English

FIRST QUARTER K to 12 BASIC EDUCATION CURRICULUM GRADE 7PROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for aPERFORMANCE 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 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.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7V-Ia-22: EN7LT-Ia-1: EN7WC-Ia-4: Fluency EN7RC-Ia-7: EN7LC-Ia-5: EN7VC-Ia-8: Use Distinguish between Discover literature Distinguish between EN7G-Ia-11: Use the appropriate Recognize prosodic structural analysis slang and colloquial as a means of oral and written EN7F-Ia-3.11: Observe correct reading style features: volume, to determine the expressions in connecting to a language use Observe the correct subject-verb (scanning, projection, pitch, meaning of conversations significant past production of vowel agreement skimming, speed stress, intonation, unfamiliar words or EN7LT-Ia-2: EN7WC-Ia-4.1: and consonant reading, intensive juncture, and expressions from EN7V-Ia-22.1: Describe the Recognize the sounds, diphthongs, reading etc.) for speech rate that the material viewed Distinguish features different literary common purposes blends, glides, etc. one’s purpose serve as carriers of of colloquial genres during the for writing EN7F-Ia-3.11.1: EN7SS-Ia-1.5.2: meaning language (fillers, pre-colonial period Read words Scan for specific EN7LC-Ia-5.1: contractions, etc.) EN7LT-Ia-2.1: phrases, clauses, information Listen for important and slang Identify the sentences and points signalled by distinguishing paragraphs using volume, projection, features of the correct pitch, stress, proverbs, myths, production of vowel intonation, juncture, and legends and consonant and rate of speech sounds, diphthongs, EN7LC-Ia-5.2: blends and glides Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaningK to 12 English Curriculum Guide July 2015 Page 100 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7WC-Ib-4.2: Fluency EN7G-Ib-11: EN7SS-Ib-1.5.1: EN7LC-Ib-5.1: EN7VC-Ib-8: Use EN7V-Ib-22.1: EN7LT-Ib-1: Differentiate literary EN7OL-Ib-1.14: Observe correct Skim for major Listen for important writing from Use appropriate subject-verb ideas using points signalled by structural analysis Distinguish features Discover literature academic writing prosodic features of agreement headings as guide volume, projection, to determine the of colloquial as a means of speech like pitch, pitch, stress, EN7WC-Ic-4.2: stress, juncture, EN7G-Ic-11: intonation, juncture, meaning of language (fillers, connecting to a Differentiate literary intonation, volume Observe correct and rate of speech unfamiliar words or contractions, etc.) significant past writing from and projection and subject-verb EN7LC-Ib-5.2: academic writing rate/speed of agreement Note the changes in expressions from and slang EN7LT-Ib-2.2: speech in differing volume, projection, the material viewed Explain how the EN7WC-Id-4.3: oral communication EN7G-Id-11: pitch, stress, Identify basic situations Observe correct intonation, juncture, elements specific to features and kinds EN7OL-Ib-1.14.2: subject-verb and rate of speech of paragraph Observe the correct agreement that affect meaning a genre contribute pitch levels (high,2 to the theme of a medium, low) when Page 101 of 164 reading lines of particular literary poetry, sample selection sentences and paragraphs EN7RC-Ic-7.1: EN7LC-Ic-5.1: EN7VC-Ic-3.1.3: EN7V-Ic-10.2: EN7LT-Ic-1: EN7OL-Ic-1.14.2: Read intensively Listen for important Give the meaning of Use appropriate Discover literature Observe the correct given signs and idiomatic as a means of pitch levels (high, to find answers to points signalled by symbols (road expressions in a connecting to a medium, low) when specific questions volume, projection, signs, prohibited variety of basic significant past reading lines of signs, etc.) interpersonal EN7LT-Ic-2.2.1: poetry, sample pitch, stress, communicative Express sentences and intonation, juncture, EN7VC-Id-6: situations appreciation for paragraphs Identify the genre sensory images3 and rate of speech of a material viewed EN7V-Id-10.2: used EN7OL-Id-1.14.3: EN7LC-Ic-5.2: (such as movie clip, Use appropriate Use the correct trailer, news flash, idiomatic EN7LT-Id-1: stress (primary, Note the changes in internet-based expressions in a Discover literature secondary, tertiary volume, projection, program, variety of basic as a means of and weak) when documentary, video, interpersonal connecting to a reading passages pitch, stress, etc.) communicative significant past. intonation, juncture, situations EN7LT-Id-2.2.2: Explain the literary and rate of speech devices used that affect meaning EN7RC-Id-7.1: EN7LC-Id-5.1: Read intensively Listen for important to find answers to points signalled by specific questions volume, projection, pitch, stress,4 intonation, juncture, and rate of speech EN7LC-Id-5.2: Note the changes inK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 5 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 6 Comprehension Comprehension Comprehension Development Composition Awareness 7 volume, projection, Fluency EN7RC-Ie-2.15: pitch, stress, EN7WC-Ie-4.3: Use non-linear intonation, juncture, EN7VC-Ie-6: EN7V-Ie-22.2: EN7LT-Ie-1: Identify basic EN7OL-Ie-1.14.3: EN7G-Ie-11: visuals as and rate of speech Identify the genre Select an Discover literature features and kinds Use the correct Observe correct comprehensive aids that affect meaning of a material viewed appropriate as a means of of paragraph stress (primary, subject-verb in content texts EN7LC-Ie-5.1: (such as movie clip, colloquial or connecting to a EN7WC-Ie-2.8.1: secondary, tertiary agreement EN7SS-Ie-1.2: Listen for important trailer, news flash, idiomatic word or significant past Recognize the parts and weak) when Transcode orally points signalled by internet-based expression as a EN7LT-Ie-2.2.2: of a simple reading passages and in writing the volume, projection, program,documenta substitute for Explain the literary paragraph information pitch, stress, ry, video, etc.) another word or devices used presented in intonation, juncture, expression EN7WC-If-2.8.1: diagrams, charts, and rate of speech Recognize the parts table, graphs, etc. EN7VC-If-9: EN7V-If-22.2: EN7LT-If-1: of a simple EN7OL-If-1.14.4: EN7G-If-11: EN7LC-Ie-5.2: Organize Select an Discover literature paragraph Use the rising Observe correct EN7SS-If-1.2: Note the changes in information from a appropriate as a means of intonation pattern subject-verb Transcode orally volume, projection, material viewed colloquial or connecting to a EN7WC-Ig-4.4: with Yes-No and agreement and in writing the pitch, stress, idiomatic word or significant past Sequence steps in tag questions; the information intonation, juncture, expression as a EN7LT-If-2.2.3: writing a simple rising-falling presented in and rate of speech substitute for Determine the tone, paragraph intonation with diagrams, charts, that affect meaning another word or mood, technique, information- table, graphs, etc. EN7LC-If-5.1: expression and purpose of the seeking questions, Listen for important author option questions points signaled by and with volume, projection, pitch, stress, statements intonation, juncture, and rate of speech EN7SS-Ig-1.2: EN7LC-If-5.2: EN7VC-Ig-9: EN7V-I-g22.3: EN7LT-Ig-1: EN7OL-Ig-1.14.4: EN7G-Ig-11: Give the meaning of Note the changes in Organize Explain the Discover literature Use the rising Observe correct given signs and volume, projection, information from a predominance of as a means of intonation pattern subject-verb symbols (road pitch, stress, material viewed colloquial and connecting to a with Yes-No and tag agreement signs, prohibited intonation, juncture, idiomatic significant past questions; the signs, etc.) and rate of speech expressions in oral EN7LT-Ig-2.3: rising-falling Page 102 of 164 that affect meaning communication Draw similarities intonation with EN7LC-Ig-5.1: and differences of information- seeking Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speechK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 8 Comprehension Comprehension Comprehension Development Composition Awareness 9 EN7LC-Ig-5.2: Fluency 10 EN7SS-Ih-1.2: Note the changes in the featured EN7WC-Ih-2.2: Give the meaning of volume, projection, Retell a chosen questions, option given signs and pitch, stress, selections in relation myth or legend in a questions and with symbols (road intonation, juncture, to the theme series of simple statements signs, prohibited and rate of speech paragraphs signs, etc.) that affect meaning EN7VC-Ih-10: EN7V-Ih-22.3: EN7LT-Ih-1: EN7OL-Ih-1.14.5: EN7G-Ih-11: EN7LC-Ih-5.1: Determine the Explain the Discover literature EN7WC-Ii-2.2: Observe and use Observe correct EN7RC-Ii-14: Listen for important truthfulness and predominance of as a means of Retell a chosen correct subject-verb Follow directions points signaled by accuracy of the colloquial and connecting to a myth or legend in a juncture/phrasing agreement using a map volume, projection, material viewed idiomatic significant past series of simple and rate of speech pitch, stress, expressions in oral EN7LT-Ih-2.3: paragraphs when reading intonation, juncture, communication Draw similarities sample passages and rate of speech and differences of (prose or poetry) the featured EN7LC-Ih-5.2: selections in relation Note the changes in to the theme volume, projection, pitch, stress, EN7VC-Ii-10: EN7V-Ii-22.3: EN7LT-Ii-1: EN7OL-Ii-1.14.5: EN7G-Ii-11: intonation, juncture, Determine the Explain the Discover literature Observe and use Observe correct and rate of speech truthfulness and predominance of as a means of correct subject-verb that affect meaning accuracy of the colloquial and connecting to a juncture/phrasing agreement EN7LC-Ii-5.1: material viewed idiomatic significant past and rate of speech Listen for important expressions in oral when reading points signaled by communication EN7LT-Ii-3: sample passages volume, projection, Explain how a (prose or poetry) pitch, stress, selection may be intonation, juncture, influenced by and rate of speech culture, history, environment, or EN7LC-Ii-5.2: other factors Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning Culminating TaskK to 12 English Curriculum Guide July 2015 Page 103 of 164

