Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: ORAL COMMUNICATION

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.

Examples of Examples of How to Contextualize the MELCs

Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
understands the designs and Explain the L2: Explain the functions, nature, and process of Students identify ways to communicate ideas by observing
nature and performs functions, nature, communication people e.g., at home during mealtime, in school chatting with
elements of oral effective and process of classmates, at work talking to peers or supervisor, or in the
communication controlled and communication L1: identify different ways how people community talking with friends.
in context uncontrolled oral EN11/12OC-Ia-2 communicate
communication Note the nonverbal ways of communicating through facial
activities based expressions and gestures like simple nodding (agree,
on context appreciate something), raising hand - hello to someone;
raising eyebrows- (mad or disagree).

Based on these observations, students explain the functions,

nature and process of communication.

Clarify through examples, the following words

feedback, sender, receiver, encoding, decoding, context,
channel, message

Differentiate the L4: Differentiate the various models of Students differentiate the various models of communication
various models of communication based on real- life situations, contexts and experiences at
communication home, in school, community or at work e.g., conversation or
EN11/12OC-Ia-3 L3: Illustrate the other models of communication between a learner and guidance counselor,
communication based on the examples and/or vendors/saleslady in the store, school principal delivering a
situations. speech, sharing ideas with co-workers.
Page 1 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
L2: Distinguish between sender and receiver, Guide students to make a chart/model following the flow of
considering the context in which communication communication, representing things or name of persons.
takes place.

L1: Identify the most basic communication

model (exchange of messages between a sender
and a receiver via a medium).

Uses various L3: Use various strategies in order to avoid Students discuss possible causes of communication
strategies in order communication breakdown breakdown between two parties. due to e.g., conflicting
to avoid opinions or actions; unpleasant behavior; ignoring or avoiding
communication L2: Discuss various strategies to avoid each other.
breakdown communication breakdown
EN11/12OC-Ia-6 Students use various strategies in one’s daily life conversation
L1. Identify reasons why communication to avoid communication breakdown, e.g., using a common
breakdown happens language of communication between parties to evade being
'lost in translation'; removing distractions; not giving excessive
information or data; being direct and concise.

Clarify with examples the words: Jargons, Semantics, personal

interest, status quo

values the writes a 250- Examine sample L4: Examine sample oral communication Students examine sample oral communication activities
functions/ word essay of oral communication activities performed, watched, or listened to in school, home,
purposes of oral his/her objective activities community, etc. through an essay.
communication observation and L3: Demonstrate oral communication activities
evaluation of the
various speakers L2: Explain oral communication activities
watched and
listened to L1: Determine oral communication activities
Page 2 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
recognizes that demonstrates Identify the various L1: Identify the various types of speech context Students identify the various types of speech context
communicative effective use of types of speech accomplished/done and observed in home, school, locality and
competence communicative context- other environment and setting.
requires strategy in a EN11/12OC-Ifj-15
understanding of variety of speech
speech context, situations
speech style,
speech act and
communicative
strategy

Distinguish types of L2: Distinguish types of speeches and speech Based on the speeches delivered and performed by people
speeches and styles (e.g., family members, friends, teachers, politicians, priest,) in
speech styles the community, students tell whether the speaker uses frozen
EN11/12OC-Ifj-17 L1: Recognize types of speeches style, formal style, consultative style, casual style or intimate
style whether they are read like a manuscript, memorized,
L1: Recognize different speech styles extemporaneous, or impromptu.

Respond L3: Respond appropriately and effectively to a Shown varied situations or scenario, students respond
appropriately and speech act appropriately and effectively to a speech act
effectively to a
speech act L2: Distinguish the different types of speech acts
EN11/12OC-Ifj-20
L1: Identify the different types of speech acts

recognizes that demonstrates Employ various L3: Employ various communicative strategies in Students employ various communicative strategies in different
communicative effective use of communicative different situations situations demonstrated in daily communication activities at
competence communicative strategies in home, school and community (greet someone, express
requires strategy in a different situations L2: Interpret various communicative strategies complaints, invite people, compliment a friend or someone,
understanding of in different situations refuse something, etc.)
Page 3 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
speech context, variety of speech L1: Recognize various communicative strategies
speech style, situations in different situations
speech act and
communicative
strategy
Explain that a shift L2: Explains that a shift in speech context, Based on encountered, witnessed, and observed
in speech context, speech style, speech act and communicative situations/scenarios in daily life interaction in the community
speech style, strategy affects factors listed in Column 3 (random talk with friends, brainstorming/ planning about
speech act and something, discussing a topic), students explain how a shift in
communicative L1: Tell when a shift in speech content, speech speech context, speech style, speech act and communicative
strategy affects the style, speech act, and communicative strategy strategy affects the following:
following: happens ● Language form
● Language form ● Duration of interaction
EN11/12OCIIab- ● Relationship of speaker
22.1-22.6 ● Role and responsibilities of the speaker
● Duration of ● Message delivery
interaction
● Relationship of
speaker
● Role and
responsibilities
of the speaker
● Message
delivery
EN11/12OC-IIab-22

realizes the proficiently Use principles of L3: Use principles of effective speech writing as Students apply the principles of effective speech writing, when
rigors of crafting delivers various effective speech listed in Column 3 developing a short speech on the topics Education, Love,
one’s speech speeches using writing focusing on: Family, Environment, Health and other relevant social issues
the principles of and themes
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 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
effective speech ● Audience profile L2: Discuss the principles of effective speech Discuss the parts of Academic writing/speech writing
delivery ● Logical writing as listed in Column 3
organization Title
● Duration L1: State the principles of effective speech Introduction
● Word choice writing as listed in Column 3 Body
● Grammatical Conclusion
correctness and
● Articulation
● Modulation
● Stage Presence
● Facial
Expressions,
Gestures and
Movements
● Rapport with
the audience
N11/12OC-IIcj-24;
EN11/12OC-IIcj-25;
EN11/12OC-IIcj-
25.1-25.5;
EN11/12OC-IIcj-26;
EN11/12OC-IIcj-
26.1-26.5

Page 5 of 60
 Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: READING AND WRITING

Examples of Examples of How to Contextualize the MELCs

Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)

Quarter 3
realizes that critiques a chosen Compare and L4: Compare and contrast patterns of written Use selections and texts about the environment, school,
information in a sample of each contrast patterns of texts across disciplines technology, and other social issues in the community to help
written text pattern of written texts across L3: Discuss the purpose of each pattern or when students compare and contrast patterns of written texts
may be selected development disciplines to use each across disciplines (based on features and signal words used).
and organized focusing on L2: Describe each pattern
to achieve a information Note: No code L1: Recall patterns of written texts (definition,
particular selection, provided from the exemplification, description (sensory and spatial),
purpose organization, and MELCs copy chronology/procedure, listing, comparison-
development contrast, classification and division, cause and
effect, problem-solution, persuasion)
Evaluate a written L5: Evaluate a written text based on its properties Use written text about relevant and timely issues in the
text based on its (organization, coherence and cohesion, language locality based on its properties e.g., organization, coherence
properties use and mechanics) and cohesion, language use and mechanics.
(organization, L4: Examine a written text based on its
coherence and properties…
cohesion, language L3: Apply the properties… of a well written text in
writing an essay.
use and mechanics)
L2: Explain the properties… of a well written text
L1: Recognize the properties … of a well written
text

Page 6 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Identify claims L1: Identify claims explicitly or implicitly made in Students recall what explicit and implicit means.
explicitly or a written text (claim of fact, claim of policy, claim
implicitly made in a of value Use written texts that contain relevant themes and pressing
written text- issues in the locality (e.g., technology, poverty, population,
EN11/12RWS-IIIij-6 L1: Recall the definition of each type of claim health, and environmental concerns), to enable learners to
a. Claim of fact identify claims explicitly or implicitly made in that text.
EN11/12RWS-IIIij-
6.1
b. Claim of policy
EN11/12RWS-IIIij-
6.2
c. Claim of value
EN11/12RWS-IIIij-
6.3

Quarter 4
realizes that critiques a chosen Identify the context L1: Identify the context in which a text was Help students unlock the meaning of hypertext and intertext
information in a sample of each in which a text was developed in context
written text pattern of developed
may be selected development EN11/12RWS-IVac- Use selections about social concerns and literary pieces in the
and organized focusing on 7 community to help learners identify the context in which a
to achieve a information a. Hypertext text was developed.
particular selection, EN11/12RWS-IVac-
purpose organization, and 7.1
development b. Intertext
EN11/12RWS IVac-
7.2

Page 7 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
understands the writes a 1000- Explain critical L2: Explain critical reading as a form of reasoning Through texts and selections about the locality and other
relationship of a word critiqued of reading as a form relevant issues of concern, leaners explain how critical
written text and a selected text on of reasoning- L1: Define critical reading or reasoning reading becomes a form of reasoning
the context in the basis of its EN11/12RWS-IVac-
which it was claim/s, context, 8
developed. and properties as
a written material

Formulate L3. Formulate assertions about the content and With themes and topics relevant to social concerns,
evaluative properties of a text read technology, customs and traditions, learners formulate
statements about a evaluative statements about a text read (e.g., assertions
text read: L3 Formulate counterclaims in response to claims about the content and properties of a text read and
EN11/12RWS-IVac- made in a text read counterclaims in response to claims made in a text read).
9
a. assertions about L2: Distinguish between assertions and
the content and counterclaims made in a text
properties of a text
read; and L1: Define assertions, claims and counterclaims
EN11/12RWS-IVac-
9.1
b. counterclaims in
response to claims
made in a text read
EN11/12RWS-IVac-
9.2

