A B C D E F G H I J

1 COMPETENCY UNPACK
2 Grade Level: Three

3 Resources
No. of Learning Competency from the CG (Kto12 & Content Skill
Quarter: Week:
Days Matatag-K, G1, G4, G7): (Noun): (Verb):

Knowing
4 (K)
RO SLM CO SLM Others

Simple
Local and and
5 First 1 4
National compound
sentence

Describe one’s drawing about the stories/poems

listened to using simple and compound sentences.
(EN3WC-Ia-j-4) use
 A B C D E F G H I J

short
Local and Write a short descriptive paragraph about a character
6 First 1 4 descriptive write
National or setting in stories listened to. (EN3WC-Ia-j-7)
paragraph
 A B C D E F G H I J

Local and Write a short paragraph providing another ending for ending of
7 First 2 4 write
National a story listened to (EN3WC-Ia-j7 &-8) the story

Write a diary (EN3WC-Ia-j-

2.2)

Local and
8 First 2 4 diary write
National
 A B C D E F G H I J
identiy, * identify
distinguish sentences
, use, and and non-
write sentences

*
distinguih
the
different
kinds of
sentences

Use different kinds of sentences in a dialogue (e.g. * use

9 Local and declarative, interrogative, kinds of proper
First 3-Apr 8
National sentences punctuatio
n in the
different
kinds of
sentences
.

10 exclamatory, imperative) EN3G-Ic-1.3

 A B C D E F G H I J
Identify
common
nouns and
proper
nouns.

Local and
11 First
National

common
and
Use common and proper nouns in a sentence proper
5 4 (EN3G-If-2.2) nouns use
identify
the plural
form of the
regular
nouns.

12 First
Local and
National

plural form
Use plural form of regular nouns by adding /s/ or /es/ of regular
5 4 (e.g., dog, dogs; wish, wishes) (EN2G-Ig-h-2 .3) nouns use
 A B C D E F G H I J
identify
the plural
form of the
regular
nouns.

13 First
Local and
National

plural form
Use plural from of frequently occurring irregular of irregular
6 4 nouns (e.g. children, feet, teeth) (EN3G-Ii-j-2.4) nouns use
 A B C D E F G H I J
Read and
write short
a,e,i,o,and
u words in
CVC
pattern,
and in
phrases
and
sentences
containing
14 First
Local and
these
National
words.

Review reading and writing short e, a, i, o, and u CVC

words in CVC pattern EN3PWR-Ia- words with read, list,
7 4 b-7 a, e, I, o ,u and write
 A B C D E F G H I J
Recognize
more
common
2-syllable
words in
order to
read
simple
phrases
and
15 First
Local and sentences
National

Read phrases, sentences and short stories consisting

of 2- syllable words and the questions about them 2- syllable read and
7 4 (EN3PWR-Ij-21) words identify
 A B C D E F G H I J
Express
ideas in a
conversati
onal
manner

16 First
Local and
National

conversati express,
Initiate conversations with peers in a variety of school on with read, and
8 2 settings (EN3FL-Ia-3.8) peers write
 A B C D E F G H I J
recount
specific/
significant
events

17 First
Local and
National

retell,
informatio share, and
n shared summariz
8 2 Summarize and restate information shared by others by other e
18 48
 A B C D E F G H I J
Identify
the correct
be-verbs
in a
sentence.
be-verbs
(am, is,
are, was,
Local and were)
19 use
National correctly
in
sentences
.

Use the be-verbs (am, is, are was, were) correctly in

Second 1 4 sentences
 A B C D E F G H I J

Identify
Local and simple
20 Use simple
National verbs.
verbs.

Second 2 4 Use simple verbs (past, present, future) in sentences

 A B C D E F G H I J

21
Local and
National
identify
words with words with
initial and initial and
final final
consonant consonant
Second 3 4 Read words with initial and final consonant blends blends. read blends.
Read
familiar
words/sen
tences/sto
ries with
accuracy,
Local and speed and
22 proper
National
phrasing

Reading
familiar
words and
phrases in
Second 3 4 Read familiar words and phrases in texts texts read
 A B C D E F G H I J
Read
short
stories
consisting
of words
with
Local and words with consonant
23
National consonant digraph ch
digraph ch and sh.
and sh
and other
Read words, phrases, sentences and short stories words
consisting of words with consonant digraph ch and sh previously
Second 4 4 and other words previously studied studied read
Identify
the names
of the
pictures.

one- to-
two
syllable
24
Local and words with
National initial and
final
consonant
blends
(e.g. pl, tr)
and
consonant
Spell one- to- two syllable words with initial and final digraphs
consonant blends (e.g. pl, tr) and consonant digraphs (ch and
Second 4 4 (ch and sh) sh) spell
 A B C D E F G H I J
Identify
the kind of
possessiv
e pronoun
used in
25
Local and the
National sentence.

possessiv
Identify commonly used possessive pronouns and e
Second 5 4 use them in a sentence pronouns identify
Give the
cause and
effect in
the
Local and
26 sentences
National
.

cause and
Second 6 4 Identify several effects based on a given cause effect identify
 A B C D E F G H I J

27
Local and
National

making
inferences
and draw
Make inferences and draw conclusions based on conclusion
Second 7 4 texts (pictures, title and content words) s draw
 A B C D E F G H I J

28
Local and
National

fact and
Second 8 4 Distinguish fact from opinion opinion distinguish
 A B C D E F G H I J
Identify
the
different
sources of
informatio
n.