K to 12 BASIC EDUCATION CURRICULUMSECOND QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for aPERFORMANCE STANDARD deeper appreciation of Philippine Culture. The 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. The learner transfers learning by: 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.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7V-IIa-10.1: EN7LT-IIa-4: EN7WC-IIa-5: Fluency EN7G-IIa-1: Use EN7SS-IIa-1: Use EN7LC-IIa-6: Use EN7VC-IIa-1/2: Discriminate Discover the Extract information phrases, clauses, appropriate listening strategies Note details, between literal and conflicts presented from a text using a EN7OL-IIa-4: Use and sentences mechanisms/tools in based on purpose, sequence, and figurative language in literary selections summary, precis, verbal and non appropriately and the library for familiarity with the relationships of EN7V-IIa-10.1.1: and the need to and paraphrase verbal cues in meaningfully locating resources topic and levels of ideas and events Classify sample resolve those conversations, EN7SS-IIa-1.5.3: difficulty of short texts into literal or conflicts in non- EN7WC-IIb-5: dialogs, and EN7G-IIb-1: Use Use the card texts listened to figurative violent ways Extract information interviews phrases, clauses, catalog, the online EN7LC-IIa-6.1: EN7LT-IIa-4.1: from a text using a EN7OL-IIa-4.1: and sentences public access Extract information EN7V-IIb-10.1.1: Identify the summary, precis, Use appropriate appropriately and catalog, or from the text Classify sample distinguishing and paraphrase verbal and non- meaningfully electronic search listened to texts into literal or features of verbal cues when engine to locate figurative literature during the developing, specific resources Period of maintaining and Apprenticeship ending EN7SS-IIb-1.5.3: EN7LC-IIb-3.3: EN7VC-IIb-1/2: EN7LT-IIb-4: conversations and Discover the dialogs Use the card Recognize main/key Note details, conflicts presented catalog, the online ideas sequence, and in literary selections EN7OL-IIb-4.1: and the need to Use appropriate public access relationships of resolve those verbal and non- catalog, or ideas and events conflicts in non- verbal cues when violent ways developing,2 electronic search EN7LT-II0-4.2: maintaining and engine to locate Identify the ending distinguishing conversations and specific resources dialogsK to 12 English Curriculum Guide July 2015 Page 104 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7WC-IIc-5: Fluency Extract information features of poems from a text using a summary, precis, and short stories and paraphrase EN7SS-IIc-1.5.3: EN7LC-IIc- EN7VC-IIc-11: EN7V-IIc-10.1.2: EN7LT-IIc-4: EN7WC-IId-5.1: EN7OL-IIc-2.7: EN7G-IIc-1: Use Use the card 2.1/3.1: Note Narrate events Identify figures of Discover the Identify key ideas Employ correct phrases, clauses, turn-taking, turn- and sentences catalog, the online specific chronologically/ speech that show conflicts presented EN7WC-IIe-5.1: giving and topic appropriately and public access details/elements of Arrange ideas comparison (simile in literary selections Identify key ideas control strategies in meaningfully conversations and catalog, or the text listened to logically based on a metaphor, and the need to dialogs electronic search material viewed personification) resolve those engine to locate conflicts in non-3 specific resources violent ways EN7LT-IIc-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN7SS-IId- EN7LC-IId- EN7VC-IId-11: EN7V-IId-10.1.2: EN7LT-IId-4: EN7OL-IId-2.7: EN7G-IId-1: Use 1.3/1.4: Get 2.1/3.1: Note Narrate events Identify figures of Discover the Employ correct phrases, clauses, information from specific turn-taking, turn- and sentences the different parts details/elements of chronologically/ speech that show conflicts presented giving and topic appropriately and of a book and from the text listened to Arrange ideas comparison (simile in literary selections control strategies in meaningfully general references conversations and in the library logically based on a metaphor, and the need to dialogs material viewed personification) resolve those conflicts in non- violent ways EN7LT-IId-2.2: Explain how the4 elements specific to a genre contribute to the theme of a particular literary selection EN7LT-IId-2.2.1: Express appreciation for sensory images used EN7SS-IIe- EN7LC-IIe-4: EN7VC-IIe-11: EN7V-IIe-10.1.2: EN7LT-IIe-4: EN7OL-IIe-3.7: EN7G-IIe-1: Use Use appropriate phrases, clauses, 1.3/1.4: Get Recognize signals/ Narrate events Identify figures of Discover the techniques and and sentences information from cues to determine chronologically/ speech that show conflicts presented strategies when appropriately and5 the different parts the order of ideas/ asking questions meaningfully Arrange ideas comparison (simile in literary selections of a book and from events logically based on a metaphor, and the need to and eliciting Page 105 of 164 general references material viewed personification) resolve thoseK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7WC-IIf-5.2: Fluency in the library conflicts in non- Identify supporting details answers violent ways EN7WC-IIg-5.2: EN7LT-II0-2.2.2: Identify supporting details Explain the literary devices used EN7WC-IIh-5.3: Simplify ideas EN7SS-IIf- EN7LC-IIf-2.13: EN7VC-IIf-1.3: EN7V-IIf-10.1.3: EN7LT-IIf-4: EN7OL-IIf-3.7: EN7G-IIf-1: Use Use appropriate phrases, clauses, 1.3/1.4: Get Determine the tone Predict the gist of Identify figures of Discover the techniques and and sentences information from and mood of the the material viewed speech that show conflicts presented strategies when appropriately and asking questions meaningfully the different parts speaker or based on the title, contrast (irony, in literary selections and eliciting of a book and from characters in the pictures, and oxymoron, paradox) and the need to answers general references narrative listened to excerpts of the resolve those6 in the library material viewed conflicts in non- violent ways EN7LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author EN7SS-IIg-2.1: EN7LC-IIg-2.8.3: EN7VC-IIg-1.3: .EN7V-IIg-10.1.3: EN7LT-IIg-4: EN7OL-IIg-2.6.2: EN7G-IIg-1: Use Gather current Infer the purpose of Observe and use phrases, clauses, information from the text listened to Predict the gist of Identify figures of Discover the the appropriate and sentences newspapers and the material viewed speech that show conflicts presented gestures (hand- appropriately and other print and non- body) that meaningfully print media based on the title, contrast (irony, in literary selections accompany oral pictures, and oxymoron, paradox) and the need to language excerpts of the resolve those material viewed conflicts in non-7 violent ways EN7LT-IIg-2.3: Draw similarities and differences of the featured selections in relation to the theme EN7SS-IIh-2.1: EN7LC-IIh-2.5: EN7VC-IIh-12: EN7V-IIh-10.1.3: EN7LT-IIh-4: EN7OL-IIh-1.14: EN7G-IIh-1: Use Gather current Make predictions Raise questions Identify figures of Discover the Use the correct phrases, clauses, pitch, juncture, and sentences information from about the contents about a material speech that show conflicts presented stress, volume and appropriately and newspapers and of the texts listened viewed contrast (irony, in literary selections projection and meaningfully rate/speed of other print and non- to oxymoron, paradox) and the need to speech in8 print media resolve those conversations and dialogs conflicts in non- violent ways EN7LT-IIh-3: Explain how a selection may beK to 12 English Curriculum Guide July 2015 Page 106 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN7WC-IIi-5.3: influenced by Simplify ideas culture, history, environment, or other factors EN7SS-IIi-2.1: EN7LC-IIi-6.2: EN7VC-IIi-12: EN7V-IIh-10.1.3: EN7LT-IIi-4: EN7OL-IIi-1.14: EN7G-IIi-1: Use Gather current Infer thoughts and Raise questions Identify figures of Discover the Use the correct phrases, clauses, information from feelings expressed pitch, juncture, and sentences newspapers and in the text listened about a material speech that show conflicts presented stress, volume and appropriately and other print and non- to viewed contrast (irony, in literary selections projection and meaningfully print media rate/speed of oxymoron, paradox) and the need to speech in resolve those conversations and dialogs conflicts in non- violent ways9 EN7LT-II-0-3: Explain how a selection may be influenced by culture, history, environment, or other factors10 Culminating TaskK to 12 English Curriculum Guide July 2015 Page 107 of 164