Page 8 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Determine textual L2: Determine textual evidence to validate Use themes and topics relevant to social concerns,
evidence to assertions and counterclaims made about a text technology, customs, and traditions, to help learners
validate assertions read determine textual evidence to validate assertions and
and counterclaims counterclaims made about a text read.
made about a text L1. Identify the different types of textual
read-EN11/12RWS- evidence
IVac-10

understands the produces each Identify the unique L1: Identify the unique features of and Choose easy to read book review, project proposal, or
requirements of type of academic features of and requirements in composing texts that are useful position paper, to help learners identify the unique features
composing writing and requirements in across disciplines of and requirements in composing texts useful to their
academic professional composing texts chosen track.
writing and correspondence that are useful Or
professional following the across disciplines: Compose book review, project proposal, or position paper
correspondence properties of a
EN11/12RWS- using its unique features and format based on local issues of
well-written texts
IVdg-12 concerns evident in the community.
and process
a. Book Review or
approach to
Article Critique
writing
EN11/12RWS-
IVdg-12.1
b. Literature
Review
EN11/12RWS-IVdg-
12.2
c. Research Report
EN11/12RWS-IVdg-
12.3
d. Project Proposal
EN11/12RWS-
IVdg-12.4
Page 9 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
e. Position Paper

Identify the unique L1: Identify the unique features of and Give examples of resume, application for employment or
features of and requirements in composing professional college admission and office memos to help learners identify
requirements in correspondence the unique features of and requirements in composing
composing professional correspondence that are useful and meaningful
professional in the realization of one’s dream, professional growth and
correspondence: advancement through academic writing and professional
correspondence making.
EN11/12RWS-IVhj-
13
a. Resume
EN11/12RWS-IVhj-
13.1
b. Application for
College Admission
EN11/12RWS-IVhj-
13.2
c. Application for
Employment
EN11/12RWS-IVhj-
13.3
d. Various forms of
Office
Correspondence
EN11/12RWS-IVhj-
13.4

Page 10 of 60
 CONTEXTUALIZED MELCS-BASED ALS SHS CURRICULUM

SUMMARY TABLE
APPLIED TRACK SUBJECT: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
acquires produces a Differentiate L2: Differentiate language used in academic Video Presentation will be presented to the learners related
knowledge detailed language used in texts from various disciplines to any of the following: population, environment, or health.
of appropriate abstract of academic texts from Example: COVID-19 Updates related to health within the
reading information various L1: Identify words/phrases that are formal or locality.
strategies for a gathered from the disciplines conversational
better various While watching the video, learners take down notes to
understanding academic texts No Code L1: Identify the different disciplines identify the vocabulary words and acronyms. Ex. Medical
of academic read terms like Vaccine, cases, virus. Learners will then share their
texts outputs with relation to their real-life situations.
Based on the examples, students tell the difference between
academic text and nonacademic text. They focus on the
language used e.g., formal vs conversational, style of writing,
and others.

Students read sample academic texts from various disciplines

related to any of the following - population, environment, or
health. They identify the vocabulary, acronyms,
abbreviations, or words and terms/phrases specific to the
discipline e.g., virus in medicine has a different meaning ICT.

Page 11 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Use knowledge of L3: Use knowledge of text structure to glean the Given sentences about everyday events and let the students
text structure to information needed. identify what language is used. They write F if the answer is
glean the formality, O for objectivity, E for explicitness and C for
information he/she L2: Classify texts according to structure caution. They explain their answers.
needs
CS_EN11/12A- L1: Identify the structure of a specific text
EAPP-Iac-4

Use various L3: Use various techniques in summarizing a Students use various techniques (e.g., narrative, sequence,
techniques in variety of academic texts cause and effect, problem, and solution, etc.) in summarizing
summarizing a academic texts about the environment, school, technology
variety of academic L2: Explain the various techniques in and other social issues.
texts summarizing a variety of academic texts
CS_EN11/12A-
EAPP-Iac-4 L1: Recall the various techniques in summarizing
a variety of academic texts

State the thesis L3: Identify the thesis statement of an academic Students read writing prompts and two sample statements
statement of an text and choose the best thesis statement.
academic text
CS_EN11/12A- L2: Explain the purpose of a thesis statement A thesis statement is the controlling idea that you will
EAPP-Iac-6 develop in your paper.
L1: Define thesis statement
This can be found usually at the end of an introduction. A
thesis statement can be one sentence. However, if necessary,
it can also be two or three sentences.

Outlines reading ? Students make an outline of the text read from various
texts in various L2: Outline reading texts in various disciplines disciplines.
disciplines L1: List the main points in the text read

Page 12 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
CS_EN11/12A-
EAPP-Iac-8
understands the produces an Use appropriate L3: Use appropriate critical approaches in Use selections and reviews, available in the community, to
principles and objective critical writing a writing a critique such as formalism, feminism, discuss what is meant by ‘critically writing a critique’ or
uses of a assessment of an critique such as etc. interpreting a literary text. Use examples that illustrate
reaction paper/ event, a person, a formalism, formalism (more concerned with the form the literary text
review/ critique place or a thing feminism, etc. L2: Differentiate critical approaches in writing a takes), and feminism (more concerned with the cultural
critique e.g., formalism, feminism context of the literary text).
writes a No code
comprehensive L1: List some critical approaches in writing a Students practice the approaches above to write a critique of
review /reaction critique an event, person, place, or thing relevant to them and
paper community.
Performance,
Arts, Play, Dance,
Sports, etc.
-Film
-Participation in a
religious or
community
festival
-Art Exhibit

critique designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on
a set criteria

Page 13 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
critique graphic
designs
communication
materials such as
posters,
billboards,
commercials,
digital

And???
Write an objective, L5: Write an objective, balanced review, or This lesson focuses on developing students’ skills in writing a
balanced review, or critique of a work of art, an event, or a program review or critique of a work of art, an event, or a program
critique of a work of
art, an event, or a L4: Analyze the features of the work of art/ Students choose a work of art, a poster, commercial, event,
program event/ program or a program observed in the community.
CS_EN11/12A-
EAPP-Idf-18 L3: Relate the features of the work of art/ event/ Students brainstorm on the criteria to use in reviewing or
program with those of others critiquing that piece of work, poster, event, or program.
Merge with Students practice using the criteria on a similar object, event,
preceding MELCs L2: Describe the work of art/event/program or a program.

L1: Identify a work of art, or event, or program Students write an objective, balanced review, or critique of a
to be reviewed. work of art, an event, or a program

understands the produces a well- Determine the ways L1: Determine the ways a writer can elucidate This lesson focuses on developing students’ skills in writing a
principles and balanced concept a writer can on a concept by definition, explication, and concept paper. e.g., a proposal for a research project in one
uses of a paper in a specific elucidate on a clarification. subject or a business you are interested in your
concept paper discipline concept by entrepreneurship class, or a project in your immersion
definition, program.

Page 14 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
explication, and Students analyze two or three concept papers to learn what it
clarification contains or the process of writing it. The papers should be
CS_EN11/12A- varied and related to ALS learners’ chosen track, if possible.
EAPP-Igj-20 L1: Identify what a concept paper typically
Compare and Students write a concept paper depending on the
includes.
contrast various requirements of a specific academic program, to explain the
kinds of concept importance of a particular research project.
papers in Art, Students present a novel concept o project with
Business, Law, accompanying visuals/graphic aids taking into consideration
Philosophy, Politics,
your audience.
Religion, Science,
Sports, Tech-Voc
No code

Presents a novel
concept or project
with accompanying
visuals/
graphic aids
No code

understands the presents a Analyze the L4: Analyze the arguments used by the writer/s This lesson focuses on developing students’ skills in writing a
principles and convincing arguments used by in manifestoes position paper.
uses of a position paper the writer/s in
position paper based on properly manifestoes L3: Relate the arguments of the writer to real- Students read two or three examples of position papers from
cited factual CS_EN11/12A- life situations/ personal experience online sources that deal with any social issues relevant to
e.g., writing a evidence; EAPPIIa-d-3 Filipinos. They read each manifesto carefully and analyze the
position paper produces an L2: Elaborate the arguments of the writer arguments used by the writers. They describe its features
practice the insightful e.g., as having a well-defined controversial issue; a clear
approaches statement of L1: Identify the arguments of the writer
Page 15 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
above to write a principles and L4: Defend a stand on an issue by presenting position on the issue; a convincing argument; and a
critique of an reasons for Defend a stand on reasonable arguments supported by properly reasonable tone.
event, person, establishing a an issue by cited factual evidence
place, or thing student presenting Students choose a topic, an issue or local program that will be
relevant to organization, L4. Challenge one’s position by defending one’s the focus of their position paper. Is it a real issue, with
reasonable
them and coming up with a own stand on an issue. genuine controversy and uncertainty? Can at least two
arguments
community. group exhibit of distinctive positions be identified? Are you personally
creative works, supported by interested in advocating one of these positions?
properly cited L4: Present reliable evidence to support a stand
etc. on an issue.
factual evidence They search for basic background information on the issue,
CS_EN11/12A- possible objections to their position, the opposing points, and
EAPPIIa-d-4 why their position is still the best one despite the strength of
counter-arguments.
Writes various kinds L3: Outline the content of your position paper
and the various parts of a position paper Students write an objective, balanced review or critique of an
of position papers
event or program or issue covering the information above.
CS_EN11/12A-
L2: Discuss the elements in analyzing strong They write a summary of their argument and a final
EAPPIIa-d-5
arguments in a paper/essay and the reasons statement of their position.
why we need to learn how to analyze arguments
made by a writer. They present their position paper in class. The position
L1: Identify what a position papers typically papers of two opposing teams can be used as a topic for
includes debate.

A certain organization stated on the headlines, “In this time

of pandemic, online learning becomes more common, some
people have suggested that schools should be shut down and
learners should be given laptops/tablets and internet
connection”.

Page 16 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Funny headlines can be everywhere. Discuss with a partner
why these seemingly harmless headlines can be “dangerous”
if taken seriously.

