and nature; strategies in evaluative reading, writing, listening, and viewing; special speeches for occasions; and effective use of spacing: single
CONTENT STANDARD
structures of modification and pronouns.
The learner transfers learning by composing an independent critique of a chosen selection and by delivering special speeches that observe Formatted: Normal, Justified, Space After: 0 pt, Line
PERFORMANCE STANDARD the proper use and acknowledgment of sources and appropriate prosodic features, stance, and behavior. spacing: single
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively.
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed. words. genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of a coherence. giving a roast and a
1 update knowledge. particular literary toast and when
selection. paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy.
appreciation for
sensory images
used.
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively.
concerning human less important ones 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
to the theme of a argumentative giving a roast and a
particular literary writing techniques. toast and when
2
selection. paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy.
the literary
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.
3
the text listened to. contained in the definitions of technique, and rights by prosodic features of Formatted: Font: Italic
material viewed in words. purpose of the acknowledging speech. Formatted: Font: Italic
terms of accuracy author. citations made in
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 171of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
and effectiveness the critique.
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources.
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively.
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast.
the text listened to. material viewed. words. to a selection acknowledging
EN10LC-IIId-3.18: build its theme. citations made in
4 Get different the critique.
viewpoints on various EN10SS-IIId-
local or global issues. 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes.
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification.
historical context during listened to. covered in the definitions of influenced by rights by language when
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.
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct and Use structures of
the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification.
reader (reader- argument. presented in the definitions of influenced by sources by language when
response) materials viewed. words. culture, history, preparing a giving a toast or a
6
environment, or bibliography. tribute to someone
other factors. and when
delivering welcome
and closing
remarks.
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30: Formatted: Font: Italic
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
7 Formatted: Font: Italic
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification.
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 172of 185
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
response) material viewed in words. in expressing and selection. speeches, tributes,
terms of accuracy resolving welcome and
and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature. speakers/resource
persons etc.
effectively in varied
speech situationss.
10 Culminating Activity
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper Formatted: Font: Italic
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries. Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 173of 185
K to 12 BASIC EDUCATION CURRICULUM
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 world literature as an instrument to express and resolve social conflicts; various information Formatted: Normal, Justified, Space After: 0 pt, Line
sources necessary in composing a research report and in delivering speeches of advocacy; and features of the language of research, spacing: single
CONTENT STANDARD
campaigns, and advocacies.
The learner transfers learning by composing a research report on a relevant social issue in preparation for delivering campaign and Formatted: Justified, Space After: 0 pt
PERFORMANCE STANDARD
advocacy speeches that observe the proper use and acknowledgment of sources, and appropriate prosodic features, stance, and behavior.
RC LC VC V WC F G
LT
Week Reading Listening ViewingComprehensio Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension n Development Composition Fluency Awareness
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32: Formatted: Font: 9 pt
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 advocacies.
information. to expand, review, with outside to the theme of a coherence. campaign
or update knowledge sources of particular literary speeches.
1 information in selection.
terms of EN10LT-IVa- EN10WC-IVa-
accessibility and 2.2.1: Express 14.1.1: Expand
effectiveness. appreciation for ideas using
sensory images principles of
used. cohesion and
coherence.
10 Culminating Activity
Formatted: Left
Formatted: Font: Italic
Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 176of 185
K to 12 BASIC EDUCATION CURRICULUM
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
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 musicproduction must reflect thisintention 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. Formatted: Font: Italic
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 Formatted: Font: Italic
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 Field Code Changed
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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 calmsituations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - cConflict 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 Formatted: Font: Italic
dramatic irony -where the audience or reader is aware of something important, of which the characters in the story are not aware Formatted: Font: Italic
dramatic poetry - poetic forms that articulates emotions or feelings Field Code Changed
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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 Formatted: Centered
improvisation - spontaneous invention and development of drama from within a role
infidelity -marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture -an important point in a process or activity; joint, connection; the manner of transition or mode of
justify -to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard Formatted: Font: Italic
6. activating prior / background knowledge about the subject Formatted: Font: Italic
7. connecting new information to old information Field Code Changed
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8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (( facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist.
man vs. fateF- fight for choice; fight
against destiny. Formatted: Font: Not Italic
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.);uUsually, the character is struggling to survive. Formatted: Font: Italic
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A. A character might fight against social traditions or rules.. Formatted: Font: Italic
man vs. supernatuiornal - conflict with ghosts, spirits, aliens etc. Field Code Changed
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man vs. technology -
fight against computers,
machines, utensils etc., Formatted: Font: Not Bold
magnificence -n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause.
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does.
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill -n. 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 Formatted: Font: Italic
beginning, middle and end details and include five basic elements as well as a conflict Formatted: Font: Italic
pork barrel -the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district Field Code Changed
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portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue -introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent -important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our personal
feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify -to set right; remedy; to purify; to correct
re-enactment -the acting out or repetition of a past event or situation
renewed -to make new or as if new again
requiem -a Christian religious ceremony for a dead person;a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite -an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed
S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll
get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama; it
quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides Formatted: Font: Italic
soliloquy - a long speech by a character who is alone on stage with no other characters listening Formatted: Font: Italic
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet Field Code Changed
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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 theperformers, 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 contextsgeared 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 Formatted: Font: Italic
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb Formatted: Font: Italic
Field Code Changed
K to 12 English Curriculum Guide December 2013 Page 183of 185
K to 12 BASIC EDUCATION CURRICULUM
Sample: EN4G-If-2.5
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I Phonological Awareness PA