K to 12 BASIC EDUCATION CURRICULUMTHIRD QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for aPERFORMANCE STANDARD deeper appreciation of Philippine Culture. The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors. The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN7LT-IIIa-5: Fluency EN7RC-IIIa-8: EN7LC-IIIa-7: EN7VC-IIIa-13: EN7V-IIIa-13.11: Discover literature EN7WC-IIIa-2.2: EN7G-IIIa-1: Link Use one’s schema Use different Determine the key Categorize words or as a tool to assert Compose simple EN7OL-IIIa-1.3: sentences using to better listening strategies message conveyed expressions one’s unique narrative texts Express ideas, logical connectors understand a text based on purpose, in the material according to shades identity and to EN7WC-IIIa- opinions, feelings that signal EN7RC-IIIa-8.1: topic and levels of viewed of meaning better understand 2.2.12: Identify and emotions chronological and Use one’s schema difficulty of simple EN7V-IIIa- other people features of narrative during interviews, logical sequence as basis for informative and 13.11.1: Identify EN7LT-IIIa-5.1: writing group/panel and summation conjectures made short narrative texts collocations used in Identify the discussions, about a text EN7LC-IIIa- a selection distinguishing forums/fora, 2.1/3.1: Note features of debates, etc. specific details of literature during the EN7OL-IIIa-5: the text listened to Period of Use the appropriate Emergence prosodic features of speech during interviews, discussions and forums EN7RC-IIIb-8.1: EN7LC-IIIb- EN7VC-IIIb-13: EN7V-IIIb- EN7LT-IIIb-5: EN7WC-IIIb-2.1: EN7OL-IIIb-3: EN7G-IIIb-1: Link 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the sentences using Use one’s schema collocations used in as a tool to assert and factual recounts appropriate oral logical connectors Recognize main message conveyed a selection one’s unique language and that signal as basis for points and in the material identity and to stance in an chronological and supporting ideas in viewed better understand interview, a panel logical sequence2 conjectures made the text listened to other people discussion, in a and summation about a text forum and in a EN7LT-IIIb-5.2: debate Page 108 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 3 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 4 Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN7RC-IIIc-8.2: EN7LC-IIIc-6.2: Identify the EN7WC-IIIc- EN7G-IIIc-2: Use Use the universe of Infer thoughts and 2.8.5: Compose a EN7OL-IIIc-3: the passive and the text to activate feelings expressed distinguishing series of journal Employ the active voice one’s schema in the text listened features of entries appropriate oral meaningfully in to language and varied contexts EN7RC-IIId-8.2: revolutionary songs, EN7WC-IIId- stance in an Use the universe of EN7LC-IIId- poems, short 2.2.13: Compose interview, a panel EN7G-IIId-2: Use the text to activate 3.18: Determine an anecdote based discussion, in a the passive and one’s schema the order of ideas stories, drama, and on a significant forum and in a active voice as signaled by cues novels personal debate meaningfully in experience. varied contexts EN7VC-IIIc-13: EN7V-IIIc- EN7LT-IIIc-5: EN7OL-IIId-3: Determine the key 13.11.1: Identify Discover literature Employ the EN7G-IIIe-3: Use message conveyed collocations used in as a tool to assert appropriate oral direct and reported in the material a selection one’s unique language and speech viewed identity and to stance in an appropriately in better understand interview, a panel varied contexts other people discussion, in a EN7LT-IIIc-2.2: forum and in a Page 109 of 164 Explain how the debate elements specific to a genre contribute to the theme of a particular literary selection EN7VC-IIId-13: EN7V-IIId-13.8: EN7LT-IIId-5: Determine the key Determine words or Discover literature message conveyed expressions with as a tool to assert in the material genus-species one’s unique viewed (hyponymous) identity and to relations in a better understand selection other people EN7LT-IIId-2.2.2: Explain literary devices used EN7RC-IIIe-2.8: EN7LC-IIIe-3.6: EN7VC-IIIe-14: EN7V-IIIe-13.8: EN7LT-IIIe-5: EN7WC-IIIe- EN7OL-IIIe-3: Make predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral genus-species one’s unique on a significant language and5 (hyponymous) identity and to personal experience stance in an relations in a better understand interview, a panel selection other people discussion, in a EN7LT-IIIe-2.2.2: forum and in a Explain literary debate devices usedK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development EN7WC-IIIf- Fluency EN7RC-IIIf-2.8: EN7LC-IIIf-2.7: 2.2.14: Compose a EN7G-IIIf-3: Use Make predictions Sequence a series EN7VC-IIIf-14: EN7V-IIIf-13.8: EN7LT-IIIf-5: travelogue EN7OL-IIIf-3.4.1: direct and reported about the text of events mentioned Express ideas and speech in the listened to Make a stand on the Determine words or Discover literature EN7WC-IIIg- opinions based on appropriately in material viewed expressions with as a tool to assert 2.2.14: Compose a text listened to varied contexts travelogue genus-species one’s unique (hyponymous) identity and to EN7WC-IIIh- 2.2.15: Compose a6 relations in a better understand personal letter to a selection other people friend, relative, and other people EN7LT-IIIf-2.2.3: EN7WC-IIIi- Determine tone, 2.2.15: Compose a mood, technique, personal letter to a friend, relative, and and purpose of the author EN7RC-IIIg-9: EN7LC-IIIg-7.1: EN7VC-IIIg-14: EN7V-IIIg- EN7LT-IIIg-5: EN7OL-IIIg- EN7G-IIIg-3: Use Identify the author’s Identify the persons Make a stand on the 13.11.2: Identify Discover literature 3.4.1: Express direct and reported ideas and opinions speech intentions for speaking and material viewed words or as a tool to assert based on text appropriately in writing addressed, and the expressions with one’s unique listened to varied contexts EN7RC-IIIg-2.13: stand of the part-whole identity and to Distinguish fact speaker based on (partitive) relations better understand7 from opinion, explicit statements other people fantasy from reality made EN7LT-IIIg-2.3: in the text Draw similarities and differences of the featured selections in relation to the theme EN7RC-IIIh-2.13: EN7LC-IIIh-7.1: EN7VC-IIIh-14: EN7V-IIIh- EN7LT-IIIh-5: EN7OL-IIIh- EN7G-IIIh-3: Use Distinguish fact Identify the persons Make a stand on the 13.11.2: Identify Discover literature 1.3.1: Raise the past and past sensible, perfect tenses from opinion, speaking and material viewed words or as a tool to assert challenging thought correctly in varied fantasy from reality addressed, and the expressions with one’s unique provoking questions contexts in public in the text stand of the part-whole identity and to speaker based on (partitive) relations better understand forums/panel discussions, etc.8 explicit statements other people made EN7LT-IIIh-3: Explain how a selection may be influenced by culture, history, environment, and other factors EN7RC-IIIi-2.1.7: EN7LC-IIIi-2.5: EN7VC-IIIi-14: EN7V-IIIi- EN7LT-IIIi-5: EN7OL-IIIi-1.3.1: EN7G-IIIi-3: Use Raise sensible, the past and past9 React to assertions Formulate Make a stand on the 13.11.2: Identify Discover literature challenging thought perfect tenses made by the author predictions about material viewed words or as a tool to assert provoking questions correctly in varied in the text the contents of the expressions with one’s unique Page 110 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 10 Comprehension Comprehension Composition Awareness Comprehension Development Fluency text other people contexts part-whole identity and to in public forums/panel (partitive) relations better understand discussions, etc. other people EN7LT-IIIi-3: Explain how a selection may be influenced by culture, history, environment, and other factors Culminating TaskFOURTH QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for aPERFORMANCE STANDARD deeper appreciation of Philippine Culture. The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats. RC LC VC V LT WC F G Viewing Vocabulary Literature Writing and Oral Language and GrammarWeek Reading Listening Comprehension Development Composition Awareness Comprehension Comprehension EN7LT-IVa-6: Fluency EN7G-IVa-4: Use EN7VC-IVa-6.1: EN7RC-IVa-12.3: Discover through EN7WC-IVa-2.2: imperatives and EN7RC-IVa-3.2: EN7LC-IVa-8: Differentiate reality Use lexical and Philippine literature Compose simple EN7OL-IVa 3: prepositions when Classify text types Process information from fantasy based contextual cues in the need to work informative texts Observe and use giving instructions on a material understanding cooperatively and EN7WC-IVa- the appropriate oral (narrative, mentioned in the viewed unfamiliar words responsibly in 2.8.4: Identify language, stance Page 111 of 164 expository, text listened to and expressions today’s global features of personal and behavior when village essays giving information,1 explanation, EN7LC-IVa-8.1: EN7LT-IVa-6.1: instructions, making recount, persuasive) Determine the Identify the explanations, and narrating events in intentions of factual and personal speakers by focusing on their unique verbal andK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency non-verbal cues distinguishing EN7WC-IVb- EN7G-IVb-4: Use 2.8.6: Distinguish recounts imperatives and features of selected between and among EN7OL-IVa-1.26: prepositions when literary genres a capsule Give clear precise giving instructions biography, and concise during the biographical sketch, information, Contemporary and feature article explanations and instructions in Period varied oral communication EN7RC-IVb-10: EN7LC-IVb-8: EN7VC-IVb-6.1: EN7RC-IVb-12.3: EN7LT-IVb-6: situations Use appropriate Process information Differentiate reality Use lexical and Discover through from fantasy based contextual cues in Philippine literature EN7OL-IVb-1.26: reading strategies mentioned in the on a material understanding the need to work Give clear precise for various text text listened to viewed unfamiliar words cooperatively and and concise and expressions responsibly in information, types EN7LC-IVb-8.1: EN7VC-IVc-15: today’s global explanations and EN7RC-IVb-10.1: Determine the Compare content of EN7V-IVc-23: village. instructions in materials viewed to Analyze EN7LT-IVb-2.2: varied oral Give and follow intentions of other sources of relationships Explain how the communication2 instructions and speakers by information (print presented in elements specific to situations and radio) analogies a genre contribute directions focusing on their EN7V-IVc-23.1: to the theme of a EN7VC-IVd-15: Supply other words particular literary unique verbal and Compare content of or expressions that selection non-verbal cues materials viewed to complete an other sources of analogy EN7LT-IVc-6: EN7RC-IVc-2.12: EN7LC-IVc-2.5: information (print Discover through EN7WC-IVc-1.3: EN7OL-IVc-1.7: EN7G-IVc-5: Use Make Predict the EN7V-IVd-23: Philippine literature Organize Orally narrate verbs when giving Analyze the need to work information about a events in factual information and generalizations from outcomes of a relationships cooperatively and chosen subject and personal making different text types verbal exchange presented in responsibly in using a graphic recounts using explanations analogies today’s global organizer appropriate verbal listened to and their village possible effects on EN7LT-IVc-2.2.1: and non-verbal cues Express3 the speakers appreciation for sensory images EN7RC-IVd-10.2: EN7LC-IVd-2.7: used EN7WC-IVd- EN7OL-IVd-1.7: EN7G-IVd-5: Use Distinguish between Sequence a series 1.1.6: Organize Orally narrate verbs when giving EN7LT-IVd-6: information about a events in factual information and4 general and specific of events Discover through chosen subject and personal making statements mentioned in the Philippine literature using a one step recounts using explanations the need to work text listened to cooperatively and Page 112 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness topic outline Fluency and radio) EN7V-IVd-23.1: responsibly in appropriate verbal EN7G-IVe-5: Use EN7WC-IVe- and non-verbal cues verbs when giving Supply other words today’s global 2.8.6.1: Compose a information and or expressions that village. capsule biography EN7OL-IVe-3.10: making of a person Use correct and explanations complete an EN7LT-IVd-2.2.2: interviewed appropriate multi- analogy Explain the literary media resources EN7GS-IVf-6: EN7WC-IVf- when orally giving Formulate devices used 2.8.6.1: Compose a information, meaningful capsule biography instructions, making expressions EN7RC-IVe-2.10: EN7LC-IVe-2.7: EN7VC-IVe-15: EN7V-IVe-9: Give EN7LT-IVe-6: of a person explanations and EN7G-IVf-6.2: Sequence/reorganiz Sequence a series Compare content of the various Discover through interviewed narrating events in Formulate who, e ideas or of events personal or factual what, when, where, information mentioned in the materials viewed to meanings of Philippine literature EN7WC-IVg- recounts why, and how text listened to other sources of identified the need to work 2.8.6.2: Compose a questions biographical sketch EN7OL-IVf-3.10: EN7G-IVg-6.2: information (print homonymous or cooperatively and based on a personal Use correct and Formulate who, and radio) polysemous words responsibly in interview and appropriate multi- what, when, where, background media resources why, and how5 or expressions today’s global research when orally giving questions village information, instructions, making Page 113 of 164 EN7LT-IVe-2.2.3: explanations and Determine tone, narrating events in personal or factual mood, technique, recounts and purpose of the EN7OL-IVg-3.10: Use correct and author appropriate multi- media resources EN7RC-IVf-10.3: EN7LC-IVf-2.8: EN7VC-IVf-16: EN7V-IVf-9: Give EN7LT-IVf-6: when orally giving Sequence steps in a Make simple Express one’s the various Discover through information, instructions, making process inferences about beliefs/convictions meanings of Philippine literature explanations and thoughts and based on a material identified the need to work narrating events in personal or factual feelings expressed viewed homonymous or cooperatively and recounts6 in the text listened polysemous words responsibly in to or expressions today’s global village EN7RC-IVg-10.4: EN7LC-IVg-8.2: EN7VC-IVg-16: EN7V-IVg-3.11: EN7LT-IVg-6: Cite evidence to Determine the Express one’s Identify words or Discover through support a general worth of ideas beliefs/convictions expressions used in Philippine literature statement mentioned in the based on a material a selection that the need to work text listened to viewed show varying cooperatively and shades of meaning responsibly in7 EN7RC-IVg- (gradients) today’s global 3.1.13: Make a village stand EN7LT-IVg-2.3: Draw similarities and differences of the featured selections in relationK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 8 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness 9 EN7RC-IVh- Fluency EN7G-IVh-6.1: 10 2.15.1: Organize EN7LC-IVh-8.3: Formulate short information read Express to the theme replies into an outline appreciation for entertaining texts EN7VC-IVh-16: EN7V-IVh-23.2: EN7LT-IVh-6: EN7WC-IVh- EN7OL-IVh-5: Use EN7G-IVi-6.1: EN7RC-IVi-10.5: (anecdotes, jokes, 2.8.6.2: Compose a correct and Formulate short Narrate events fables, myths, tales) Express one’s Create or expand Discover through biographical sketch appropriate replies by recognizing the beliefs/convictions word clines Philippine literature based on a personal prosodic features of punch lines interview and speech when giving based on a material the need to work background information, EN7LC-IVi-8.3: viewed cooperatively and research instructions, making Express explanations and appreciation for responsibly in narrating events in entertaining texts today’s global personal and factual (anecdotes, jokes, recounts fables, myths, tales) village by recognizing the EN7LT-IVh-3: punch lines Explain how a selection may be influenced by culture, history, environment, orother factors EN7VC-IVi-16: EN7V-IVi-23.2: EN7LT-IVi-6: EN7WC-IVi- EN7OL-IVi-5: Use 2.8.6.2: Compose a correct and Express one’s Create or expand Discover through biographical sketch appropriate beliefs/convictions word clines Philippine literature based on a personal prosodic features of interview and speech when giving based on a material the need to work background information, viewed cooperatively and research instructions, making explanations and responsibly in narrating events in today’s global personal and factual recounts village EN7LT-IV0-7: Explain the contributions of national artists for literature in elevating Philippine Literature in English in the global village Culminating TaskK to 12 English Curriculum Guide July 2015 Page 114 of 164

FIRST QUARTER K to 12 BASIC EDUCATION CURRICULUM GRADE 8PROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARDPERFORMANCE STANDARD The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information. The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN8LT-Ia-8: Fluency EN8G-Ia-7: Use EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: Describe the EN8WC-Ia-1.1: parallel structures for logical connectors Listen for important context clues from Determine the notable literary Generate ideas and EN8OL-Ia-3.11: EN8G-Ia-8: Use to determine the text points signaled by the material viewed meaning of genres their relationships Use the correct appropriate cohesive type volume, projection, to determine the idiomatic contributed by EN8WC-Ia- sounds of English devices in composing pitch, stress, meaning of expressions by African writers 1.1.6.1: Present an informative speech intonation, juncture, unfamiliar words or noting context EN8LT-Ia-8.1: ideas using a and rate of speech expressions clues and Identify the variety of graphic EN8G-Ib-7: Use collocations distinguishing organizers parallel structures. features of EN8G-Ib-8: Use EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: notable African EN8WC-Ib-1.1: EN8OL-Ib-3.11: appropriate cohesive for logical connectors Listen for important context clues from Determine the chants, poems, Generate ideas and Use the correct devices in composing folktales, and their relationships sounds of English an informative speech to determine the text points signaled by the material viewed meaning of short stories EN8WC-Ib-1.1.6: type volume, projection, to determine the idiomatic EN8LT-Ib-8: Organize ideas in Page 115 of 164 Describe the one-step word, pitch, stress, meaning of expressions by notable literary phrase, and intonation, juncture, unfamiliar words or noting context genres sentence outline2 and rate of speech contributed by forms expressions clues and African writers collocations EN8LT-Ib-8.1: Identify the distinguishing features of notable African chants, poems,K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8G-Ic-7: Use EN8WC-Ic-1.1: EN8OL-Ic-3.11: parallel structures folktales, and Generate ideas and Use the correct EN8G-Ic-8: Use their relationships sounds of English appropriate cohesive short stories EN8WC-Ic-1.1.6: devices in composing Organize ideas in EN8F-Id-3: an informative speech EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: one-step word, Deliver a self- Skim to determine key Listen for important context clues from Determine the Describe the phrase, and composed EN8G-Id-7: Use ideas points signaled by sentence outline informative speech parallel structures. volume, projection, the material viewed meaning of notable literary forms EN8G-Id-8: Use pitch, stress, to determine the idiomatic genres appropriate cohesive intonation, juncture, EN8WC-Id-1.1: devices in composing and rate of speech meaning of expressions by contributed by Generate ideas and an informative speech unfamiliar words or noting context African writers their relationships EN8WC-Id-1.1.6: Page 116 of 164 expressions clues and EN8LT-Ic-2.2: Organize ideas in collocations Explain how the one-step word, phrase, and elements specific sentence outline to a genre forms3 contribute to the theme of a particular literary selection EN8LT-Ic- 2.2.1: Express appreciation for sensory images used EN8LT-Ic- 2.2.2: Explain the literary devices used. EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: Skim to determine key Listen for important Organize Determine the Describe the ideas points signaled by volume, projection, information from a meaning of notable literary pitch, stress, material viewed idiomatic genres intonation, juncture, expressions by contributed by and rate of speech noting context African writers clues and EN8LT-Id-2.2: collocations Explain how the elements specific4 to a genre contribute to the theme of a particular literary selection EN8LT-Id- 2.2.3: Determine tone, mood, technique, andK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8WC-Ie-6: purpose of the Organize notes taken from an author expository text EN8WC-Ie-6.1: EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: Arrange notes EN8OL-Ie-5: Use EN8G-Ie-7: Use appropriate reading Determine how Organize appropriate Describe the using a variety of appropriate parallel structures. style (scanning, volume, projection, graphic organizers prosodic features of EN8G-Ie-8: Use skimming, speed pitch, stress, information from a strategies in notable literary speech when appropriate cohesive reading, intensive intonation, juncture, material viewed unlocking the genres EN8WC-If-6: delivering lines devices in composing reading etc.) for one’s and speech rate serve Organize notes an informative speech purpose as carriers of meaning of contributed by taken from an meaning unfamiliar words African writers expository text EN8WC-If-6.1: and idiomatic EN8LT-Ie-2.2: Arrange notes expressions Explain how the using a variety of graphic organizers elements specific EN8WC-Ig-6: to a genre Organize notes5 taken from an contribute to the expository text theme of a EN8WC-Ig-6.2: Arrange notes in particular literary one-step word, selection phrase, and sentence outline EN8LT-Ie- forms 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: EN8OL-If-5: Use EN8G-If-7: Use appropriate parallel structures appropriate reading the changes in Organize Determine the Appreciate prosodic features of EN8G-If-8: Use style (scanning, volume, projection, information from a meaning of words literature as a speech when appropriate cohesive delivering lines devices in composing skimming, speed pitch, stress, material viewed and expressions means of an informative speech6 reading, intensive intonation, juncture, that reflect the understanding reading etc.) for one’s and rate of speech local culture by the human being purpose that affect meaning noting context and the forces clues he/she needs to contend with EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8F-Ig-3: EN8G-Ig-7: Use Deliver a self- parallel structures intensively to the changes in Compare and Determine the Describe the composed EN8G-Ig-8: Use determine the author’s volume, projection, contrast the meaning of words notable literary informative speech appropriate cohesive EN8OL-Ig-3.8: devices in composing purpose pitch, stress, presentation of the and expressions genres Use the correct an informative speech intonation, juncture, same topic in that reflect the contributed by stance and behavior7 and rate of speech different viewing local culture by African writers that affect meaning genres noting context EN8LT-Ig-2.3: clues Draw similarities and differences of the featured selections in relation to theK to 12 English Curriculum Guide July 2015 Page 117 of 164