1. “GINANG SA SAMAR NANGANAK NG DALAG”

2. “Scuba diver instructor, nilunod ni kumare!”
3. Actual l headline when a famous Filipino actor died from a
road mishap) “Jay Ilagan, hindi naka ilag!”
4. “Buntis na asawa ng photographer, nakunan!”
5. ”Titser na nakasuhan, tinuruan ng leksyon!”

Reference:
https://www.pinoyexchange.com/discussion/405218/tabloid-
headlines

understands the produces a well- Determine the L1: Determine the objectives and structures of Students determine the objectives and structures of various
principles and written report for objectives and various kinds of reports kinds of reports based on texts about health, environment
uses of surveys, various disciplines structures of various and other social issues observed in the community.
experiments, kinds of
and scientific
Reports
observations
CS_EN11/12A-
EAPPIIe-j-6

Design, test, and L6: Design, test, and revise survey Students assume that they are using the survey questionnaire
revise survey questionnaires* for the report. They are now on Part II: Objectives and
questionnaires* Background.
CS_EN11/12A- Students learned how to do surveys in PR1.
EAPPIIe-j-7 Use as reference on survey and other data Answer the questions that follow
gathering techniques from the 1. Who are the subjects of the study?

Page 17 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Classroom-based Assessment Resource Book, 2. Do they belong to a certain age group, cultural group,
2018 developed under the BEST (Basic Education religion, political belief, or other common practice? If so,
Sector Transformation) Project what are these groups?
3. What is the survey trying to study?
4. Is the study looking for the association or relationship
between two things? If so, what are those things?
What new information can this survey help us realize?

Conduct surveys, Conduct surveys, experiments, or observations* Students learn about different information about their
experiments, or surroundings and the people around. Through surveys, they
observations* (Note: This topic is discussed in PR1) understand the situation of others and be compassionate to
CS_EN11/12A- them. They have to remember that it is important to ask data
EAPPIIe-j-8 in a respectful way and treat all data gathered with
confidentiality.
Gather information Gather information from surveys, experiments, Students learn to gather information by using these guide
from surveys, or observations* questions:
experiments, or ● Who did you ask?
observations* (Note: This topic is discussed in PR1) ● How can you define (???) the gender, age, and other
characteristics of these groups?
No Code ● Did you do the survey over email, telephone, website, or
one-on-one interviews?
● Were participants randomly chosen or selected for a
certain reason?
● How large was the sample size? In other words, how many
people answered the results of the survey?
● Were participants offered anything in exchange for filling
out the survey?

Summarize findings ? Assume that you decided to use Microsoft PowerPoint to

and execute the L5: Summarize findings and execute the report present. How do you plan your slides to look like? Draw your
Page 18 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standards Standards with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
report through through narrative and visual/ graphic forms planned slides on the boxes below.
narrative and visual/ L4: Prepare the Powerpoint
graphic forms L3: Organize your findings
CS_EN11/12A- L2: Explain your findings
EAPPIIe-j-11 L1: List down your findings

Writes various ? Use real-life situations as context for the report. For example:
reports L6: Write a report (on the topic you researched During this pandemic all students, including you, are going
CS_EN11/12A- on) through a new modality in education, which is through
EAPPIIa-d-5 L2: Edit and revise the draft modular and online learning.
L1: Prepare a draft that contains the following:
Make a report on the topic by doing a survey of parents’ or
● Title page
students’ reaction and/or observation about the new normal
● Table of contents
in education. Design your survey questions using the guide
● Executive summary above. Write a report using the information gathered.
● Introduction
● Discussion Asks the learners to make a Reflection if it answers the Why
● Conclusion and How questions.
● Recommendations
● References.

(Note: The prerequisite skills in writing a report

are described in the preceding MELCs)

Contextualized MELCs-based ALS SHS Curriculum

Page 19 of 60
 SUMMARY TABLE
CORE SUBJECT: CONTEMPORARY PHILIPPINE ART FORMS FROM THE REGIONS

Notes: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
MELCs in rows coded orange are considered ‘low priority’ to ALS Learners.
Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
demonstrates presents a form of Describe various L2: Describe various contemporary art forms Students name any art form that they know belongs to or
appreciation of integrated contemporary art and their practices from the various regions occurs in the present, to clarify the meaning of contemporary
contemporary contemporary art forms and their art forms.
art forms, found based on the practices from the L2: Recognize the characteristics of
in the various region of his / her various regions contemporary art forms in the Philippines e.g., Present pictures/examples of contemporary art forms that
regions by choice. e.g., visual arts, applied arts, and performing arts. represent visual art: e.g., drawing, painting, sculpture, and
understanding choreography, CAR11/12IAC-0a-1 calligraphy. Students describe what the pictures show/tell.
the elements musical L1: Recognize examples of the different art
and principles instrument, forms e.g., visual arts, applied arts, and Show pictures examples of contemporary arts forms that
literary and music performing arts represent applied arts: architecture/buildings, pottery,
composition, fashion design, jewelry design. Students describe what the
visual design, pictures show or tell including where they are (e.g., churches,
and/or theatrical other buildings like SM Mall in Cebu, Cultural Center in
performance Manila, Mosques) or where they are made (e.g., pottery) or
practices (fashion designs)

Show examples of contemporary arts form that represent the

performing arts: dance, music, theatre arts, film/cinema, and
literature. Students describe them including where they are
practiced (e.g., street dance in festivals, use of different
musical instruments in orchestra, or shadow drama in talent
contests.

Page 20 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Discuss various art L2: Discuss various art forms found in the Highlight the art forms found in your region or locality. They
forms found in the Philippines could be under visual arts, applied arts, or performing arts.
Philippines
CAR11/12IAC-0b-2 L1: Recall the different cultural events in their Students describe the distinct characteristics each art form
locality and other places in the Philippines. and share the message advocated.

demonstrates creates avenues Research on various L: Write a research report on various This can be group research.
understanding to advocate the contemporary art contemporary art forms
of the arts from the forms Visit historical places or museum in or nearest your locality,
significant roles different regions CAR11/12CAP-0c-e- L5: Appraise the relevance of data gathered and or a higher education institution with a good library to
of artists from 4 identified research about contemporary art forms, especially those
the regions found in your region. Supplement data gathering by doing an
L4: Examine the significance of various interview with knowledgeable people and/or
contemporary arts and artists from one’s region visiting/documenting the place mentioned, if possible.

L3: Construct an outline for the research report Students write up the research report with proper
documentation/citation of sources of information.
L3: Gather data for the research report by
collecting information from various readings,
conducting interviews, etc.

L2: Discuss the specific contemporary art forms

that will serve as the main topic of a research
report.

L1: List contemporary art forms in your region,

including the artists involved.

Page 21 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Explain Filipino L2: Explain Filipino artists’ roles and identify Discuss the role of the Filipino artists’ and/or identify their
artists’ roles and their contribution to contemporary arts contribution to contemporary arts (e.g., to empower us, to
identify their preserve our culture and tradition, to protect our
contribution to L1: Review research report to identify the artists environment, to strengthen our spiritual life, to respect our
contemporary arts involved and their contribution to contemporary individual differences, to expose pressing social issues, etc.)
CAR11/12CAP-0c-e- arts
5
Evaluates L5: Evaluate contemporary art forms based on Using an assigned contemporary art form found/observed in
contemporary art the elements and principles the locality, analyze it based on the art elements and
forms based on the principles used.
elements and L4: Examine the elements and principles used in
principles a particular contemporary art form OR of one’s Examples of Contemporary Arts to be studied/observed:
CAR11/12CAP-0c -e- own version of contemporary art
6 Architecture: Araneta Coliseum/ Philippine Arena
L3: Illustrate/demonstrate own version of local Sculpture: Rizal Monument, UP Oblation
contemporary art Painting: Quiapo (by Elmer Borlongan)
Spoken Poetry, etc.
L2: Classify contemporary art forms based on
their elements and principles Pay attention with the arts’ elements (i.e., style, space,
rhythm, setting, theme, etc.) and their principles (i.e.,
L1: Recall the elements and principles of balance, contrast, unity and harmony, etc.)
contemporary art forms

Compare forms of L2: Compare forms of arts from the different Compare the painting from the different regions (e.g.,
arts from the regions Napoleon Abueva’s Station of the Cross and Hernando
different regions Ocampo’s Cavalry) using a Venn Diagram.
CAR11/12CAP-0c -e- L1: Identify the different art forms based on the
7 three categories: visual art, applied art and Or dances in Mindanao, Luzon, and Visayas
performing arts Or architecture designs in different places
Or photo or painting exhibits
Page 22 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Or Sculpture (EDSA Revolution Monument, National heroes,
UP Oblation, figures from the North
Or stories, poems

Relate the L4: Relate the significance of art forms from the Relate or illustrate how our culture and tradition are
significance of arts regions presented by given contemporary Philippine art forms based
forms from the on its details
regions L3: Illustrate how contemporary Philippine art Examples of our culture and tradition presented in
CAR11/12CAP-0c -e- forms become part of our identity contemporary Philippine art forms:
8 Filipinos are highly religious.
L2: Describe various contemporary art forms The image of Bayanihan shows Filipinos love to help one
from different regions another without expecting anything in return.
Having children is very significant to married couples.
L1: Recognize different contemporary Philippine
art forms What does Amador Daguio’s short story entitled Wedding
Dance tell about our marriage culture and tradition in the
past? Based on the story, how does our culture affect our
decision-making?)

Discuss the elements of various contemporary art forms (e.g.,

poem or prose for literature) from different regions -the
characters, settings, plot, etc. in a short story)

Promote arts from L3: Promote art forms from the regions Use social media to promote appreciation for and pride of the
the regions art forms from the regions. Feature the beauty of discovering
CAR11/12CAP-0c -e- L2: Explain the significance of arts from the OR creating contemporary arts (e.g., in literature, music or
9 regions short film) to communicate one’s idea OR send a message.