29
Local and
National

sources of
informatio
Second 9 4 Use different sources of information in reading n Use
 A B C D E F G H I J
Identify
the correct
abbreviati
ons of the
words.

30
Local and
National

Recognize some words represented by common abbreviati

Second 9 4 abbreviations (e.g. Mr. Ave., Oct.) ons recognize
31 48
 K L M N
COMPETENCY
1 UNPACKING AND ASSESSMENT MAP
Learning Area:
2

Unpacked Learning Competency (2 to 3 each)

Assessment Task / Activity Understan Assessment Task / Activity Doing (D)

4 ding (U)

Use Sentence Soritng Game Draw and tell using simple and compound sentences.
simple Written Test (Multiple Choice)
and Choose the correct
compound simple and compound sentence
sentence based on the drawing.
in
describing
one's
5 drawing
about the
story read.
 K L M N
Use Descriptive Picture Prompt Written Write a short descriptive paragraph about a character or
appropriat Test (Multiple Choice) setting in stories listened to
e Write the correct description
descriptio of the characters and setting of the
n of the stories listened to. Choose the letter
character of the correct answer and write them
and on the blank provided before the
setting in number.
stories
listened
to.

6
 K L M N
Determine Story Ending Relay Provide another ending of a story
another Written Test (Multiple Choice)
ending of Choose the letter of the
7 the story. appropriate ending of the story.

Write a Daily Diary Challenge Write a diary of school activities.

diary Essay (Diary Writing)
using the Write a diary based on the
series of series of pictures shown.
8 pictures
shown.
 K L M N
Sentence Creation Challenge * Sentence Soritng Game * Construct Simple sentences using the different kinds of
Written Test (Identification) Distiguish Written Test (Fill in the Blanks) sentences.
* Identify sentences * Write in a proper
the statements whether from non- column sentences and non-
sentence or non-sentence. sentences sentences
* Identify * Read the dialogue, fill in the blank
the different kinds of *Use with the correct statements.
sentences. and
* Use the appropriate differentiat
punctuation marks of the e the kind
different kinds of sentences. of
sentences
in a
dialogue.
9

10
 K L M N
Noun Hunt Use Noun Sorting Games Write sentences using common and proper nouns.
learners are common Learners are grouped. Teacher gives
given materials to read and and set of noun cards each group place
they will hunt for nouns by proper downside. Each player one at a time
listing them down nouns in a flip the card and categorize the noun.
Written Test sentence. Written Test (Sentence
(Identification) Completion) Complete
11
* Identify the nouns in the sentence with the correct
the given sentences. Write the common and proper nouns.
words in the proper columns as
to Common nouns and Proper
nouns.

Plural Match-Up Plural Scavenger Hunt Write the plural forms of nouns.
Learners are grouped. Teacher gives worksheets to
Teacher provide set of singular learners. Let the learners find the
noun cards and another set for plural noun cards around the
plural nouns. Let the learners classroom.
match singular to plural nouns. Written Test (Filling the Blanks)
Written Test (Multiple Fill in the blanks
12 Choice) Identify the plural form with the correct plural nouns.
of the regular nouns in the
sentence. Use plural
form of
regular
nouns by
adding /s/
or /es/.
 K L M N
Irregular Noun Memory Game Irregular Noun Rewrite Write the correct plural form of irregular nouns.
Learners are grouped. Teacher provides learners with a list
Teacher provides set of of sentences that contain irregular
singular irregular noun cards nouns (singular and plural). Instuct
and another set for plural the learners to observe the spelling
irregular nouns. Let the of the singular and plural form of
learners match singular to irregular nouns. After 5 minute
plural nouns. observation, let the learners rewrite
Written Test the paired singular and plural nouns.
13 (Multiple Choice)
Identify the plural form of Written Test (Fill in the Blanks)
the irregular nouns in the Fill in the blanks
sentence. with the correct plural irregular
nouns.