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 8 Comprehension Comprehension Composition Awareness Comprehension Development Fluency 9 EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8WC-Ih-6: 10 intensively to the changes in theme Organize notes determine the author’s volume, projection, taken from an purpose pitch, stress, EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: expository text EN8OL-Ih-3.12: EN8G-Ih-7: Use intonation, juncture, EN8WC-Ih-6.2: Highlight important parallel structures EN8RC-Ii-7: Use the and rate of speech Compare and Determine the Explain how a Arrange notes in points in an EN8G-Ih-8: Use appropriate reading that affect meaning contrast the meaning of words selection may be one-step word, informative talk appropriate cohesive style (scanning, phrase, and using appropriate devices in composing skimming, speed EN8LC-Ii-5.2: Note presentation of the and expressions influenced by sentence outline presentation aids an informative speech reading, intensive the changes in same topic in that reflect the culture, history, forms reading etc.) for one’s volume, projection, EN8WC-Ii-6: purpose pitch, stress, different viewing local culture by environment, or Organize notes intonation, juncture, genres noting context other factors taken from an and rate of speech expository text that affect meaning clues EN8WC-Ii-6.2: Arrange notes in EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: one-step word, EN8F-Ii-3: Deliver EN8G-Ii-7: Use Compare and Determine the Explain how a phrase, and a self-composed parallel structures contrast the meaning of words selection may be sentence outline informative speech EN8G-Ii-8: Use presentation of the and expressions influenced by forms appropriate cohesive same topic in that reflect the culture, history, devices in composing different viewing local culture by environment, or an informative speech genres noting context other factors clues Culminating TaskK to 12 English Curriculum Guide July 2015 Page 118 of 164

K to 12 BASIC EDUCATION CURRICULUMSECOND QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development.PERFORMANCE STANDARD The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN8LT-IIa-9.1: EN8WC-IIa-2.8: Fluency EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: Describe the Compose effective EN8OL-IIa-5: Use EN8G-IIa-9: Use Evaluate the personal Employ appropriate Predict the gist of Distinguish notable literary paragraphs the appropriate appropriate significance of a literary listening skills and the material viewed between and genres EN8WC-IIa- prosodic features of grammatical signals text strategies suited to based on the title, among verbal, contributed by 2.8.7: Limit a topic speech when or expressions EN8RC-IIa-2.18: long descriptive and pictures, and situational, and East Asian delivering an suitable to each Relate content or narrative texts excerpts dramatic types of writers EN8WC-IIb-2.8: entertainment pattern of idea theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give EN8LT-IIa-9.2: Compose effective speech development: experiences and Employ projective Discern positive examples of each Identify the paragraphs background knowledge listening strategies and negative distinguishing EN8WC-IIb- EN8OL-IIb-5: Use  general to with longer stories messages conveyed features of 2.8.8: Use a the appropriate particular in a material notable East variety of prosodic features of viewed Asian poems, techniques to speech when  claim and folktales, and introduce a topic delivering an counterclaim EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3: EN8V-IIb-24.1: short stories entertainment Predict the gist of Distinguish EN8LT-IIb-9.1: speech  problem- Evaluate the personal Employ appropriate the material viewed between and Describe the solution significance of a literary listening skills and based on the title, among verbal, notable literary pictures, and situational, and genres  cause-effect text strategies suited to excerpts dramatic types of contributed by  and others EN8RC-IIb-2.18: long descriptive and EN8VC-IIb-17: irony and give East Asian Discern positive examples of each writers EN8G-IIb-9: Use2 Relate content or narrative texts and negative EN8LT-IIb-9.2: appropriate theme to previous EN8LC-IIb-6.2: messages conveyed Identify the grammatical signals in a material distinguishing or expressions experiences and Infer dominant features of suitable to each background knowledge thoughts and feelings viewed notable East pattern of idea development: expressed in the text listened to  general to particularK to 12 English Curriculum Guide July 2015  claim and counterclaim  problem- Page 119 of 164

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8WC-IIc-2.8: solution Asian poems, Compose effective EN8OL-IIc-3.11:  cause-effect paragraphs Produce the sounds  and others folktales, and EN8WC-IIc- of English correctly short stories 2.2.1: Develop and effectively EN8G-IIc-9: Use related support when delivering an appropriate EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: sentences entertainment grammatical signals Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the speech or expressions EN8WC-IId-2.8: suitable to each significance of a literary listening skills and the material viewed between and elements specific Compose effective EN8OL-IId-3.11: pattern of idea text strategies suited to based on the title, among verbal, to a genre paragraphs Produce the sounds development: EN8WC-IId- of English correctly EN8RC-IIc-2.1.7: long descriptive and pictures, and situational, and contribute to the 2.8.9: Use a and effectively  general to React to assertions narrative texts excerpts dramatic types of theme of a variety of when delivering an particular techniques to entertainment made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17: irony and give particular literary formulate a speech  claim and3 the text Determine the tone Discern positive examples of each selection conclusion counterclaim EN8OL-IIe-2.6: and mood of the and negative EN8LT-IIc- EN8WC-IIe-2.2: Use appropriate  problem- Develop non-verbal cues solution speaker or characters messages conveyed 2.2.1: Express paragraphs that when delivering in the narrative in a material appreciation for illustrate each text lines in an  cause-effect type (narrative in entertainment  and others listened to viewed sensory images literature, speech used expository, EN8G-IId-9: Use explanatory, factual appropriate EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: and personal grammatical signals Evaluate the personal Employ appropriate Predict the gist of Distinguish Explain how the recount, or expressions suitable to each significance of a literary listening skills and the material viewed between and elements specific pattern of idea text strategies suited to based on the title, among verbal, to a genre development: pictures, and situational, and contribute to the long descriptive and excerpts dramatic types of theme of a  general to narrative texts EN8VC-IId-17: irony and give particular literary particular Discern positive examples of each selection EN8LC-IId-2.13: and negative EN8LT-IId-  claim and4 Determine the tone messages conveyed 2.2.2: Explain counterclaim and mood of the in a material the literary speaker or characters viewed devices used  problem- solution in the narrative  cause-effect listened to  and others EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-9: EN8G-IIe-9: Use Explain visual-verbal Employ appropriate Predict the gist of Discriminate Appreciate appropriate the material viewed between literal literature as an grammatical signals relationships illustrated listening skills and based on the title, and figurative art form inspired or expressions in tables, graphs, and strategies suited to pictures, and language and influenced suitable to each excerpts by nature pattern of idea5 information maps long descriptive and EN8VC-IIe-17: development: found in expository narrative texts Discern positive and negative  general to texts EN8LC-IIe-2.17.3: messages conveyed particular EN8RC-IIe-11: Infer the theme of  claim and Transcode information the text listened to from linear to non- Page 120 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency linear texts and vice- persuasive) counterclaim versa in a material EN8OL-IIf-2.6:  problem- Use appropriate viewed non-verbal cues solution when delivering  cause-effect EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3: EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: lines in an  and others Predict the gist of 10.1.4: Identify Explain how the Develop entertainment Explain visual-verbal Employ appropriate the material viewed figures of speech elements specific paragraphs that speech EN8G-IIf-9: Use relationships illustrated listening skills and based on the title, that show to a genre illustrate each text appropriate pictures, and emphasis contribute to the type (narrative in EN8OL-IIg-3: grammatical signals in tables, graphs, and strategies suited to excerpts (hyperbole and theme of a literature, Deliver a self- or expressions information maps long descriptive and EN8VC-IIf-17: litotes) particular literary expository, composed suitable to each Discern positive selection explanatory, factual entertainment pattern of idea found in expository narrative texts and negative EN8LT-IIf- and personal speech using all the development: texts EN8LC-IIf-2.5: messages conveyed 2.2.3: Determine recount, needed speech in a material tone, mood, persuasive) conventions  general to6 EN8RC-IIf-11: Formulate predictions viewed technique, and EN8OL-IIh-3.13: particular Transcode information purpose of the Maintain the from linear to non- about the contents of author interest of the  claim and linear texts and vice- the listening text. audience by counterclaim delivering punch versa lines effectively  problem- solution EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIh-3: Predict the gist of 10.1.4: Identify Explain how the Develop Deliver a self-  cause-effect Explain visual-verbal Employ appropriate the material viewed figures of speech elements specific paragraphs that composed  and others relationships illustrated listening skills and based on the title, that show to a genre illustrate each text entertainment pictures, and emphasis contribute to the type (narrative in speech using all the EN8G-IIg-9: Use in tables, graphs, and strategies suited to excerpts (hyperbole and theme of a literature, needed speech appropriate information maps long descriptive and EN8VC-IIg-17: litotes) particular literary expository, conventions grammatical signals Discern positive selection explanatory, factual or expressions found in expository narrative texts and negative EN8LT-IIg- and personal suitable to each texts EN8LC-IIg-3.12: messages conveyed 2.2.3: Determine recount, pattern of idea in a material tone, mood, persuasive) development:7 EN8RC-IIg-11: Listen to paraphrase Transcode information information/ideas viewed technique, and  general to purpose of the particular from linear to non- author linear texts and vice-  claim and counterclaim versa  problem- EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: solution Predict the gist of 10.1.4: Identify Draw similarities Develop Explain visual-verbal Employ appropriate the material viewed figures of speech and differences paragraphs that  cause-effect relationships illustrated listening skills and based on the title, that show of the featured illustrate each text  and others pictures, and emphasis selections in type (narrative in8 in tables, graphs, and strategies suited to excerpts (hyperbole and relation to the literature, EN8G-IIh-9: Use information maps long descriptive and EN8VC-IIh-17: litotes) theme expository, appropriate grammatical signals found in expository narrative texts Discern positive explanatory, factual or expressions texts EN8LC-IIh-7.2: suitable to each pattern of idea EN8RC-IIh-2.15: Employ projective development:K to 12 English Curriculum Guide July 2015  general to Page 121 of 164

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development and personal Fluency Organize information in listening strategies recount, particular tables, graphs, and with longer stories and negative persuasive) EN8OL-IIi-3:  claim and maps Deliver a self- messages conveyed EN8WC-IIi-2.2: composed counterclaim in a material Develop entertainment  problem- paragraphs that speech using all the viewed illustrate each text needed speech solution type (narrative in conventions  cause-effect EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: literature,  and others Explain visual-verbal Employ appropriate Predict the gist of Discriminate Explain how a expository, between literal explanatory, factual EN8G-IIi-9: Use relationships illustrated listening skills and the material viewed and figurative selection may be and personal appropriate in tables, graphs, and strategies suited to based on the title, language influenced by recount, grammatical signals pictures, and culture, history, persuasive) or expressions information maps long descriptive and excerpts environment, or suitable to each found in expository narrative texts EN8VC-IIi-17: other factors pattern of idea Discern positive development: texts EN8LC-IIi-7.2: and negative9 EN8RC-IIi-2.15: Employ projective messages conveyed  general to in a material particular Organize information in listening strategies viewed tables, graphs, and with longer stories  claim and counterclaim maps  problem- solution  cause-effect  and others10 Culminating TaskK to 12 English Curriculum Guide July 2015 Page 122 of 164