L1: Identify various arts from the regions

Page 23 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
shows discriminates 9. Research on L4: Research on techniques and performance Study the different art forms or interview artists to identify
understanding among various techniques and practices applied to contemporary arts various techniques applied to contemporary arts
of the materials materials and performance
and techniques techniques practices applied to
contemporary arts
CAR11/12CAP-0c -e-
10
10. Discuss local L2: Discuss local materials used in creating art NOTE: This MELCs is placed under a different competency
materials used in
creating art
CAR11/12TPP-0c -e-
11

Critique available L4: Critique available materials and appropriate Review the substances and materials used to create a work of
materials and techniques art as well as any production or manufacturing techniques,
appropriate processes, or methods incorporated in its development. The
techniques L3: Classify the different materials and critique includes a description of both the materials used to
CAR11/12TPP-0c -e- techniques to use create the work and the way in which they were put
12 together, e.g., a building, a film, a blog, choreography in a
L2: Explain the use of the materials and how to
dance, choral presentation, a poem, a shadow play, a finish
apply the techniques
Explicate the use of pottery, or musical
materials and the
L1: List the available materials and techniques to
application of Explain the use of materials employed by the artist/writer.
use.
techniques
CAR11/12TPP-0c -e-
13

Note: Merge the

discussion of the
two MELCs
Page 24 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)

consolidates designs a Conceptualize L6: Conceptualize contemporary art based on Develop any form of contemporary art using appropriate
relevant production using contemporary art techniques and performance practices in their technology, local materials, techniques, and performance
concepts to plan available based on techniques locality. practices in own locality to convey a message to target
for a production materials and and performance audience more effectively e.g., digitized, animated
appropriate practices in their L5: Select the most appropriate technique/s
techniques locality. which they can apply in their own version of Relate the significance of technique/s and performance
CAR11/12AP-0f -h- contemporary art practice/s in your locality to contemporary art based on
14 personal point of view or real-life experience.
L4: Analyze the technique/s and performance
practice/s in your locality to contemporary art

Note: Other sublevels are already covered in the

next MELCs

Apply artistic skills L3: Apply artistic skills and techniques in the Apply artistic skills in making any form of contemporary art
and techniques in process of creation e.g., ICT skills in powerpoint presentations and advocacy
the process of materials, narrative techniques in making a story or
creation L2: Describe artistic skills used in creating composing a song.
CAR11/12AP-0f -h- contemporary arts
15 For example, learners could compose their own song or short
L1: Recognize the techniques in creating film about the beauty of Filipino culture such as Bayanihan,
contemporary arts highlighting how we do it especially during trying times.

Incorporate L3: Incorporate contemporary characteristics to Plan a work of art that combines two or more art forms with
contemporary one’s creation with attention to detail attention to its details: e.g., making pottery or jewelry, doing
characteristics to a choreography of a dance presentation, painting using local
one’s creation with L2: Discuss the art form to combine or blend in materials, presenting /advocating environmental
attention to detail one product conservation using a song and others.
Page 25 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
CAR11/12AP-0f -h-
16 L1 Recall the characteristics of different art
forms

Create the intended L6: Create the intended final product using Implement the design/plan to create the desired final
final product using appropriate materials for the best possible product using the appropriate and available materials in your
appropriate output home and surroundings (e.g., newspaper, sticks, metals,
materials for the sand, mud, leaves, gadgets, recyclables) for best possible
best possible output output (e.g., collage, a short film, a short play, a poem, and
AR11/12AP-0f -h-17 others.)

Page 26 of 60
 Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: 21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
st

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.

Examples of Examples of How to Contextualize the MELCs

Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
demonstrates an will be able to Writing a close Revisit and give examples what the 4Cs mean
understanding demonstrate analysis and *Communication
and appreciation understanding critical *Collaboration
of the elements and appreciation interpretation *Critical thinking
and contexts of of 21st Century of literary texts *Creativity
21st century Philippine and doing an
Philippine literature from adaptation of Students identify:
literature from the regions these require a. the geographic, linguistic, and ethnic dimensions of
the regions. through: from the learner Philippine literary history from pre-colonial to the
1. a written close the ability to contemporary
analysis and identify: b. representative texts and authors from each region (e.g.,
critical a. the engage in oral history research with focus on key
interpretation of geographic, personalities from the students’ region, province, or town)
a literary text in linguistic, and
terms of form ethnic
and theme, with dimensions of
a description of Philippine
its context literary history
derived from from pre-
research; and colonial to the
contemporary

Page 27 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
b.
representative
texts and
authors from
each region
(e.g., engage in
oral history
research with
focus on key
personalities
from the
students’
region,
province, or
town

2. an adaptation Compare and L4: Compare and contrast the various 21st century Guide students to recall the various 21st century literary
of a text into contrast the literary genres and the ones from the earlier genres particularly the major literary Genre e. g., Poetry,
other creative various 21st genres/periods citing their elements, structures and Fiction, and Non-Fiction.
forms using century literary traditions
multimedia genres and the Students demonstrate the various 21st century literary
ones from the L3: Demonstrate the various 21st century literary genres and the ones from the earlier genres/periods citing
earlier genres and the ones from the earlier genres/ periods their elements, structures, and traditions.
genres/periods citing their elements, structures and traditions
citing their They study the major Literary Genre e. g., Poetry, Fiction,
elements, L2: Discuss the ones from the earlier genres/periods and Nonfiction) and the 21st Century Literature Genres
structures and citing their elements, structures and traditions (e.g., Illustrated Novel, Digi-Fiction, Graphic Novel, Manga
traditions Doodle Fiction, Chick Lit Or Chick Literature, Flash Fiction,
EN12Lit-Id-25 L1: Recall the various 21st century literary genres Six-Word Flash Fiction, Creative Nonfiction, Science Fiction,
Blog, and Hyper Poetry)
Page 28 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Students compare and contrast the various 21st century
literary genres and the ones from the earlier
genres/periods citing their elements, structures and
traditions through a VENN Diagram.

Guide Questions:
1. What characteristics make these genres similar in terms
of elements?
2. What characteristics make these genres similar in terms
of structure?

Produce a L6: Produce a creative representation of a literary text Let students recognize a creative representation of a
creative by applying multimedia and ICT skills literary text by asking them to watch a sample of each of
representation the following: Vlog, Blog, Video Clip, Movie Trailers and
of a literary text L5: Evaluate a creative representation of a literary text Podcast. Let them discuss the creative representation of a
by applying literary text in the Vlog, Blog, Video Clip, Movie Trailers and
multimedia and L4: Analyze the features of a creative representation Podcast.
ICT skills of a literary text Students produce a creative representation of a literary
text by applying multimedia and ICT skills on multimedia
Do self- and/or L3: Relate two different creative representations of platforms such as Vlog, Blog, Video Clip, Movie Trailers and
peer- literary texts Podcast
assessment of
the creative L2: Discuss a creative representation of a literary text Allow students to choose the type of multimedia platform
adaptation of a to use. If they have an internet connection, let them post or
literary text, L1: Recognize a creative representation of a literary share their output through their social media accounts or
based on text Facebook, twitter, Instagram.
rationalized Guide questions
criteria, prior to 1. What are the various forms of social media do you use
presentation and what functions do these have in your life?
EN12Lit-Ie-31.3
Page 29 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
2. Write on the blanks the social media that you use and
write in the boxes at least three (3) functions for each

Students do a self- and/or peer-assessment of the creative

adaptation of a literary text, based on rationalized criteria,
for improvement of each other’s output, students may do
the following: identify gaps and some inconsistencies and
provide tips and suggestions for the improvement of the
creative adaptation.

Write a close L4: Write a close analysis and critical interpretation of Students recall the various 21st literary genres such as
analysis and literary texts, Poetry, Drama, Prose, Fiction and Nonfiction.
critical
interpretation L3: Compare and contrast the various 21st century They discuss the elements, structures, and traditions from
of literary texts, literary genres and their elements, structures, and across the globe such as speculative fiction on fantasy,
applying a traditions from across the globe superhero or a Metafiction, (Explicit/Implicit)
reading
approach, and L3: Relate the characteristics of 21st century literary The learner will compare and contrast the various 21st
doing an genres to texts read previously century literary genres and their elements, structures, and
adaptation of traditions from across the globe
these, require L2: Discuss the various 21st century literary genres and using a Venn diagram.
from the learner their elements, structures, and traditions from across
the ability to the globe Students demonstrate the various 21st century literary
identify genres and their elements, structures, and traditions from
representative L1: Recall the various 21st century literary genres across the globe using a creative comic strip depicting a
texts and particular local situation
authors from
Asia, North
America,
Europe, Latin
Page 30 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
America, and
Africa
EN12Lit-IIa-22

demonstrates an will be able to Produce a Students produce a creative representation of a literary

understanding demonstrate creative text by applying multimedia and ICT skills in choosing and
and appreciation understanding representation interpreting an interesting local literary text using a
of the literary and appreciation of a literary text multimedia outlet such as a vlog, trailer or podcast, etc.,
texts in various of the 21st by applying and produce the video using platforms such as YouTube,
genres across century literature multimedia and Facebook, Instagram, etc.
national of the world ICT skills
literature and through:
cultures. 1. a written close
analysis and
critical
interpretation of
a literary text in
terms of form
and theme, with
a description of
its context
derived from
research

2. a critical paper
that analyzes
literary texts in
relation to the
context of the
reader and the
Page 31 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
writer or a
critical paper that
interprets literary
texts using any of
the critical
approaches; and

3. an adaptation
of a text into
other creative
forms using
multimedia.

