Department of Education ENGLISHsterature and ENGRCIg 222 ‘Ga | Compose dear and coherent sentences using apo"oprate grammatical ENGG I-41 structures (verb tenses, conjunctions, adverbs) {G4 | Compose # persuasive essay on self-selected topic ENEWCNE22 (GRADE LEVEL: Grade 7 ‘GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/her understaning of Philippine Li ‘other texts types fora deeper appreciation of Philippine Culture. Ktoiz awe Most Essential Learning Competencies Duration | fo {Qi_| Supply other words or expressions that complete an analogy ENIAC 23 {Qi | Identity the genre, purpose, Intended audience and features of various ENCES viewed texts such as movie cl, taller, newsfash, internet-based program. documentary, video {Gi | Use the passive and active voice meaningful in varied contexts ENTG:ILe? {a1 | Use the past and past perfect tenses correctly n vared contexts EN7GUIN 3 {Q1_| Use direct and reported speech appropriately in varled contests EN7GHLe-3 {Qi | Use phrases, clauses, nd sentences appropriately and meaningfully ENIGIG-1 {Qi | Use appropriate reading strategies to meet one’s purpose (eg. ENTAC-B-10 Scanning, skimming, cose reading, etc) {@2 | Use listening strategies based on purpose, familaity withthe topic BWCIaS and levels of difficulty of short texts listened to “G2 | Use esearch engine to condurt.e guided seerch ana given topic INmsirets3 (02 | Navigate a website using essential features, eg. wing headings, links, ENIVAV-6-23. ete. {G2 | Research atopic with support using two or three sources provided, ©. INNES newspapers, website, video, images, podcast, print based material G2 | Summarize key information from a text ENSOLISE {G2 | Use analogy to describe or make a point {02 | Transcode information from inear to non linear taxts and vice-versa ENBRCIe-I“G3 | Use corvec and appropriate multi svedia Yevourcas when orally Ging ENTOLVe Information instructions, making explanations and narrating events in 3.10 personal or factual recounts {3 | Use the appropriate oral language, stance and behavior when giving ENTOLIg information, instructions, making explanations, and narrating events io 262 factual and personal recounts eN70U ‘G3 | Explain how a selection may be influenced by culture, history, ENTLT VS environment, or other factors {G5 | Express one’s beliels/convitions based on a maleval viewed INNEWia6 {G3 | Cite evidence to support a general statement ENTACIVg 1048 {G3 | React to what is asserted or expressed na text ENBRC-tTe {G3 | Raise sensible, challenging thought provoking questions in public forums/panel eiscussions, et. (GA | Distinguish features of academic writing ‘G4 [Employ a variety of strategies for effective interpersonal ‘communication (interview, dialog, conversation) EN7OLHbL.IE {G4 | Determine the worth of ideas mentioned in the toa istened to ENTICV-g.82 {Q4 | Determine the truthfulness and accuracy ofthe ateral viewed ENZVEh-10 {G4 | Diseower the conflicts presented in irs resolve those conflts in nonviolent ways ENTLT a {GA | Discover literature asa tool to assert one’s unique identity and ENTLTAILg S| better understand other people ‘G4 | Discover through Philine iterature the need Yo work cooperatively ENTS and responsibly in today’s global village {G4 [ Compose an informative essay ENTWEWa 22GRADE LEVEL: Grade 8 ‘GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/her understanding of Afro-Asian Literature and ‘other texts types fora deeper appreciation of Plippine Culture and those of other countries. Ktoi2 6 Code ‘Determine the meaning of words and expressions that rellect the local ENBVAIES culture by nating context clues ‘Use conventions in iting sources ENBSSlg- 164 Use modal verbs, nouns and adverbs appropiatah Identify and use signals that indicate coherence (eg. additive al, moreover; causative - 9s result, consequently; conditional/ concessional - otherwise in that case, however sequential -to begin with, in conclusion: laying for instance in fac in addition) Usea range of verbs, adjectives and adverbs to cenvey emotional response or reaction toan issue to persuade Explain visual-verbal elationshps ilustrated in tables, graphs, and ENBSSAeL2 Information maps found in expository texts ‘Use opinion-marking signals to share eas ‘Compare and contrast the presentation of the sare topicin different multimadal texts ‘Compare and contrast own opinions with those presented in friar texte Recognize postive and negative messages Conveyedin a text ‘Examine biases (for or against) made bythe author ENGR 3112 ‘Analye intention of words or expressions used in propaganda ENV. 26 techniques Determine various soda, moral and economic isues dscussed Inthe ENBICHIRT a text listened