K to 12 BASIC EDUCATION CURRICULUMTHIRD QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARDPERFORMANCE STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those other countries. The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual 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 acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance,and behavior.Week RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: Fluency EN8RC-IIIa-10: EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- Explain the Identify the Organize EN8OL-IIIa- Share ideas using Recognize propaganda Determine the target 3.4/4.4/5.4: meaning of a notable literary information about a 3.11: Use the opinion-marking techniques used in a audience of a Determine the word through genres chosen subject correct sounds of signals given text listening text and the target audience of structural analysis contributed by using a graphic English during EN8G-IIIa-3.6: Use objective/s of the a material viewed (prefixes, roots, Southeast Asian organizer speech delivery modals appropriately speaker suffixes) writers EN8LT-IIIa- EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:1 EN8V-IIIb-15.3: 11.1: Identify 1.1.6: Transcode Observe the use of Share ideas using Explain the the distinguishing information from a correct stress, opinion-marking EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- meaning of a features of graphic organizer pitch, and juncture signals Recognize propaganda Judge the relevance 3.4/4.4/5.4: word through notable poems, to a topic or when delivering a EN8G-IIIb-3.6: Use structural analysis short stories, sentence outline persuasive speech modals appropriately techniques used in a and worth of ideas Determine the (prefixes, roots, dramas, and2 given text presented in the text target audience of suffixes) novels contributed by listened to a material viewed Southeast Asian writers EN8LT-IIIb-11: Identify the notable literary genres contributed by Southeast Asian writers EN8LT-IIIb-K to 12 English Curriculum Guide July 2015 Page 123 of 164

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8WC-IIIc- EN8RC-IIIc-10: 11.1: Identify 1.1.6: Expand the EN8OL-IIIc-5: Share ideas using content of an Observe the use of opinion-marking the distinguishing outline using notes correct stress, signals features of from primary and pitch, and juncture EN8G-IIIc-11: Use secondary sources when delivering a appropriate notable poems, persuasive speech documentation short stories, EN8WC-IIId- EN8G-IIIc-3.6: Use 2.2.16: Compose EN8OL-IIId-5: modals appropriately dramas, and an informative Observe the use of novels essay correct stress, EN8G-IIId-11: Use pitch, and juncture appropriate contributed by EN8SS-IIIe-1.6: when delivering a documentation Show respect for persuasive speech EN8G-IIId-3.6: Use Southeast Asian intellectual property modals appropriately writers rights by EN8OL-IIIe- acknowledging 1.14: Use EN8G-IIIe-3.6: Use EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18: EN8V-IIIc-15.3: EN8LT-IIIc- citations made in appropriate modals appropriately Differentiate facts from Employ different Determine the Explain the 2.2: Explain how an informative persuasive devices EN8G-IIIe-12: Use essay emphasis markers for opinions listening strategies issue and stand meaning of a the elements persuasive purposes suited to the topic, presented in the word through specific to a Page 124 of 164 purpose, and level of material viewed structural analysis genre contribute difficulty of the (prefixes, roots, to the theme of a3 listening text suffixes) particular literary selection EN8LT-IIIc- 2.2.1: Express appreciation for sensory images used EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- Utilize coping reading Judge the relevance Determine the Use appropriate 2.2: Explain how strategies to process and worth of ideas information in a text presented in the text issue and stand strategies for the elements listened to presented in the unlocking specific to a material viewed unfamiliar words genre contribute to the theme of a4 particular literary selection EN8LT-IIId- 2.2.4: Explain figurative language used EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: React to what is Determine the stand Determine the Arrive at meanings Appreciate asserted or expressed of the speaker on a issue and stand through context literature as a5 in a text given issue presented presented in the clues mirror to a in the text listened to material viewed shared heritage of people with diverse backgroundsK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 6 Comprehension Comprehension Composition Awareness 7 Comprehension Development EN8SS-IIIe- Fluency 8 EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: 1.6.3: EN8G-IIIf-3.6: Use Evaluate the details Distinguish facts from EN8VC-IIIf-19: EN8V-IIIf-12.3: EN8LT-IIIf- Acknowledge EN8OL-IIIf-3: modals appropriately that support assertions opinion cited in the Judge the Arrive at meanings 2.2: Explain how sources by creating Deliver a self- EN8G-IIIf-12: Use in a text text listened to relevance and through context the elements a bibliography composed emphasis markers for worth of ideas clues specific to a EN8SS-IIIf-1.6: persuasive speech persuasive purposes EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: presented in the genre contribute Show respect for Examine biases (for or Employ different material viewed EN8V-IIIg-26: to the theme of a intellectual property EN8OL-IIIg- EN8RC-IIIg-10: against) made by the listening strategies Analyze intention particular literary rights by 1.14: Use Share ideas using author suited to the topic, EN8VC-IIIg-19: of words or selection acknowledging appropriate opinion-marking purpose, and level of Judge the expressions used EN8LT-IIIf- citations made in persuasive devices signals EN8RC-IIIh-3.1.12: difficulty of the relevance and in propaganda 2.2.5: Determine an informative EN8G-IIIg-3.6: Use Examine biases (for or listening text worth of ideas techniques key ideas, tone, essay. EN8OL-IIIh-3: modals appropriately. against) made by the presented in the and purposes of EN8SS-IIIf- Deliver a self- EN8G-IIIg-12: Use author EN8LC-IIIh-7.4: material viewed EN8V-IIIh-26: the author 1.6.3: composed emphasis markers for Determine various Analyze intention Acknowledge persuasive speech persuasive purposes social, moral, and EN8VC-IIIh-19: of words or EN8LT-IIIg- sources by creating economic issues Judge the expressions used 2.2: Explain how a bibliography. EN8RC-IIIh-10: discussed in the text relevance and in propaganda the elements EN8SS-IIIg-1.6: Share ideas using listened to worth of ideas techniques specific to a Show respect for opinion-marking presented in the genre contribute intellectual property signals material viewed to the theme of a rights by EN8G-IIIh-3.6: Use particular literary acknowledging modals appropriately selection citations made in EN8G-IIIh-12: Use EN8LT-IIIg- an informative emphasis markers for 2.2.5: Determine essay persuasive purposes key ideas, tone, EN8SS-IIIg- and purposes of 1.6.4: Use the author conventions in citing sources EN8LT-IIIh- 2.3: Identify EN8SS-IIIh-1.6: similarities and Show respect for differences of the intellectual property featured rights by selections acknowledging citations made in an informative essay EN8SS-IIIh- 1.6.5: Use in-text citationK to 12 English Curriculum Guide July 2015 Page 125 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 9 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 10 Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8WC-IIIi- EN8RC-IIIi-10: Utilize coping reading Determine various EN8VC-IIIi-19: EN8V-IIIi-25: EN8LT-IIIi-3: 2.2.16: Compose EN8OL-IIIi-4.1: Share ideas using strategies to process social, moral, and an informative Use appropriate opinion-marking information in a text economic issues Judge the Use appropriate Explain how a essay verbal and non- signals discussed in the text relevance and strategies for selection is verbal cues when EN8G-IIIi-11: Use listened to delivering a appropriate worth of ideas unlocking influenced by persuasive speech documentation presented in the unfamiliar words culture, history, EN8G-IIIi-3.6: Use modals appropriately material viewed environment EN8G-IIIi-12: Use emphasis markers for persuasive purposes Culminating TaskK to 12 English Curriculum Guide July 2015 Page 126 of 164

K to 12 BASIC EDUCATION CURRICULUMFOURTH QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL 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 deeper appreciation of Philippine Culture.CONTENT STANDARD The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow inPERFORMANCE STANDARD various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing. The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a memorized oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.Week RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN8LT-IVa-13: EN8WC-IVa- Fluency EN8G-IVa-15: Use EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: Identify notable 3.4.1: Identify EN8OL-IVa-3.11: appropriate modifiers Identify positions of a Predict what is to Analyze the Use various literary genres features of Use the correct EN8G-IVa-16: Use topic sentence follow after a elements that make strategies in contributed by journalistic writing production of the appropriate logical segment of a text up reality and decoding the South and West sounds of English connectors for listened to fantasy based on a meaning of words Asian writers EN8WC-IVb- when delivering a emphasis material viewed EN8LT-IVa- 3.4.2: Distinguish manuscript or 13.1: Identify among types of memorized speech EN8G-IVb-13: Use1 the distinguishing journalistic writing in an oration, in a active and passive features found in (news report, declamation or in a constructions in EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12: EN8V-IVb-15: religious texts, opinion article, dramatic journalistic contexts. Raise questions Use various epics, myths, feature article, and monologue EN8G-IVb-3: Use Identify details that Infer thoughts and about a particular strategies in drama, and short sports news article) past and past perfect support the topic feelings expressed in aspect of a material decoding the stories EN8OL-IVb-3.11: tenses in journalistic viewed meaning of words contributed by Use the correct writing2 sentence a text listened to South and West production of the Asian writers sounds of English Page 127 of 164 EN8LT-IVb-13: when delivering a Identify notable manuscript or literary genres memorized speech contributed by in an oration, in a South and West Asian writers EN8LT-IVb- 13.1: IdentifyK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Composition Awareness Comprehension Development Fluency EN8WC-IVc- declamation or in a EN8G-IVc-14: Use the distinguishing 3.4.2: Distinguish dramatic direct and reported among types of monologue speech in journalistic features found in journalistic writing writing religious texts, (news report, EN8OL-IVc-3.11: EN8G-IVc-15: Use opinion article, Use the correct appropriate modifiers epics, myths, feature article, and production of the drama, and short sports news article) sounds of English EN8G-IVd-14: Use when delivering a direct and reported stories EN8WC-IVd- manuscript or speech in journalistic contributed by 3.4.2: Distinguish memorized speech writing among types of in an oration, in a EN8G-IVd-3: Use South and West journalistic writing declamation or in a past and past perfect (news report, dramatic tenses in journalistic Asian writers opinion article, monologue writing feature article, and EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: sports news article) EN8OL-IVd-3.11: Page 128 of 164 Note explicit and Raise questions about Use the correct implicit signals (like the text listened to Compare and Use various Identify notable production of the cohesive devices) contrast one’s strategies in literary genres sounds of English used by the writer when delivering a beliefs/convictions decoding the contributed by manuscript or with those meaning of words South and West memorized speech in an oration, in a presented in a Asian writers declamation or in a material viewed EN8LT-IVc- dramatic monologue 13.1: Identify3 the distinguishing features found in religious texts, epics, myths, drama, and short stories contributed by South and West Asian writers EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20: EN8V-IVd-15: EN8LT-IVd-13: Interpret and follow Judge the relevance instructions, and worth of ideas Analyze the Use various Identify notable directions, notices, presented in the text elements that make strategies in literary genres rules and regulations listened to up reality and decoding the contributed by fantasy based on a meaning of words South and West material viewed Asian writers EN8LT-IVd- 13.1: Identify4 the distinguishing features found in religious texts, epics, myths, drama, and short stories contributed by South and West Asian writersK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 5 Comprehension Comprehension Composition Awareness 6 EN8LC-IVe-3.14: Comprehension Development EN8WC-IVe-3.4: Fluency EN8G-IVe-14: Use EN8RC-IVe-13: Use Summarize Compose EN8OL-IVe-5: direct and reported 7 text type knowledge information from the EN8VC-IVe-12: EN8V-IVe-15: EN8LT-IVe-12: journalistic texts Use the appropriate speech in journalistic (narrative in text listened to. prosodic features of writing literature, Raise questions Use various Appreciate EN8WC-IVf-7: speech like pitch, EN8G-IVe-3: Use instructions, EN8LC-IVf-10: about a particular strategies in literature as an Use primary and stress, juncture, past and past perfect explanation, factual Process speech secondary sources volume, and tenses in journalistic and personal recount, delivered by making aspect of a material decoding the expression of to develop a topic projection, writing persuasive, inferences from what viewed meaning of words philosophical and for journalistic intonation and EN8G-IVe-15: Use expository) to process has been listened to writing speech rate appropriate modifiers information in a text religious ideals EN8G-IVf-13: Use EN8WC-IVg-1.6: EN8OL-IVf-5: Use active and passive EN8RC-IVf-10.2: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: Show respect for the appropriate constructions in Distinguish between Compare and Use various Explain how the intellectual property prosodic features of journalistic contexts general and specific contrast one’s strategies in elements specific rights by speech like pitch, EN8G-IVf-16: Use statements beliefs/convictions decoding the to a genre acknowledging stress, juncture, appropriate logical with those meaning of words contribute to the sources of volume, and connectors for presented in a theme of a information in projection, emphasis material viewed particular literary journalistic writing intonation and selection speech rate EN8G-IVg-14: Use EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20: EN8V-IVg-15: EN8LT-IVf- direct and reported Evaluate the accuracy Judge the relevance Analyze the Use various 2.2.1: Express EN8OL-IVg-1.5: speech in journalistic of a given information and worth of ideas elements that make strategies in appreciation for Deliver a writing presented in the text up reality and decoding the sensory images manuscript/memori EN8G-IVg-15: Use used zed oral speech appropriate modifiers listened to fantasy based on a meaning of words EN8LT-IVf- with ease and EN8G-IVg-16: Use material viewed 2.2.4: Explain fluency before an appropriate logical figurative audience connectors for language used emphasis EN8LT-IVg- 2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN8LT-IVg- 2.2.5: Determine key ideas, tone, and purposes of the authorK to 12 English Curriculum Guide July 2015 Page 129 of 164