Do self- and/or Students do self- and/or peer-assessment of the creative

peer- adaptation of a literary text, based on rationalized criteria,
assessment of prior to presentation. For improvement of each other’s
the creative output, do the following: identify gaps and some
adaptation of a inconsistencies and provide tips and suggestions for the
literary text, improvement of the creative adaptation).
based on
rationalized
criteria, prior to
presentation
EN12Lit-IIij-31.3

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 Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
APPLIED TRACK SUBJECT: INQUIRIES, INVESTIGATIONS, AND IMMERSION

Note: Words color-coded yellow are technical terms to be unlocked not by defining but using them in context.
Phrases color-coded orange are considered ‘low priority’ for ALS learners.
Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Brainstorming for Class Research Prepare a L6: Prepare a plan focused on issues and ideas in their (By Group)
Research Topics Agenda research plan respective field. Guide students to go through the leveled MELCs in column
and focus on 4 (showing the prerequisite skills and content) using issues
issues and ideas L5: Prioritize issues based on a set of criteria in their respective field that are commonly observed in the
in their community (e.g., high number of school dropouts, high
respective field. L4: Examine different issues unemployment, low agricultural produce, lack of roads to
transport produce, low level of financial literacy among
Note: ‘Prepare’ L3: Classify the issues based on topics population, health-related problems, school-related
is not listed in problems such as bullying, environment- related problems
Blooms L2: Discuss the issues such as flooding, waste disposal, erosion).
taxonomy:
equivalent L1: Identify issues in their respective field Students give reasons for choosing the topic. (e.g., why is it
words are important) and supported by data/observations if possible.
design,
generate,
produce or
create (hence
L6)

Page 33 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
The learner 1.Background of Formulate L3. Formulate clearly the research problem Guide students to go through the cognitive levels listed in
identifies the the problem clearly the column 4 to reach L6.
Problem and 2.Conceptal statement of L2: Discuss the characteristics of a good research
Asking the framework research problem Help students to clearly state the research problem using
Question 3. Research problem the SMART rule: Specific, Measurable, Attainable/
Hypothesis (for L2: Cite samples of a good research problem Achievable, Relevant/Realistic, and Timebound/Timely e.g.,
quantitative How does your school manage solid waste?
research) L1: Define research problem What are the initiatives of the LGU in addressing the solid
waste problem in the community?
4. Statement of What are common barriers to implementing laws related to
the problem ….?
5. Definition of How do families help control the spread of infectious
terms diseases in the community?
What are the manpower needs of the community?
6. Importance of
the study
7. Scope and
limitations of the
study

Readings on List of Related Select, cite and L4: Select, cite, and synthesize related literature and Give time for students to search and read studies related
Related Studies Literature synthesize uses sources according to ethical standards to their topic. Guide them where to go or look for these.
reviewed related Help them to choose related studies using the following
literature and L3: Gather related studies guide:
uses sources ● wide enough to cover or to provide enough information
according to L2: Explain the relevance of studies gathered to required on their topic
ethical the research topic/problem at hand ● must identify studies and models that support their topic
standards (at
● must be narrow enough to eliminate irrelevant
least 4 local L1: Locate sources of information (e.g., books, agency information from their research.
and reports, resource persons)
Page 34 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
international ● must lay a strong foundation for their topic
sources) ● source must be properly cited or acknowledged

Note: There are

four skills in the
MELC. The
highest level is
L4 (using
synthesize or
integrate as
equivalent skills)

Understanding Research design Describe L4: Describe adequately the research design (either
Ways to Collect Population adequately quantitative or qualitative), data gathering
Data Sampling the research instrument, sample, data collection and analysis
method design (either procedures, data gathering instruments
Data collection quantitative
procedure or qualitative), L3: Collect data
data gathering
instrument, L3: Try out the data-gathering instruments/s
sample, data
collection and L3: Prepare data-gathering instrument/s
analysis
procedures,
prepares data- L2: Discuss the research design, instrument, and
gathering procedures appropriate for the research at hand
instrument
L1: Recognize the different research designs, data
Note: To’ gathering instruments, and procedures
describe’ is a Source: file:///C:/Users/6015/Downloads/Research-

Page 35 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
low level LC. The Manual.Quarter1.Chapter-1-3.Final-and-
activity requires Validated1%20(1).pdf
application of
higher order
competencies
e.g., compose

Finding the Interpretation of Gather and L4. Analyze data using suitable techniques Remind students the importance of Intellectual Honesty -
Answers to the data, analyze data an applied method of problem solving, characterized by an
Research data analysis with intellectual L3: Present facts in an unbiased and accurate manner unbiased, honest attitude including that one's personal
Question method, honesty using L2. Acknowledge references, or earlier work, where beliefs do not interfere with the pursuit of truth and those
conceptualize suitable possible, and avoid plagiarism relevant facts and information are not purposely excluded
framework for techniques for unexplained reason/s.
qualitative L1. Review what intellectual honesty means
research Note: DATA Students answer the questions on how they can
gathering is demonstrate intellectual honesty and how important it is to
already them as students.
discussed above.
Reporting Summary of Forms logical L4: Form logical conclusions, make recommendations Students accomplish this activity in their notebook, using
findings, drawing Findings, conclusions and report findings the diagram below. They
conclusions and Conclusions, makes enumerate the pointers in drawing research conclusions
making Recommendatio recommendatio L3: Select recommendations for relevant stakeholders and discuss how recommendations are formulated.
recommendation ns, ns based on
s List of conclusions L2: Summarize the findings
References, writes clear
Written Research report L2: Enumerate the findings
Report
Note: Drawing
conclusions
from and

Page 36 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCS RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
making
recommend-
dation based on
the findings of a
study are high
order thinking
skills because
they require
integration of
ideas (thus L4)
Writes various Use real-life situations as context for the report. For
reports example: During this pandemic all students, including you,
CS_EN11/12A- are going through a new modality in education, which is
EAPPIIa- through modular and online learning.
d-5
Make a report on the topic by doing a survey of parents’ or
students’ reaction and/or observation about the new
normal in education. Design your survey questions using
the guide above. Write a report using the information
gathered.

Asks the learners to make a Reflection if it answers the W,

H questions.

Page 37 of 60
 Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
APPLIED TRACK SUBJECT: PRACTICAL RESEARCH 1

Note: The MELCs from CS_RS11-IIIce-1 to CS_RS11- IVg-j-3 detail the steps in doing qualitative research. Hence. the MELCs were NOT unpacked separately.
The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)

Quarter 1
demonstrates uses appropriate Share research L2: Share research experiences and knowledge Share the study you have participated in or any community-
an kinds of research experiences and based research , noting its topic, participants, research
understanding in making knowledge Share the study you have participated in or any setting, data collection procedure, and findings or results
of the decisions CS_RS11- IIIa-1 community-based research , noting its topic,
importance of participants, research setting, data collection
research in daily procedure, and findings or results
life

L1: Recall report that you have read which interests

you or a study you have participated in

Explain the L2: Explain the importance of research in daily life Explain the importance of research in daily life like stating
importance of the biggest positive change, outcome, or development in
research in daily L1: List examples from recent events that helped solve their own community/locality.
life a problem.
CS_RS11- IIIa-2

demonstrates Describe L2: Describe characteristics, processes, and ethics of Describe characteristics, processes, and ethics of research
an characteristics, research using previous actual research experience.
understanding processes, and

Page 38 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
of the ethics of L1: List the Do’s and Don’ts of conducting research (e.g., Research is systematic because we followed
characteristics, research sequential steps in completing the research process such as
processes, and CS_RS11- IIIa-3 reading articles on relevant and timely issues or topics,
ethics of then brainstorming on our topic of interest, then
research proceeding to creating our problem statement, setting
scope and delimitation, and so on).

Describe ethics of research through a discussion of ethical

codes and principles of research (e.g., honesty, integrity,
competence, confidentiality, etc.) using controversial local
issues/news revealing cases of ethical misconduct in
research (e.g., popular cases of plagiarism in the country,
province or municipality, negligence in human subject
protection, irresponsible publication, manipulation of
research data, etc.)

demonstrates Differentiate L2: Differentiate quantitative from qualitative research Differentiate quantitative from qualitative research through
an quantitative associating related words or phrases with either qualitative
understanding from qualitative L1: Identify whether a study is quantitative or or quantitative (e.g., experiment, small sample, objective,
of the research qualitative survey, feelings/experiences, numerical, subjective,
quantitative and CS_RS11- IIIa-4 statistics) or stating differences among given sample titles
qualitative of locally conducted qualitative and quantitative researches
research within municipality or province.

demonstrates Provide Provide examples of research in areas of interest like

an examples of studies on effective learning strategies among ALS learners
understanding research in in area of Education; Covid-19 vaccine development in
of the kinds of areas of interest Health and Medicine; behavioral child development in
research across CS_RS11- IIIa-5 Psychology and in other areas such as Humanities, Social
fields
Page 39 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Sciences, Information and Communication Technology,
etc.)

demonstrates decides on Describe L2: Discuss the strengths and weaknesses of Discuss the characteristics, strengths, weaknesses, and
an suitable characteristics, qualitative research kinds of qualitative research by interpreting localized
understanding qualitative strengths, (Note: the original MELC Describe is L1 but the activity qualitative research situations/scenarios within community,
of the value of research in weaknesses, requires comparing strengths and weaknesses. hence municipality or province through which the nature and
qualitative different areas of and kinds of elevated to L2-discuss. ) aspects of qualitative research will be further explained.
research; its interest qualitative (e.g., Linda immerses himself in a Mangyan community, an
kinds, research L1: Identify characteristics of qualitative research indigenous tribe in Oriental Mindoro, to determine their
characteristics, CS_RS11- IIIb-1 cultural practices and healthcare beliefs. This research
uses, strengths, L1: Recall the kinds of qualitative research situation therefore reflects that Linda is conducting
and weaknesses ethnography (a study concentrating on a group of people in
a particular environment, with distinct cultural practices
and behavior), in which she’s able to engage with
naturalistic characteristic of Qualitative research focusing
on real-life situations that provide her direct experiences
which are non-manipulative and can be considered a
strength of qualitative.

demonstrates Illustrate the L3: Illustrate the importance of qualitative research Illustrate the importance of qualitative research across
an importance of across fields fields through a drawing or poster in which one can imagine
understanding qualitative his/her future community (barangay or town) with the help
of the research L2: Distinguish the importance of qualitative research of research.
importance of across fields across fields of study (e.g., Anthropology, Humanities,
qualitative CS_RS11- IIIb-2 Social Sciences, Education, Business, Sports, ICT) Distinguish the importance of qualitative research across
research across the following fields (e.g., Anthropology, Humanities, Social
fields of inquiry L1: List examples of qualitative research across field of Sciences, Education, Business, Sports, ICT, etc.) through
study (e.g., Anthropology, Humanities, Social Sciences, stating specific benefits and uses of research in your chosen
Education, Business, Sports, ICT) field of interest (e.g., Researches in Social Science
Page 40 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
contribute to social welfare as it looks for ways to create a
good society, improve economy, industry and standard of
living.)