to ‘nalye iterature asa mirror toa shared heritage of people with diverse backgrounds ‘Most Ezzentis Learning Competencioz Duration glee) a2 a) g| aie &) &) &) Ble) 8‘Ure appropriate cohesive devieas i various iypes of speech Use parallel structures NEG iy Use appropriate grammatical signals or expressions suitable to each pattern of dea development: ‘© general to particular © caimand counterclaim ‘© problem-solution # cause-effect and others "Expand the content of an ouline using notes om primary and secondary sources 116 ‘Synthesize essential information found in varioussources Compose effective paragraphs enw 28 gieie| 2 ‘Develop paragraphs that illustrate each text type narrative In literature, expository, explanatory factual and personal recount, persuasive) zg Deliver a selfcomposed speech using all the needed speech conventionsGRADE LEVEL: Grade 9 [GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his her understanding of Brtish-American Literature, including Plippine Literature and other texts types fora deeper appreciation of Philippine Culture and those of other countries. Ktoi2 er ‘Most Ezzentis Learning Competencioz Duration | Kt012 {Gi | Express permission, obigatin, and prohibition sng modals {Q1 | Use conditionals in expressing arguments ENBG ie 20 ‘a1 | Employ the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, rezen) {G2 | Make connections between texts to particular social issues, concerns, ‘or cispositions in real ie {G2 | Analyze Iterature asa means of understanding unchanging values in| the VUCA (volatile, uncertain, complex, ambiguous] world ‘G3 | Differentiate bases from prejudices ENBLCWEISS {G3 | Determine the relevance and te truthfulness ofthe eas presented in ENDVCIVe-10 the material viewed ‘G3 | judge the validity ofthe evidence listened to ENSLCIVR 235 ‘G4 | Judge the relevance and wort of ideas, soundness of authors ENQRC-VF2.22 reasoning, and the effectiveness ofthe resentation ‘G4 | React to lay value judgment on critical issues that demand sound analysis and cll for prompt actions ‘GRADE LEVEL: Grade 10 ‘GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of World Literature, including Philippine Literature. Ktoi2 tr ‘Most Essential Learning Competencies duration | X02? {Qi | Use information from news reports, speeches, informative talks, panel ENIOLC tat aliscussions, etc. in everyday conversations and exchanges:“Gi | Datarinine the effect of tertual aide ike advance wrganira, lcs, non ENIORC Ts linear ilustrations, etc. on the understanding of atext 2.15.2 ‘Gi | Appraise the unity of plat, setting and characterization ina material ENIOVEAVEDS viewed to achieve the writer's purpose ‘Gi | Compare and contrast the contents ofthe materials viewed with ENIOVE-Ve-15 ‘outside sources of information in terms of accessbilty and effectiveness ‘Gi | Employ analytical stening a problem solving ENi0LCe132 {Qi | Evaluate and make judgements about a range of texts using a set of Uaiteris ea. comparing anyones on le sane Look, gun a stor story ‘Gi | Evaluate spoken texts using gven criteria, eg. uency, tone, cohesion, correctness (G2 | Observe the language of research. campaigns, and advocades ENioGva 32 (Q2 | identify ey structural elements, eg. ‘+ Exposition - Statement of position, + Arguments, + Restatement of Positions and language features of an argumentative text, <8 ‘© modal verbs: should, must, might, and modal adverbs: usually, probably te; ‘+ attitudes expressed through evaluative larguage; + conjunctions or connectives to link ideas: because, therefore, fon the ather hand, ete ‘+ declarative statements; rhetorical questions; passive voice {G2 | Formulate a statement of opinion or assertion {Q2 | Formulate claims of fet policy, and value ENIOWCAID- 132 ‘G2 | Write an expoation or discussion ona familiar ese to include Key structural elements and language teatures‘G2 | Delivers prepared or impromptu talkon an iesusempioying We techniques in public speaking “G2 | Compose texts which include multimodal elements {03 | Compose an argumentative essay ENIOWCHInAS (03 | Use a variety of informative, persuasive, and argumentative writing ENLOWC.ID- techniques 1412 ‘G3 | Compose an independent critique ofa chosen selection ENTOWC- gta ‘G3 | Critique a iteray selection based on the following approaches: + structuralist/formalst = moraist = Marxist = feminist = Historical readerrorponee {G4 | Distinguish technical terms usedin research eNiov.ve-30 {24 | Give technical and operational definitions ENIOV-Ha-139 {G4 | Give expanded definitions of words ENI0V.IIa-13.9 {04 | Observe correct grammar in making definitions ENI0G-lia-29 28 | Compose a research report on arelevant social sue En0ss.ive23