K to 12 BASIC EDUCATION CURRICULUM RC LC VC V LT WC F GWeek Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 8 Comprehension Comprehension Composition Awareness EN8RC-IVh-2.12: EN8LC-IVh-10: Comprehension Development EN8SS-IVh- Fluency 9 Draw conclusions Process speech 1.6.4: Use writing EN8G-IVh-13: Use 10 from a set of details delivered by making EN8VC-IVh-12: EN8V-IVh-15: EN8LT-IVh- conventions to EN8OL-IVh-3.7: active and passive inferences from what indicate Use effective non- constructions in EN8RC-IVi-15: has been listened to Raise questions Use various 2.3: Identify acknowledgement verbal journalistic contexts Synthesize essential about a particular strategies in similarities and of sources communication EN8G-IVh-14: Use information found in EN8LC-IVi-3.14: strategies: gestures direct and reported a given text Summarize aspect of a material decoding the differences of the EN8WC-IVi-3.4: and body speech in journalistic information from the viewed meaning of words featured Compose movements and writing text listened to journalistic texts eye contact, etc. selections EN8LT-IVh-3: Explain how a selection is influenced by culture, history, environment EN8VC-IVi-15: EN8V-IVi-15: EN8LT-IVi-12: EN8OL-IVi-1.5: EN8G-IVi-13: Use Compare and Use various Appreciate Deliver a active and passive manuscript/ constructions in contrast one’s strategies in literature as an memorized oral journalistic contexts beliefs/convictions decoding the expression of speech with ease EN8G-IVi-14: Use and fluency before direct and reported with those meaning of words philosophical and an audience speech in journalistic presented in a religious ideals writing EN8G-IVi-3: Use material viewed past and past perfect tenses in journalistic writing EN8G-IVi-15: Use appropriate modifiers EN8G-IVi-16: Use appropriate logical connectors for emphasis Culminating TaskK to 12 English Curriculum Guide July 2015 Page 130 of 164

K to 12 BASIC EDUCATION CURRICULUM GRADE 9FIRST QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARDPERFORMANCE STANDARD The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: Fluency EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: Provide words or Analyze literature Distinguish EN9G-Ia-17: Use Share prior Process information Infer thoughts, expressions as a means of between and EN9OL-Ia-1.15: normal and inverted knowledge about a mentioned in the text feelings, and appropriate for a discovering the among informative, Use the appropriate word order in creative text topic listened to intentions in the given situation self journalistic, and segmentals (sounds writing EN9LC-Ia-3.6: material viewed EN9LT-Ia-14.1: literary writing. of English) and the EN9G-Ia-1.6/1.7: Perform a task by EN9V-Ib-1: Identify the suprasegmentals or Use appropriate following instructions Provide words or distinguishing EN9WC-Ib-8: prosodic features of punctuation marks expressions features of Distinguish speech when and capitalization to appropriate for a notable Anglo- between and delivering lines of convey meaning given situation American lyric among informative, poetry and prose in EN9G-Ia-18: Use poetry, songs, journalistic, and a speech choir, jazz interjections to poems, sermons, literary writing chants and raps. convey meaning and allegories EN9RC-Ib-16: EN9LC-Ib-6.2: Infer EN9VC-Ib-3.8: EN9OL-Ib-1.15: EN9G-Ib-17: Use Share prior thoughts, feelings Infer thoughts, EN9LT-Ib-14: Use the appropriate normal and inverted Analyze literature segmentals (sounds word order in creative knowledge about a and intentions of the feelings, and as a means of of English) and the writing discovering the suprasegmentals or EN9G-Ib-1.6/1.7: text topic speaker intentions in the self prosodic features of Use appropriate2 material viewed EN9LT-Ib-14.2: speech when punctuation marks Explain how the delivering lines of and capitalization to elements specific poetry and prose in convey meaning to a selection a speech choir, jazz EN9G-Ib-18: Use build its themeK to 12 English Curriculum Guide July 2015 Page 131 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency interjections to EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: convey meaning Take note of Paraphrase the text Infer thoughts, Explain how words Analyze literature Distinguish chants and raps sequence signals or listened to feelings, and are derived from as a means of between and EN9F-Ib-3.1: EN9G-Ic-17: Use connectors to intentions in the names of persons enhancing the among informative, Produce the correct normal and inverted determine patterns of material viewed and places self journalistic, and beat and rhythm in word order in creative idea development EN9LT-Ic-2.2: literary writing delivering jazz writing given in a text Explain how the chants and raps EN9G-Ic-1.6/1.7: elements specific EN9WC-Id-8.1: Use appropriate3 to a genre Examine sample EN9OL-Ic-1.15: punctuation marks contribute to the texts representative Use the appropriate and capitalization to theme of a of each type. segmentals (sounds convey meaning particular literary of English) and the EN9G-Ic-18: Use selection EN9WC-Ie-9: suprasegmentals or interjections to Compose forms of prosodic features of convey meaning. EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: literary writing speech when Summarize the Explain how words Analyze literature delivering lines of EN9G-Id-17: Use Scan sequence Agree or disagree contents of the are derived from as a means of poetry and prose in normal and inverted signals or connectors with the ideas of the material viewed names of persons discovering the a speech choir, jazz word order in creative and places self chants and raps writing to determine patterns speaker EN9VC-Ie-21: EN9LT-Id- EN9F-Ic-3.1: EN9G-Id-1.6/1.7: of idea development EN9LC-Id-8.5: Summarize the 2.2.1: Express Produce the correct Use appropriate contents of the appreciation for beat and rhythm in punctuation marks4 Accept or reject ideas material viewed sensory images delivering jazz and capitalization to mentioned chants and raps convey meaning used EN9G-Id-18: Use EN9OL-Id-1.14: interjections to EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make EN9V-Ie-11: EN9LT-Ie-14: Use the correct convey meaning. Skim to determine decisions based on Arrive at meaning Analyze literature pitch, juncture, EN9G-Ie-17: Use of words through as a means of stress, intonation, normal and inverted key ideas and what is listened to word formation discovering the rate of speech, word order in creative author’s purpose (clipping, self volume and writing blending, EN9LT-Ie- projection when EN9G-Ie-1.6/1.7:5 acronymy, 2.2.2: Explain delivering lines of Use appropriate compounding, folk the literary poetry and prose in punctuation marks dramatic and and capitalization to etymology, etc.) devices used conventional convey meaning speech choirs Page 132 of 164 EN9OL-Ie-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when delivering lines of poetry and prose inK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN9SS-If-1.5.1: EN9LC-If-8.2: EN9VC-If-19: EN9V-If-11: EN9LT-If-14: EN9WC-If-9.1: dramatic and EN9G-Ie-18: Use conventional interjections to Skim to determine Judge the relevance Assess the Arrive at meaning Analyze literature Identify types and speech choirs convey meaning key ideas and and worth of ideas relevance and of words through as a means of features of poetry. EN9OL-If-2.6.2: Use the appropriate EN9G-If-17: Use author’s purpose. presented worth of ideas word formation discovering the gestures (hand, normal and inverted presented in the (clipping, self face, and body) word order in creative writing6 material viewed blending, EN9LT-If- EN9OL-Ig-2.6.2: EN9G-If-1.6/1.7: acronym, 2.2.3: Determine Use the appropriate Use appropriate gestures (hand, punctuation marks compounding, folk tone, mood, face, and body) and capitalization to etymology, etc.) technique, and convey meaning EN9F-Ih-3.14: EN9G-If-18: Use purpose of the Use the appropriate interjections to author. and effective convey meaning speech conventions EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw EN9VC-Ig-19: EN9V-Ig-12.3: EN9LT-Ig-14: EN9WC-Ig-9.1: expected of speech EN9G-Ig-17: Use a connection between generalizations and Assess the Note types of Analyze literature Identify types and choir presentations. normal and inverted word order in creative the present text and conclusions from the relevance and context clue as a means of features of poetry. EN9F-Ii-3.14: Use writing previously read texts material listened to worth of ideas (restatement, discovering the the appropriate and EN9G-Ig-1.6/1.7: effective speech Use appropriate presented in the definition, self conventions punctuation marks material viewed synonyms, EN9LT-Ig- and capitalization to7 antonyms) used 2.2.3: Determine convey meaning. EN9G-I0-18: Use for a given word tone, mood, interjections to convey meaning or expression. technique, and purpose of the EN9G-Ih-17: Use normal and inverted author word order in creative writing EN9RC-Ih-17: Make EN9LC-Ih-8.8: EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9G-Ih-1.6/1.7: Analyze literature Use literary devices Use appropriate a connection between Compare and contrast 1.5/2.5: Draw Note types of as a means of and techniques to punctuation marks the present text and information listened generalizations and context clue discovering the craft poetic forms. and capitalization to self convey meaning. previously read texts to conclusions from (restatement, EN9LT-Ih-2.3: EN9WC-Ii-3.6: EN9G-Ih-18: Use the material viewed definition, Draw similarities Use literary devices interjections to and differences and techniques to convey meaning8 synonyms, of the featured craft poetic forms antonyms) used selections in EN9G-Ii-17: Use relation to the normal and inverted for a given word theme word order in creative or expression writing EN9LT-Ii-14: EN9RC-Ii-18: EN9LC-Ii-3.14: EN9VC-Ii- EN9V-Ii-12.3: Analyze literature Page 133 of 164 Identify advance Summarize 1.5/2.5: Draw Note types of as a means of9 generalizations and context clue discovering the organizers, titles, sub- information from the conclusions from (restatement, titles, illustrations, text listened toK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency etc. given in a text the material viewed definition, self EN9G-Ii-1.6/1.7: expected of speech Use appropriate synonyms, EN9LT-Ii-3: choir presentations punctuation marks antonyms) used Explain how a and capitalization to convey meaning for a given word selection may be EN9G-Ii-18: Use or expression influenced by interjections to convey meaning culture, history, environment, or other factors10 Culminating TaskSECOND QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries. The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.PERFORMANCE STANDARD The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9LT-IIa-15: Fluency EN9G-IIa-19: EN9RC-IIa-3.2.7: EN9LC-IIa-11: EN9VC-IIa-1.4: EN9V-IIa-27: Analyze literature EN9WC-IIa-10: Use adverbs in Compare and Shift from one Establish Give the as a means of Distinguish the EN9OL-IIa-3.7: narration. contrast similar listening strategy to connections of appropriate valuing other features present in Employ varied information another based on events and how communicative people and their poetry and in verbal and non- Page 134 of 164 presented in topic, purpose, and these lead to the styles for various various prose. verbal strategies to different texts. level of difficulty of ending of a situations (intimate, circumstances in create impact on the argumentative material. casual, life. the audience while or persuasive text. conversational, EN9LT-IIa-15.1: delivering lines in a consultative, Identify the Readers Theatre or frozen). distinguishing in a Chamber features of notable Theatre.K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN9WC-IIb-10: Anglo-American Distinguish the features present in sonnets, dramatic poetry and in poetry, vignettes, prose. and short stories. EN9WC-IIc-10: Distinguish the2 EN9RC-IIb-19: EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: features present in EN9OL-IIb-3.7: EN9G-IIb-19: Get information Listen to get Summarize the Give the Analyze literature poetry and in Employ varied Use adverbs in prose. verbal and non- narration. from various print important information appropriate as a means of verbal strategies to media like information from contained in the communicative valuing other EN9WC-IId-10: create impact on Distinguish the the audience while brochures, argumentative/ material viewed. styles for various people and their features present in delivering lines in a pamphlets, persuasive texts. situations (intimate, various poetry and in Readers Theatre or prose. in a Chamber periodicals, and EN9LC-IIb-2.8: casual, circumstances in Theatre. audio-video Make inferences conversational, life. recordings. from what was consultative, EN9LT-II0-14.2: said. frozen). Explain how the elements specific to a selection build its theme.3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9F-IIc-3.11.1: EN9G-IIb-19: Get information 3.12/3.14: Listen Summarize the Give the Analyze literature Use the correct Use adverbs in production of narration from various print to paraphrase and information appropriate as a means of English sounds: media like summarize contained in the communicative valuing other vowels sounds, consonant sounds, brochures, information from material viewed. styles for various people and their diphthongs, etc. pamphlets, persuasive texts. situations (intimate, various periodicals, and casual, circumstances in audio-video conversational, life. recordings. consultative, EN9LT-IIc-2.2: frozen). Explain how the elements specific to a genre contribute to the theme of a particular literary selection.4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9F-IId-3.11.1: EN9G-IId-19: Get information Anticipate the Agree or disagree Give the Analyze literature Use the correct Use adverbs in production of narration. from various print points that will be with the ideas appropriate as a means of English sounds: media like made based on the presented in the communicative valuing other vowels sounds, consonant sounds, brochures, speaker’s purpose. material viewed. styles a situation people and their diphthongs, etc. pamphlets, (intimate, casual, various periodicals, and conversational, circumstances in audio-video consultative, life. recordings. frozen). EN9LT-IId-2.2.1: Express appreciation forK to 12 English Curriculum Guide July 2015 Page 135 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN9WC-IIe-10: sensory images Distinguish the features present in used. poetry and in prose.5 EN9RC-IIe-19: EN9LC-IIe-12: EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9OL-IIe-5: Use EN9G-IIe-20: Get information Make a stand Agree or disagree Give the Analyze literature EN9WC-IIf-9: the appropriate Use conditionals Compose forms of prosodic features of in expressing from various print based on the text with the ideas appropriate as a means of literary writing. speech when arguments media like listened to. presented in the communicative valuing other EN9WC-IIf-9.2: delivering lines in a Identify types and Readers Theatre or brochures, material viewed. styles for various people and their features of short in a Chamber pamphlets, situations (intimate, various prose. Theatre. periodicals, and casual, circumstances in EN9WC-IIg-9: audio-video conversational, life. Compose forms of literary writing. recordings. consultative, EN9LT-IIe-2.2.2: EN9WC-IIg-9.2: frozen). Explain the literary Identify types and features of short devices used. prose.6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: EN9VC-IIf-23: EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIh-9: EN9OL-IIf-5: Use EN9G-IIf-20: Sense the Draw conclusions Share personal Determine the Analyze literature Compose forms of the appropriate Use conditionals literary writing. prosodic features of in expressing difference between based on the text opinion about the vocabulary or as a means of EN9WC-IIh-9.3: speech when arguments. linear and non- listened to. ideas presented in jargons expected of valuing other delivering lines in a Readers Theatre or linear texts. the material a communicative people and their in a Chamber viewed. style. various Theatre. circumstances in life. EN9LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author.7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9OL-IIg-2.6: EN9G-IIg-20: Interpret React and share Share personal Determine the Analyze literature Employ effective Use conditionals and appropriate in expressing information found personal opinion opinion about the vocabulary or as a means of non-verbal arguments. in non-linear texts about the ideas ideas presented in jargons expected of valuing other communication to convey meaning in such as diagrams, listened to. the material a communicative people and their a Readers or maps, charts, etc viewed. style. various Chamber Theatre. circumstances in life. EN9LT-IIg-2.2.3: Determine tone, mood, technique, and purpose of the author.8 EN9RC-IIh- EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9OL-IIh-5: Use EN9G-IIh-20: 11.1.1: Match Analyze the content Judge the Determine the Analyze literature the appropriate Use past prosodic features of conditionals in diagrams with their and feeling levels relevance and vocabulary or as a means of speech when expressing corresponding of utterances in worth of ideas jargons expected of valuing other Page 136 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 9 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency write-ups. persuasive texts. presented in the a communicative people and their Use literary devices arguments. and techniques to delivering lines in a material viewed. style. various craft short prose Readers Theatre or circumstances in forms. in a Chamber Theatre. life. EN9LT-IIh-2.3: Draw similarities and differences of the featured selections in relation to the theme. EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-20: Organize Judge the Compose forms of the appropriate Use conditionals information in relevance and Judge the Determine the Analyze literature literary writing. prosodic features of in expressing various ways worth of ideas relevance and vocabulary or as a means of EN9WC-IIi-9.3: speech when arguments. (outlining, graphic, presented. Use literary devices delivering lines in a representations, worth of ideas jargons expected of valuing other and techniques to Readers Theatre or etc.) presented in the a communicative people and their craft short prose in a Chamber forms. Theatre. material viewed. style. various circumstances in life. EN9LT-IIi-3: Explain how a selection may be influenced by culture, history, environment, or other factors. 10 Culminating TaskK to 12 English Curriculum Guide July 2015 Page 137 of 164