List examples of qualitative research in any of the following

fields (e.g., Anthropology, Humanities, Social Sciences,
Education, Business, Sports, ICT, etc.) such as stating the
research title, author, research method and some notable
findings of that particular study conducted in the country or
province.

Recall the meaning of research like giving experience-based

definition of the word, research or associating words or
concepts that relate to one’s research experience.

demonstrates formulates clearly Design a L6: Design a qualitative research project related to Design a research project related to daily life by drafting a
an statement of research project daily life aligned with your field of study simple research proposal based on a topic of interest (that
understanding research related to daily may be timely and relevant to one’s local community)
of the range of problem life L5: Appraise the practicality of the research project containing the following parts (i.e., research title, problem
research topics CS_RS11-IIIce-1 statement, objectives of the study, background of the
in the area of L4: Analyze how the research project will impact real- study, etc.)
inquiry life situations
Select a research topic related to daily life by prioritizing
L3: Apply the rules in formulating the research timely and relevant issues, problems or concerns in the
problem local community or in school that need to be addressed.
(e.g., student absenteeism, poor academic performance of
L2: Select a research topic related to daily life by students, how to teach physically challenged individuals,
prioritizing timely and relevant issues. increasing number of out-of-school youth in the
community)

Page 41 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
L1: Observe problems in your community/school that Integrate the use of research to daily life situations by
need attention. applying the use of research to various life situations that
pose a problem or concern in one’s life or in the community
L1: Recall the meaning of research where he/she lives).

Demonstrate how research is used in daily life like acting

. out or portraying the practical applications of research to
daily situations or experiences in one’s life
(e.g., Portraying the post-traumatic experience of bullying)

Interpret situations on how research is used in daily life like

describing how certain studies are useful to one’s
understanding and awareness.

(e.g., Studying the lived experiences of sole mothers in

Oriental Mindoro allow us to uncover and understand the
real-life situation, the struggles and challenges that sole
mothers have been facing).

Recall the meaning of research like giving experience-based

definition of the word, research or associating words or
concepts that relate to one’s research experience.

Write a research L6: Write a qualitative research title Writes a research title based on one’s chosen topic of
title interest, relevant to the present situations in his or her
CS_RS11-IIIce-2 L5: Critique samples of qualitative research titles locality.
(e.g., The Lived Experiences of Out-of-School-Youth
L4: Examine key components of a qualitative research learners in Iloilo)
title (i.e., problem, participants, research locale,
timeframe)
Page 42 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
L3: Follow guidelines in writing a qualitative research Critique sample qualitative research titles according to its
title relevance (addressing timely issues also present in one’s
local community), researchability (availability of resources),
L2: Give examples of a qualitative research feasibility (timeframe) and conciseness (use of language).
L2: Describe a qualitative research title
Examine key components of a qualitative research title (i.e.,
L1: Recognize a qualitative research title problem, variables, participants, research locale,
timeframe) by extracting important information such as
research problem, participants, research locale and
timeframe.

Follow guidelines in writing a qualitative research title such

as choosing a worth-researching, interesting and relevant
topic; then, narrowing down the chosen topic into
important specific details; next, is constructing title that is
original, concise and clear.
Describe a qualitative research title by looking into sample
qualitative research titles conducted locally (within
municipality or province) and studying the content words
that compose each title.

Recognize a qualitative research title by considering or

taking note of words like lived experiences, feelings, beliefs,
practices, a case study, ethnographic study, historical
analysis, phenomenology, etc.

demonstrates Provide the L2. Provide the justifications reasons for conducting Provide the justifications/reasons for conducting the
an justifications/ the research related to your chosen track /strand research such as an inquiry or question, an existing problem
understanding or situation, a necessity or a call for change or development
of the value of L1: Recall the importance of research that need to be addressed in one’s local community.
Page 43 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
research in the reasons for (e.g., This study is conducted because of the need to
area of interest conducting the improve learners’ writing skills particularly in creating
research original academic papers such as poems, essays, biography,
CS_RS11-IIIce-3 business letters, research papers, and the like.)

demonstrates State research State research questions by using interrogative statements

an question that clearly and systematically specify the main research
understanding CS_RS11-IIIce-4 problem or inquiry.
of the specificity (e.g., Qualitative – What are the lived experiences of
and feasibility of Filipino mothers and fathers before, during and after a
the problem typhoon?)
posed
Indicate scope L2: Indicate scope and delimitation of research Indicate scope and delimitation of research by declaring
and delimitation only what to include in the study or specifying details about
of research L1: Identify the scope of your research the main problem, research objective, the participants
CS_RS11-IIIce-5 involved, research locale, specific timeframe, research
method, instrument, protocols followed, etc.)

Cite benefits Cite benefits and beneficiaries of research by listing all the
and possible persons and organizations who will benefit from
beneficiaries the study and how it will contribute to their well-being.
of research (e.g., ALS Learners (Beneficiary) – This study on effective
CS_RS11-IIIce-6 learning strategies for ALS learners, will help them achieve
best learning and improve their academic performance.
(Benefit)

Present written L1: Present written statement of the problem orally Present written statement of the problem by reporting
statement of orally the following parts of the study (i.e., Title,
the problem Introduction or Background of the study, Statement of the
CS_RS11-IIIce-7
Page 44 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
problem or research questions, Scope and Delimitation,
and Significance of the Study.)

demonstrates selects, cites, and Select relevant L5: Select relevant literature Select relevant literature (at least 10 or more literatures)
an synthesizes literature from updated local and foreign academic journal articles,
understanding properly related CS_RS11-IIIfj-1 L4: Extract the key components of relevant literatures studies, dissertations, and published and unpublished
of the criteria in literature (e.g., keywords, title, author, notable findings) materials that have been read, reviewed and examined.
selecting, citing,
and synthesizing L3: Classify various sources of relevant literatures (i.e., Extract the key components of relevant literatures such as
related primary, secondary, tertiary sources) keywords, title, author, notable findings.
literature
L2: Discuss the need to select relevant literatures (e.g., Keywords: Academic Performance, Working Student,
Scholar
L1: Recognize the related literature section of a Title: Working Scholars: Life as a Worker and Academic
research Performer
Author: Villahermosa (2015)
Notable Findings: Some of the working students are
employed in fast food chains as service crew. Some serve as
student assistants in colleges and universities, all to earn
money for school expenses to continue their education.

Classify various sources of relevant literatures (i.e., primary,

secondary, tertiary sources)

(e.g., letters and interviews, etc. (primary); academic

journal articles, etc. (secondary); Dictionaries, atlas, etc.
(tertiary)

Page 45 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Discuss the need to select relevant literatures by
enumerating and explaining the goal or purposes of
including good and updated related literatures in a study.

(e.g., To demonstrate familiarity with a body of knowledge;

To establish credibility; To learn from others, etc.)

Recognize the relevant literature section of research by

stating or naming the part of the literature section of
research.

(i.e., Chapter II – Review of Related Literature and Studies)

Cite related Cite related literature using standard style by listing all the
literature using references (whether in in-text citation or bibliographical
standard style entry) (e.g., books, web sites, online and printed journal
CS_RS11-IIIfj-2 articles, periodicals, electronic books, and theses) using
American Psychological Association (APA) Standard Style or
Format.

Synthesize L5. Synthesize information from relevant literature Synthesize information from relevant literature using the
information techniques in writing a synthesis (i.e., summarizing,
from relevant paraphrasing, giving examples or illustrating, probing a
literature thesis statement, and comparing and contrasting data)
CS_RS11-IIIfj-3

Write coherent Write coherent review of literature using graphic organizers

review of to illustrate the flow of ideas; transitional devices such as
literature “first, second, and third, also, moreover, thus”; rhetorical
CS_RS11-IIIfj-4 markers such as “in a related study, the next example” in
Page 46 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
order to show connection among ideas; and the three (3)
main components of a literature review
(i.e., introduction, body and conclusion.)

demonstrates uses sources Follow ethical L3: Follow ethical standards in writing related Follow ethical standards in writing related literature such as
an according to standards in literature giving credit to the owner of an idea using proper citation,
understanding ethical standards writing related L2: Explain the ethical standards in writing related respecting intellectual property, avoiding plagiarism, etc.
of the ethical literature literature The best thing to be on ethical standards is to make notes
standards in CS_RS11-IIIfj-5 L1: Recall ethical standards in writing related literature of whatever points you need to use, and at the end, try
writing related paraphrasing them.
literature

presents written Present written Present written review of literature by reporting the
review of related review of following in sequence (i.e., introducing first the research
literature literature title, then, providing overview of the relevant literature,
CS_RS11-IIIfj-6 next is establishing context for the study using the
literature, then reporting the gaps, after that, elaborating
studies mentioned in literature review, and supporting the
research through direct quotations and relevant findings.