THIRD QUARTER K to 12 BASIC EDUCATION CURRICULUMPROGRAM STANDARDGRADE LEVEL STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; 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.PERFORMANCE STANDARD The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9LT-IIIa-16: Fluency EN9G-IIIa-21: Use EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: Analyze literature EN9WC-IIIa-9: Analyze a one-act Employ appropriate 1.2/2.2: Interpret Get familiar with as a means of Compose forms of EN9OL-IIIa-3.7: verbals. play listening strategies the message the technical connecting to the literary writing Employ varied EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for world. EN9WC-IIIa-9.4: verbal and non- Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre EN9LT-IIIa- Identify types and verbal strategies elements specific to a Extract important (like stage 16.1: Identify features of a play while performing in one-act play information from directions) the distinguishing synopsis. a one-act play contribute to the argumentative/ features of EN9F-IIIa-3.11: development of its persuasive texts Anglo-American Produce the English theme one-act plays sounds correctly and effectively when delivering lines in a one-act play. EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Produce the English verbals. Analyze a one-act Reflect on the ideas the message the technical as a means of literary writing sounds correctly play of the speaker conveyed in a vocabulary for connecting to the EN9WC-IIIb-9.4: and effectively EN9G-IIIc-21: Use material viewed drama and theatre world Identify types and when delivering verbals. EN9LT-IIIb-20.1: (like stage EN9LT-IIIb- features of a play lines in a one-act Explain how the EN9VC-IIIc- directions) 16.1: Identify synopsis. play. Page 138 of 164 1.2/2.2: Interpret the distinguishing2 elements specific to a the message EN9V-IIIc-29: features of EN9WC-IIIc-9: EN9OL-IIIc-5: one-act play Get familiar with Anglo-American Compose forms of Use the appropriate the technical one-act plays literary writing prosodic features of contribute to the development of its EN9LT-IIIc-16: Analyze literature theme as a means of EN9RC-IIIc-20: EN9LC-IIIc-6.4:3 Analyze a one-act Interpret the play. information listenedK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 4 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9WC-IIIc-9.4: Fluency EN9LT-IIIc-20.1: to conveyed in a vocabulary for connecting to the Identify types and Explain how the features of a play speech when elements specific to a poster drama and theatre world synopsis. delivering lines in a one-act play (like stage EN9LT-IIIc- one-act play contribute to the EN9WC-IIId-9: development of its directions) 16.1: Identify Compose forms of theme the distinguishing literary writing EN9WC-IIId-9.4: features of Identify types and Anglo-American features of a play synopsis one-act plays EN9WC-IIIe-9: EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: Compose forms of EN9OL-IIId-5: EN9G-IIId-21: Use Analyze a one-act Recognize faulty 4.3/5.3: Analyze Get familiar with Analyze literature literary writing Use the appropriate verbals. play logic, unsupported EN9WC-IIIe-9.5: prosodic features of EN9LT-IIId-2.1.5: facts, and emotional the information the technical as a means of Use literary devices speech when Express appreciation appeal contained in the vocabulary for connecting to the and techniques to delivering lines in a for sensory images craft a play one-act play used material viewed drama and theatre world synopsis EN9LT-IIId-20.2: (like stage EN9LT-IIId- Explain the literary EN9WC-IIIf-9: devices used directions) 2.3: Draw Compose forms of similarities and literary writing EN9WC-IIIf-9.5: differences of the Use literary devices featured and techniques to craft a play selections in synopsis relation to the theme EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9OL-IIIe-5: EN9G-IIIe-21: Use Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Use the appropriate verbals. prosodic features of play and critical feedback/ the information the technical as a means of speech when EN9LT-IIIe-2.1.5: reaction to a specific contained in the vocabulary for connecting to the delivering lines in a one-act play Express appreciation context or situation material viewed drama and theatre world for sensory images (like stage EN9LT-IIIe-5 used directions) 2.3: Draw EN9LT-IIIe-20.2: similarities and Explain the literary differences of the devices used featured selections in relation to the theme EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9OL-IIIf-2: EN9G-IIIf-21: Use Analyze a one-act Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze literature Use effective and verbals. appropriate non- play and critical feedback/ the information the technical as a means of verbal EN9LT-IIIf-2.1.5: reaction to a specific contained in the vocabulary for connecting to the communication strategies6 Express appreciation context or situation material viewed drama and theatre world for sensory images (like stage EN9LT-IIIf- used directions) 2.3: Draw EN9LT-IIIf-20.2: similarities and Explain the literary differences of theK to 12 English Curriculum Guide July 2015 Page 139 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G 7 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 8 Comprehension Comprehension Comprehension Development Composition Awareness 9 devices used Fluency EN9G-IIIg-21: Use 10 EN9LC-IIIg-2.10: featured EN9WC-IIIg-9: verbals. EN9LT-IIIg-2.11: Share personal Compose forms of EN9OL-IIIg-2: Determine tone, opinion about the selections in literary writing Use effective and EN9G-IIIh-21: Use mood, technique, and ideas listened to relation to the EN9WC-IIIg-9.5: appropriate non- verbals. purpose of the author Use literary devices verbal EN9LC-IIIh-12.1: theme and techniques to communication EN9G-IIIi-21: Use EN9LT-IIIh-2.11: Analyze the content craft a play strategies verbals. Determine tone, and feeling levels of EN9VC-IIIg-24: EN9V-IIIg-29: EN9LT-IIIg-16: synopsis mood, technique, and utterances in Provide critical Get familiar with Analyze literature EN9OL-IIIh- purpose of the author persuasive texts EN9WC-IIIh-9: 3.10: Use feedback to the the technical as a means of Compose forms of appropriate multi- EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: idea presented in vocabulary for connecting to the literary writing media resources to Determine tone, Judge the relevance EN9WC-IIIh-9.5: accompany the oral mood, technique, and and worth of the material viewed drama and theatre world Use literary devices delivery of lines purpose of the author information/ ideas (like stage EN9LT-IIIg-3: and techniques to EN9LC-IIIi-8.6: craft a play EN9OL-IIIi-3.10: Form decisions based directions) Explain how a synopsis Use appropriate on the ideas selection may be multi-media mentioned EN9WC-IIIi-9: resources to influenced by Compose forms of accompany the oral culture, history, literary writing delivery of lines EN9WC-IIIi-9.5: environment, or Use literary devices other factors and techniques to craft a play EN9VC-IIIh-24: EN9V-IIIh-29: EN9LT-IIIh-16: synopsis Provide critical Get familiar with Analyze literature feedback to the the technical as a means of idea presented in vocabulary for connecting to the the material viewed drama and theatre world (like stage EN9LT-IIIh-3: directions) Explain how a selection may be influenced by culture, history, environment, or other factors EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: Provide critical Get familiar with Analyze literature feedback to the the technical as a means of idea presented in vocabulary for connecting to the the material viewed drama and theatre world (like stage EN9LT-IIIi-3: directions) Explain how a selection may be influenced by culture, history, environment, or other factors Culminating TaskK to 12 English Curriculum Guide July 2015 Page 140 of 164