Quarter 2
demonstrates describes Choose L3: Utilize appropriate qualitative research design Choose an appropriate qualitative research design among
an qualitative appropriate the following (i.e., case study, phenomenology,
understanding research designs, qualitative L2: Compare and contrast the different qualitative ethnography, historical analysis, content discourse,
of the sample, and data research design research designs grounded theory)
qualitative collection and CS_RS11- IVa-c-
research analysis 1 L1: Name the different qualitative research designs Utilize appropriate qualitative research design by applying
designs procedures the approach and purpose of the chosen qualitative

Page 47 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
research design in the context of the study being
conducted.
(e.g., A study on the Economic Life of the Aetas of Northern
Philippines uses an ethnographic design since it describes
and interprets a cultural or social group system with
observable and learned patterns of behavior, customs, and
ways of life (Creswell, 1998).
Compare and contrast the different qualitative research
designs by creating a table of comparison using categories
to identify differences among them (i.e., research design
approach, goals and objectives, when to use, data
collection method, data analysis methods, strengths,
limitations, and duration).

Name the different qualitative research designs (i.e., case

study, phenomenology, ethnography, historical analysis,
content discourse, grounded theory).

demonstrates Describe L2: Describe sampling procedure and sample Describe sampling procedure and sample by discussing type
an sampling Note: ‘Describe’ is L1. The activity requires more than of sampling procedure to be used for the study (e.g.,
understanding procedure and just describing thus, the MELC is elevated to L2- purposeful, convenience, availability, quota, and snowball)
of the sample Discuss and determining the correct sample size from the
description of CS_RS11- IVa-c- L1: Choose a sampling method that is suitable for the population.
sample 2 problem and the hypothesis you want to test.

demonstrates Plan data Plan data collection, data gathering instrument, and Plan data collection, data gathering instrument, and
an collection, data analysis procedures analysis procedures by determining what data collection
understanding gathering method will be used for the study (e.g., observation,
of: instrument, and interview, survey, use of questionnaire); the research
instrument to be employed (e.g., a standardized or
Page 48 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
1. the data analysis researcher-made questionnaire, a checklist, observation
collection and procedures schedule); and deciding what analysis procedures to be
analysis CS_RS11- IVa-c- done with the collected data (e.g. validation, editing,
procedures such 3 organizing, coding, and concluding of data)
as survey,
interview and
observation Present written Present written research methodology Present written research methodology by reporting the
2. the research various parts in complete detail (e.g., research design,
application of methodology research locale, participants of the study, sampling
creative design CS_RS11- IVa-c- technique, research instrument, validation of the
principles for 4 instrument, data gathering procedure, and data analysis
execution procedure.)

demonstrates gathers relevant Collect data Collect data through observation and interviews Collect data through observation and interviews by
an information with through conducting or executing the data procedure plan of the
understanding intellectual observation and study using the prepared instrument (e.g., checklist,
of the honesty interviews interview questions, observation schedule)
observation and CS_RS11- IVd-f-
interview 1
procedures and
skills

demonstrates analyzes and Infer and Infer and explain patterns and themes from data Infer and explain patterns and themes from data through
an draws out explain patterns techniques such as word-repetition, indigenous categories,
understanding patterns and and themes thematic analysis, and qualitative data analysis.
of drawing out themes with from data
patterns and intellectual CS_RS11- IVd-f-
themes from honesty 2
data

Page 49 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance MELCs
Unpacked MELCs at the Point of Instruction
Standard Standard with K to 12
(based on Bloom’s taxonomy)
CG Code
Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Relate the Relate the findings with pertinent literature Relate the findings with pertinent literature by finding a
findings with connection, identifying similarities, or confirming whether
pertinent the findings of study confirms or does not confirm findings
literature of previous studies in the literature section.
CS_RS11- IVd-f-
3
demonstrates forms logical Draw Draw conclusions from patterns and themes Draw conclusions from patterns and themes by creating a
an conclusions conclusions summary of clear and accurate inference or generalizations
understanding from patterns based upon the findings, written in narrative form.
of the and themes (e.g., The study confirmed that registered nurses involved
guidelines in CS_RS11- IVg-j-1 in termination of pregnancy experienced mixed feelings
making such as rejection, depression, and stress.)
conclusions and
recommendatio makes Formulate Formulate recommendations based on conclusions Formulate recommendations based on conclusions by
ns recommendations recommendatio specifying a proposed policy or action plan as an act of
based on ns based on addressing the problems that appeared in the findings, as
conclusions conclusions well as the resources needed to carry out the policy.
CS_RS11- IVg-j-2
(e.g., ALS Teachers should conduct research work and
collaborate with other teachers in order develop effective
teaching strategies to cater the learning styles of ALS
learners.

demonstrates List references List references List references (e.g., books, periodicals, journal articles,
an CS_RS11- IVg-j-3 electronic books, web sites, etc.) following the
understanding bibliographical entry format of American Psychological
of the Association (APA) standard style with the following details
techniques in (i.e., the name of the author, year of publication, title of
listing book or material, place of publication and name of
references publisher.)
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 Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
APPLIED TRACK SUBJECT: PRACTICAL RESEARCH 2

Note: The MELCs from CS_RS12-Id-e-1 to CS_RS12-IIh-j-2 detail the steps in doing quantitative research. These MELCs were NOT unpacked.
The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
Rows coded orange are considered ‘low priority’ for ALS learners.
Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Quarter 1
demonstrates decides on Describe L2: Describe characteristics, strengths, Describe characteristics, strengths, weaknesses, and kinds
an suitable characteristics, weaknesses, and kinds of quantitative of quantitative research using previous actual research
understanding quantitative strengths, research experience in school or community.
of: research in weaknesses, (e.g., Research is systematic because we followed
1. the different areas of and kinds of L1: Identify quantitative research that addresses sequential steps in completing the research process such as
characteristics, interest quantitative community or school- related problems. reading articles on relevant and timely issues or topics,
strengths, research then brainstorming on our topic of interest, then

Page 51 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
weaknesses, and CS_RS12-Ia-c-1 proceeding to creating our problem statement, setting
kinds of scope and delimitation, and so on).
quantitative
research
2. the
importance of
quantitative
research Illustrate the L3: Illustrate the importance of quantitative research Illustrate the importance of quantitative research across
across fields importance of across fields (e.g., Health Sciences, Business, fields through a drawing or poster in which one can imagine
quantitative Engineering, Education, Sports, Architecture, ICT etc.) his/her future community (barangay or town) with the help
research across of research.
fields L2: Discuss the importance of quantitative research
CS_RS12-Ia-c-2 across the following fields Health Sciences, Business, Engineering, Education, Sports,
Architecture, ICT, etc.) through stating specific benefits and
uses of research in your chosen field of interest.
L1: List examples of quantitative research in any of the (e.g., Researches in Health Science contribute to the
following fields (e.g., Health Sciences, Business, development of health innovations, knowledge,
Engineering, Education, Sports, Architecture, ICT etc.) interventions and technologies on finding cure to illnesses
and provide health security to the people)

List examples of quantitative research in any of the

following fields (e.g., Health Sciences, Business,
Engineering, Education, Sports, Architecture, ICT etc.) such
as stating the research title, author, research method and
some notable findings of that particular study conducted in
the country or province or town.
(e.g., Implementation of No-Child Behind Act in Selected
Schools in Oriental Mindoro; Matching Teaching Strategies
and ALS Students’ Learning Styles in English Subjects)

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 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Differentiates L2: Differentiate dependent and independent Differentiate kinds of variables and their uses by
kinds of variables distinguishing the differences among independent and
variables and independent variables, control and confounding variables
their uses L1: Identify the variables in the study, through a Venn diagram.
CS_RS12-Ia-c-3

demonstrates formulates clearly Design a L6: Design a quantitative research used in daily life Design a research project used in daily life by drafting a
an the research used in simple research proposal based on a chosen topic of
understanding statement of daily life L5: Appraise the practicality of the research project interest (that may be timely and relevant to one’s local
of: research CS_RS12-Id-e-1 community) containing the following parts (i.e., research
problem L4: Analyze how the research project will impact real- title, problem statement, objectives of the study,
1. the range of life situations background of the study, etc.)
research topics
in the area of L3: Follow the guidelines in formulating the research Select a research topic related to daily life by prioritizing
inquiry problem timely and relevant issues, problems or concerns in the
local community or in school that need to be addressed.
2. the value of L2: Prioritize which problem can be addressed in the (e.g., increasing number of out-of-school youth in the
research in the research considering limitations in time, resources and community, student absenteeism, poor academic
area of interest background knowledge performance of students, how to teach physically
challenged individuals, etc.)
3. the specificity L1: Identify 2 to 3 community or school problems/
and feasibility of relevant issues that need to be addressed Integrate the use of research to daily life situations by
the problem applying the use of research to various life situations that
posed L1: Recall the meaning of research. pose a problem or concern in one’s life or in the community
where he/she lives).

Demonstrate how research is used in daily life like acting

out or portraying the practical applications of research to
daily situations or experiences in one’s life

Page 53 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
(e.g., Portraying how research is used to determine the
situational factors affecting academic performance of ALS
learners)

Interpret situations on how research is used in daily life like

describing how certain studies are useful to one’s
understanding and awareness.
(e.g., A Study on The Awareness on Solid Waste
Management Initiatives and Solid Waste Management
Practices Integration in Inarawan National High School
allow us to assess the real-life situation, the struggles and
challenges that sole mothers have been facing).

Recall the meaning of research like giving experience-based

definition of the word, research or associating words or
concepts that relate to one’s research experience.