K to 12 BASIC EDUCATION CURRICULUMFOURTH QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/her understanding of British-American Literature, including PhilippinePERFORMANCE 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 values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play. The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: Fluency EN9RC-IVa-2.18: EN9LC-IVa-13: Determine the Get familiar with Analyze literature Compose a play EN9G-IVa-22: Use Relate text content to Listen to lay value relevance and the the technical as a means of review EN9OL-IVa-3.7: active and passive particular social judgment on critical truthfulness of the vocabulary for understanding Use varied verbal constructions issues, concerns, or issues that demand ideas presented in drama and theater unchanging EN9WC-IVb-11: and non-verbal dispositions in real life sound analysis and the material viewed (like stage values in a Compose a play communication call for prompt directions) changing world review. strategies when actions EN9VC-IVb-10: EN9LT-IVa- performing in a full- Determine the EN9V-IVb-29: 17.1: Explain length play relevance and the Get familiar with how the EN9F-IVa-3.11: truthfulness of the the technical elements specific Produce the sounds ideas presented in vocabulary for to full-length of English the material viewed drama and theater plays build its effectively when (like stage theme delivering lines in a directions) EN9LT-IVb-17: full-length play Analyze literature EN9RC-IVb-2.18: EN9LC-IVb-13.1: as a means of EN9F-IVb-3.11: EN9G-IVb-22: Use understanding active and passive Relate text content to Get the different unchanging Produce the sounds constructions particular social sides of social, moral, values in a of English issues, concerns, or and economic issues changing world effectively when dispositions in real life affecting the nation EN9LT-IVb- delivering lines in a 17.1: Explain full-length play2 how the elements specific to full-lengthK to 12 English Curriculum Guide July 2015 Page 141 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness EN9WC-IVc-11: Fluency Compose a play plays build its review theme EN9WC-IVd-11: Compose a play EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: review. EN9OL-IVc-2: EN9G-IVc-23: Relate text content to Employ analytical Determine the Get familiar with Analyze literature Employ effective Express permission, particular social listening to make EN9WC-IVe-11: and appropriate obligation, and issues, concerns, or prediction/projections relevance and the the technical as a means of Compose a play non-verbal prohibition. dispositions in real life truthfulness of the vocabulary for understanding review communication strategies ideas presented in drama and theater unchanging EN9WC-IVf-11: the material viewed (like stage values in a Compose a play3 review directions) changing world EN9LT-IVc- 2.2.1: Express appreciation for sensory images used EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd-17: EN9OL-IVd-2: EN9G-IVd-23: Employ effective Express permission, Relate text content to Analyze the stand of 1.3/2.3: Get familiar with Analyze literature and appropriate obligation, and particular social the speaker based on Formulate the technical as a means of non-verbal prohibition. communication issues, concerns, or the explicit statement predictions based vocabulary for understanding strategies dispositions in real life made on the material drama and theater unchanging4 viewed (like stage values in a directions) changing world EN9LT-IVd- 2.2.2: Explain the literary devices used EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe-17: EN9OL-IVe-2: EN9G-IVe-23: Employ effective Express permission, Relate text content to Compare and contrast 1.3/2.3: Get familiar with Analyze literature and appropriate obligation, and particular social ideas listened to Formulate the technical as a means of non-verbal prohibition communication writing an evaluation issues, concerns, or predictions based vocabulary for understanding strategies dispositions in real life on the material drama and theater unchanging5 viewed (like stage values in a directions) changing world EN9LT-IVe- 2.2.2: Explain the literary devices used EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC-IVf- EN9V-IVf-29: EN9LT-IVf-17: EN9OL-IVf-1.14: EN9G-IVf-1: Change Use the appropriate direct to indirect Judge the relevance Differentiate biases 1.3/2.3: Get familiar with Analyze literature suprasegmentals: speech and vice versa and worth of ideas, from prejudices Formulate the technical as a means of pitch, stress, juncture,6 soundness of author’s predictions based vocabulary for understanding intonation, etc. reasoning, and the on the material drama and theater unchanging effectiveness of the viewed (like stage values in a presentation directions). changing worldK to 12 English Curriculum Guide July 2015 Page 142 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency EN9WC-IVg-11: EN9LT-IVf- Compose a play review 2.2.3: Determine tone, mood, EN9WC-IVh-11: Compose a play technique, and review purpose of the EN9WC-IVi-11: author Compose a play review EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9OL-IVg-1.14: EN9G-IVg-1: Judge the relevance Judge the relevance Take a stand on Get familiar with Analyze literature Use the appropriate Change direct to suprasegmentals: indirect speech and and worth of ideas, and truthfulness of critical issues the technical as a means of pitch, stress, vice versa soundness of author’s the ideas listened to brought up in the vocabulary for understanding juncture, intonation, etc. reasoning, and the material viewed drama and theater unchanging effectiveness of the (like stage values in a7 presentation directions) changing world EN9LT-IVg- 2.2.3: Determine tone, mood, technique, and purpose of the author EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9OL-IVh-3.10: EN9G-IVh-24: Use Judge the relevance Judge the validity of Take a stand on Get familiar with Analyze literature Use appropriate words to express multi-media evaluation and worth of ideas, the evidence listened critical issues the technical as a means of resources soundness of author’s to brought up in the vocabulary for understanding appropriately, effectively and reasoning, and the material viewed drama and theater unchanging efficiently effectiveness of the (like stage values in a8 presentation directions) changing world EN9LT-IVh- 2.3: Draw similarities and differences of the featured selections in relation to the theme EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9OL-IVi-3.10: EN9G-IVi-25: Judge the relevance Make generalizations Take a stand on Get familiar with Analyze literature Use appropriate Observe tense multi-media consistency in writing and worth of ideas, critical issues the technical as a means of resources an evaluation soundness of author’s brought up in the vocabulary for understanding appropriately, effectively and9 reasoning, and the material viewed drama and theater unchanging efficiently effectiveness of the (like stage values in a presentation directions) changing world EN9LT-IVi-3: Explain how aK to 12 English Curriculum Guide July 2015 Page 143 of 164

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency selection may be influenced by culture, history, environment, or other factors10 Culminating Task GRADE 10FIRST QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature. The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 2 Comprehension Comprehension Comprehension Development Composition Awareness EN10VC-Ia- EN10V-Ia-13.9: EN10LT-Ia- Fluency EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: 1.4/2.4: Differentiate 14.2: Explain EN10WC-Ia- EN10G-Ia-27: Use Determine the effect Get information that Determine how formal from how the 12.1: Identify EN10OL-Ia-3.14: reflexive and of textual aids like can be used in connected events informal elements specific features of Identify the factors intensive pronouns advance organizers, everyday life from contribute to the definitions of to a selection persuasive texts of public speaking titles, non-linear news reports, totality of a words build its theme illustrations, etc. on speeches, informative material viewed the understanding of talks, panel EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use a text discussions, etc. EN10VC-Ib- 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and 1.4/2.4:Determine formal from elements specific features of interpret the ethics intensive pronouns EN10RC-Ib-2.15.2: EN10LC-Ib-4: how connected informal to a genre persuasive texts of public speaking Determine the effect Determine the events contribute Page 144 of 164 of textual aids like implicit and explicit advance organizers, signals, verbal, asK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness Fluency titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the EN10WC-Ic- EN10G-Ic-26: Using illustrations, etc. on used by the speaker 12.2: Formulate a EN10OL-Ic-3.16: words and the understanding of to highlight significant material viewed words theme of a statement of Describe the expressions that a text points particular literary opinion or assertion techniques in emphasize a point effective public selection EN10WC-Id- speaking EN10G-Id-26: Using EN10LT-Ib- 12.2: Formulate a words and statement of EN10OL-Id- expressions that 2.2.1: Express opinion or assertion 3.16.1: Employ the emphasize a point appreciation for techniques in public EN10WC-Ie- speaking in a EN10G-Ie-26: Using sensory images 12.2: Formulate a sample public words and statement of speaking situation expressions that used opinion or assertion emphasize a point EN10WC-Ie- EN10OL-Ie- EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: 12.3: Compose a 3.16.1: Employ the Page 145 of 164 persuasive text of techniques in public Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the three paragraphs speaking in a of textual aids like implicit and explicit how connected formal from elements specific expressing one’s sample public stand on an issue speaking situation advance organizers, signals, verbal, as events contribute informal to a genre titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the3 illustrations, etc. on used by the speaker material viewed words theme of a the understanding of to highlight significant particular literary a text points selection EN10LT-Ic- 2.2.2: Explain the literary devices used EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the of textual aids like indirect signals used based on the ideas formal from elements specific advance organizers, by a speaker presented in the informal to a genre titles, non-linear material viewed definitions of contribute to the illustrations, etc. on words theme of a4 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-25: EN10V-Ie-13.9: EN10LT-Ie-2.2: Determine the effect Point out the Express insights Differentiate Explain how the of textual aids like effectiveness of the based on the ideas formal from elements specific advance organizers, devices used by the presented in the informal to a genre titles, non-linear speaker to attract and material viewed definitions of contribute to the5 illustrations, etc. on hold the attention of words theme of a the understanding of the listener particular literary a text selection EN10LT-Ie- 2.2.3: DetermineK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMWeek RC LC VC V LT WC F G Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar 6 Comprehension Comprehension Comprehension Development Composition Awareness tone, mood, Fluency EN10G-If-3.6: Use 7 EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- technique, and EN10WC-If-12.3: modals 8 Compare new insights Determine the roles 25:Express insights 13.9:Differentiate purpose of the Compose a EN10OL-If- 9 with previous of discourse markers based on the ideas formal from author persuasive text of 3.16.1: Employ the EN10G-Ig-3.6: Use 10 learnings (e.g. conjunctions, presented in the informal three paragraphs techniques in public modals gambits, adverbs) in material viewed definitions of EN10LT-If-2.2: expressing one’s speaking in a EN10RC-Ig-21: signaling the words Explain how the stand on an issue sample public EN10G-Ih-3.6: Use Compare new insights functions of EN10VC-Ig- elements specific speaking situation modals with previous statements made 1.5/2.5:Draw EN10V-Ig- to a genre EN10WC-Ig- learnings generalizations and 13.9:Differentiate contribute to the 12.3: Compose a EN10OL-Ig- EN10G-Ii-3.6: Use EN10LC-Ig-8.7: conclusions based formal from theme of a persuasive text of 3.16.1: Employ the modals EN10RC-Ih-21: Make generalizations on the materials informal particular literary three paragraphs techniques in public Compare new insights viewed definitions of selection. expressing one’s speaking in a with previous EN10LC-Ih-14.3: EN10VC-Ih- words EN10LT-If- stand on an issue sample public learnings Show appreciation for 1.5/2.5:Draw EN10V-Ih- 2.2.3: Determine EN10WC-Ih- speaking situation songs, poems, and generalizations and 13.9:Differentiate tone, mood, 12.3: Compose a EN10OL-Ih- EN10RC-Ii-21: other listening texts conclusions based formal from technique, and persuasive text of 3.16.1: Employ the Compare new insights on the materials informal purpose of the three paragraphs techniques in public with previous EN10LC-Ii-14: viewed definitions of author expressing one’s speaking in a learnings Examine how spoken EN10VC-Ii- words stand on an issue sample public communication may 1.5/2.5:Draw EN10V-Ii- EN10LT-Ig-3: EN10WC-Ii-12: speaking situation be repaired or generalizations and 13.9:Differentiate Explain how a Compose short EN10OL-Ii- enhanced conclusions based formal from selection may be persuasive texts 3.16.1: Employ the on the materials informal influenced by using a variety techniques in public viewed definitions of culture, history, ofpersuasive speaking in a words environment, or techniques and sample public other factors devices speaking situation EN10LT-Ih-2.3: Draw similarities and differences of the featured selections in relation to the theme EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal conflicts Culminating ActivityK to 12 English Curriculum Guide July 2015 Page 146 of 164

K to 12 BASIC EDUCATION CURRICULUMSECOND QUARTERPROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeperGRADE LEVEL STANDARD appreciation of Philippine Culture and those of other countries.CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature. The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches.PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.Week RC LC VC V LT WC F G 1 Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar Comprehension Comprehension Comprehension Development Composition Awareness 2 EN10RC-IIa-11: EN10LC-IIa-11: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- Fluency EN10G-IIa-29: Transcode Switch from one EN10VC-IIa-3.8: 13.9: Give 14.2: Explain 13.1: Identify EN10OL-IIa-5: Observe correct information from listening strategy to Assess the technical and how the parts and features Employ appropriate grammar in making linear to non-linear another to extract effectiveness of the operational elements specific of argumentative pitch, stress, definitions texts and vice-versa meaning from the ideas presented in definitions to a selection essays juncture, listening text the material viewed build its theme intonation, etc. EN10G-IIb-29: EN10RC-IIb-11.2: taking into account EN10V-IIb- EN10WC-IIb- Observe correct Explain illustrations EN10LC-IIb-15.1: its purpose 13.9: Give EN10LT-IIb- 13.2: Formulate EN10OL-IIb- grammar in making from linear to non- Assess the technical and 14.2: Explain claims of fact, 5:Employ definitions linear texts and vice effectiveness of a EN10VC-IIb-3.8: operational how the policy, and value appropriate pitch, versa material listened to Assess the definitions elements specific stress, juncture, EN10G-IIc-29: taking into account effectiveness of the to a selection EN10WC-IIc- intonation, etc. Observe correct EN10RC-IIc-5.4: the speaker’s purpose ideas presented in EN10V-IIc-13.9: build its theme 13.3: Use patterns grammar in making Present information the material viewed Give technical and and techniques of EN10OL-IIc- definitions using tables, graphs, EN10LC-IIc-15.2: taking into account operational EN10LT-IIc- developing an 3.11: and maps Assess whether the its purpose definitions 2.2: Explain how argumentative Use the correct Page 147 of 164 speaker’s purpose is the elements claim sound of English achieved or not EN10VC-IIc-3.8: specific to a when delivering Assess the genre contribute impromptu and3 effectiveness of the to the theme of a extemporaneous ideas presented in particular literary speech the material viewed selection taking into account EN10LT-IIc- its purpose 2.2.1: Express appreciation for sensory images usedK to 12 English Curriculum Guide July 2015