Writes a L6: Write a research title Writes a research title based on one’s chosen topic of
research title interest, relevant to the present situations in his or her
CS_RS12-Id-e-2 L5: Critique sample quantitative research titles locality.

L4: Examine key components of a quantitative Critique sample quantitative research titles according to its
research title (i.e., problem, variables, participants, relevance (addressing timely issues also present in one’s
research locale, time) local community), researchability (availability of resources),
feasibility (timeframe) and conciseness (use of language).
L3: Follow guidelines in writing a quantitative research
title Examine key components of a quantitative research title
(i.e., problem, variables, participants, research locale,
L2: Describe a quantitative research title timeframe) by extracting important information such as
research problem, participants, research locale and time
L2: Give examples of a qualitative research title frame.
Page 54 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)

L1: Recognize a quantitative research title Follow guidelines in writing a quantitative research title
such as choosing a worth-researching, interesting and
relevant topic; then, narrowing down the chosen topic into
important specific details; next, is constructing a title that is
original, concise and clear.

Describe a quantitative research title by looking at sample

qualitative research titles conducted locally (within
municipality or province) and studying the content/key
words that compose each title.

Recognize a quantitative research title by considering or

taking note the presence of relationship among variables in
the title.

Describe Describe background of research Describe background of research by discussing related

background of literatures that provide proof on the development of the
research (Note: Each step that follows this step is a prerequisite existing problem. (e.g., historical, cultural, academic,
CS_RS12-Id-e-3 to the next; the MELC is not unpacked) scientific findings, debates or arguments, etc.)

State research State research questions State research questions by using interrogative statements
questions that clearly and systematically specify the main research
CS_RS12-Id-e-4 (Note: The prerequisite for this step is the preceding problem or inquiry.
MELC.) (e.g., Quantitative – What is the level of awareness of
students on school discipline policies in selected schools of
Marinduque?

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 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Indicate scope Indicate the scope and delimitation of the study Indicate scope and delimitation of research by declaring
and delimitation only what to include in the study or specifying details about
of study (Note: The prerequisite for this step is the preceding the main problem, research objective, the participants
CS_RS12-Id-e-5 MELC.) involved, research locale, specific timeframe, research
method, instrument, protocols followed, etc.)

Present written Present written statement of the problem Present written statement of the problem by reporting
statement of orally the following parts of the study (i.e., Title,
the problem (Note: The prerequisite for this step is the preceding Introduction or Background of the study, Statement of the
CS_RS12-Id-e-7 MELC.) problem or research questions, Scope and Delimitation,
and Significance of the Study.)

demonstrates 1. formulates Illustrate and illustrate and explain the conceptual Illustrate and explain the conceptual
an clearly explain the framework framework by developing a schematic diagram or a
understanding Conceptual conceptual visual presentation showing clear relationships or
of: framework, framework (Note: The prerequisite for this step is the preceding interconnection between or among variables of the
Research CS_RS12-If-j-6 MELC.) study.
1. the hypotheses (if
formulation of appropriate),
conceptual and define Define terms Define terms used in study Define terms used in study by selecting the technical or
framework terms used in used in study ambiguous words and defining them (operationally)
study CS_RS12-If-j-7 (Note: The prerequisite for this step is the preceding according to how they were used in the study.
2. the research MELC.) (e.g., ALS – Alternative Learning System is a parallel learning
system in the Philippines that provides opportunities for
hypotheses 2. presents
out-of-school-youth and adult (OSYA) learners to develop
(if appropriate) objectively
basic and functional literacy skills and to access equivalent
written review pathways to complete basic education.
of related

Page 56 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
3. the literature and List research List research hypothesis (if appropriate) List research hypothesis (if appropriate) by formulating
definition of conceptual hypothesis (if declarative sentences stating expected relationships
terms as used framework appropriate) (Note: The prerequisite for this step is the preceding between two or more variables of the chosen study.
in the study CS_RS12-If-j-8 MELC.)

Present written Present written review of related literature Present written review of literature by reporting the
review of and conceptual framework following in sequence (i.e., introducing first the research
related title, then, providing overview of the relevant literature,
literature (Note: The prerequisite for this step is the preceding next is establishing context for the study using the
and conceptual MELC.) literature, then reporting the gaps, after that, elaborating
framework studies mentioned in literature review, and supporting the
CS_RS12-If-j-9 research through direct quotations and relevant findings

Present conceptual framework

by showing the framework or the visual representation of
the study and reporting how variables interrelate to one
another sing arrows and boxes.

Quarter 2
demonstrates describes Present written Present written review of related literature Choose appropriate qualitative research design among the
an adequately review of and conceptual framework following (i.e., exploratory, descriptive, correlational,
understanding quantitative related causal)
of: research literature (Note: The prerequisite for this step is the preceding
designs, sample, and conceptual MELC.)
1. quantitative instrument used, framework
research design intervention (if
applicable), data CS_RS12-IIa-c-1
2. description of collection, and
sample analysis
Page 57 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
procedures
3. instrument
development

4. description of Describe Describe sampling procedure and sample Describe sampling procedure and sample by discussing type
intervention (if sampling of sampling procedure to be used for the study (e.g., simple
applicable) procedure and (Note: The prerequisite for this step is the preceding random, systematic, stratified, cluster sampling) and
sample MELC.) correct sample size from the population
5. data CS_RS12-IIa-c-2
collection and
analysis Construct an Construct an instrument and establishes its
procedures such instrument and validity and reliability
as survey, establishes its
interview and validity and (Note: The prerequisite for this step is the preceding
observation reliability MELC.)
CS_RS12-IIa-c-3
6. guidelines in
writing Describe Describe intervention (if applicable) Describe intervention (if applicable) by discussing the
intervention (if nature and method of the data intervention to be used for
applicable) (Note: The prerequisite for this step is the preceding the study (e.g., survey, experiment, observation, interview,
CS_RS12-IIa-c-4 MELC.) survey, use of questionnaire)

Plan data Plan data collection procedure Plan data collection by crafting an action plan on what data
collection collection method and instrument to be used for the study
procedure (Note: The prerequisite for this step is the preceding and the procedure to be followed. (e.g., survey,
CS_RS12-IIa-c-5 MELC.) experiment, observation, interview, survey, use of
questionnaire)

Page 58 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
Plan data Plan data analysis using statistics and hypothesis Plan data analysis using statistics and
analysis using testing (if appropriate) hypothesis testing (if appropriate) by specifying appropriate
statistics and statistical tools to be used for the type of analysis to be
hypothesis (Note: The prerequisite for this step is the preceding made (e.g., quantitative, descriptive, inferential or
testing (if MELC.) exploratory)
appropriate)
gathers and CS_RS12-IIa-c-6
analyzes data Present written Present written research methodology Present written research methodology by reporting the
with intellectual research various parts in complete detail (e.g., research design,
honesty, methodology (Note: The prerequisite for this step is the preceding research locale, participants of the study, sampling
using suitable CS_RS12-IIa-c-7 MELC.) technique, research instrument, validation of the
techniques instrument, data gathering procedure, and data analysis
1. form logical procedure.)
conclusions
demonstrates 2. make Collect data Collect data using appropriate instrument Collect data through observation and interviews by
an recommendations using conducting or executing the data procedure plan of the
understanding based on appropriate (Note: The prerequisite for this step is the preceding study using the prepared instrument
of: conclusions instrument MELC.) (e.g., questionnaire, tests in experiments, observation
CS_RS12-IId-g-1 schedule, interview guide)
1.data collection
procedures and Present and Present and interpret data in tabular or Present and interprets data in tabular or
skills using interpret data in graphical forms graphical forms by discussing the analyzed data through a
varied tabular or visual-oral presentation containing tables and graphs
instruments graphical forms (Note: The prerequisite for this step is the preceding (e.g., oral defense of Chapter IV)
CS_RS12-IId-g-2 MELC.)
2. data
processing, Use statistical Use statistical techniques to analyze data – Use statistical techniques to analyze data –study of
organizing, and techniques to study of differences and relationships limited for differences and relationships limited for bivariate analysis
analysis analyze data – bivariate analysis by applying the methods of appropriate statistical formulas
study of on the data to make clear findings.
differences and
Page 59 of 60
 Examples of Examples of How to Contextualize the MELCs
Content Performance
MELCs Unpacked MELCs at the Point of Instruction
Standard Standard
with K to 12 (based on Bloom’s taxonomy)
CG Code Level 6: Create Level 3: Apply (Applications. Activities. Situations. Context
Level 5: Evaluate Level 2: Understand that will make the MELCs RELEVANT TO and EASIER TO
The learner… The learner…
Level 4: Analyze Level 1: Remember UNDERSTAND BY ALS learners)
relationships (Note: The prerequisite for this step is the preceding (e.g., scatter diagram, Pearson r, Correlation, Spearman
limited for MELC.) Rank Order Correlation, etc.)
bivariate
analysis
Draw Draw conclusions from research findings Draw conclusions from research findings by creating n list
conclusions of accurate inference or generalizations based upon the
from research (Note: The prerequisite for this step is the preceding data written in numerical order. (e.g.,
findings MELC.) Conclusion 1: Majority of the respondents are aged 12-16
CS_RS12-IIh-j-1 and mostly are males.
Conclusion 2: Age and gender are significantly related to
achievement in mathematics.)

Formulate Formulate recommendations Formulate recommendations based on conclusions by

recommendatio specifying a proposed policy or action plan as an act of
ns (Note: The prerequisite for this step is the preceding addressing the problems that appeared in the findings, as
CS_RS12-IIh-j-2 MELC. ) well as the resources needed to carry out the policy.

(e.g., ALS Teachers should conduct research work and

collaborate with other teachers in order to develop
effective teaching strategies to cater to the learning styles
of ALS learners.

Page 60 of 60