Use plural
from of
irregular
nouns.
 K L M N
Differentia Word Bank Write simple sentences using words with short a,e,i,o,u
te words Teacher displays many words with
with a,e,I,o,and u on he board. Learners
different are ask to jot down as many as they
medial can in proper column words with
Short Vowel Word Sort
vowels. a,e,i,o, and u.
teacher prepares a set of word
Written Test (Sentence
cards focusing on the vowels
Completion)
a,e,i,o, and u. learners are
Study the Word Bank. Choose
grouped and given the word
the best word with medial vowels to
cards. each group will sort
complete the sentences below.
14
the word cards and categorize
as to words with a,e,i,o,and u
Written Test ( Reading
riddle/short stories and
Listing)
Read the riddle and list down at
least 5 words with short /a/,
/e/, /i/, /o/, /u/ in CVC pattern.
 K L M N
Phrase Building Answer Name Game Compose sentences using 2-syllable words.
Teacher provides each the Teacher provides phrases and
learner with a set of 2-syllable questions sentences which describe a 2-
word cards. about the syllable words. Let the learners name
Instruct learner to select a few short story the 2-syllable word describes.
words and arrange to form with 2- Written Test
phrases, sentences. syllable (Multiple Choice) Read the
Written Test words. phrases, sentences and short story
( Reading Phrases and with short vowel 2-syllable words and
Sentences) answer the questions that follow.
15 Read the pharses and Write the letter of the correct answer
sentence then identify the 2- on your answer sheet.
syllable words.
 K L M N
Express ideas by presenting a skit

Conversation Starter Cards

Learners are grouped.
Teacher prepares a set of
conversation starter cards with
different prompts or questions
related to school. Distribute
starter cards to each group.
Instruct learners to take turns
16 drawing a card and using the
prompt or question to initiate
conversation with the group.
Written Test ( Reading
Conversation)
Read the following
conversation. Choose the
correct word in the box to
complete the sentence.
 K L M N
Event Reflection Sharing * share News Sharing Circle Recall and share experiences, film viewed and story
Instruct learners to relevant Learners are group. read/listened to as springboard for writing.
think of a specific event or informatio Teacher provides each group with a
experience they recently had. n * list of current events. Instruct the
Encourage volunteer to share connect group to choose one member to read
his/her experience. informatio and share the news picked.
n heard to Encourage learners to summarize
personal the information heard.
17 experienc Writtent
e Test (Summarization)
Summarize the information
heard from classmates

18
 K L M N
Use the Be-Verb Sentence Formation Write sentences using be verbs.
correct be- Teacher prepares a set of
verbs in a sentence strips with blank for the
sentence. learners to fill in the correct be-verbs
Be-Verb Sentence Challenge to complete the sentence.
Learners are grouped. Teacher Written Test (Fill in the
provides each group with a set blanks)
of subject cards and a set of Fill in the correct be-verb in
be-verbs cards. Instruct each the blank to make the sentence
19
group to form a correct usage correct.
of be-verbs in a sentence.
Written
Test (Multiple Choice)
Choose the correct be-verb
inside the box. Write your
answers on the blank.
 K L M N
Verb Matching Game Verb Sentence Writing
Teacher prepares a set Teacher prepares a set of
of cards with simple action Sentence Strips with blank for the
words and another set of filling up of the correct tense of verb
Sentence Strips with blank for to complete the sentence.
the filling up of the correct Let each learner get
tense of verb to complete the one sentence strip and fill in the
sentence. correct tense of verb to complete the
Let one group of learners to sentence. Written Test (Writing)
get the a simple action word Rewrite the
card and the other group get sentence using the correct tense of
the sentence strip. Let the the verb inside the parenthesis.
learners find the partner of the
simple action word card and Use the
sentence strip to complete the correct
20 Compose sentences using be-verbs.
sentence. verbs in a
Written Test (Multiple sentence.
Choice) Read each
sentence below and choose
the correct verbs to complete
each sentence.
 K L M N
Distinguis Written Test Write the name of the pictures using initial and final
h the Supply the missing letters consonant blends.
correct of the pictures below.
consonant
blends to
Written Test (Identification) name the
21
Underline the words with pictures.
consonant blends in the
sentence.

Written Test (Writing words Distinguis Written Test (Multiple Choice)

thru Dictation) h the Distinguish the
Write words as correct correct words to complete the
dictated by the teacher. words to sentence. Write the letter of your
complete answer on the blank provided before
the the number.
sentence.
22
 K L M N
Carousel Brainstorming Use words Written Test (Multiple Choice)
(Reading and Listing) with Choose the best digraph to
Read the consonant complete the word for each
short story then list down the digraph ch sentence.
words with consonant digraphs and sh.
ch and sh.
23

Picture Gallery Spell Written Test (Multiple Choice)

Spell the word correctly Choose the best consonant
correctly by naming the consonant blends and consonant digraphs to
pictures. Write your answer on blends complete the sentence.
the boxes. and
consonant
digraphs.

24
 K L M N
Written Test (Multiple Use the Written Test (Multiple Choice)
Choice) Read the sentence correct Read the sentences carefully. Select
carefully. Choose the best possessiv the correct possesssive pronoun to
possessive pronoun used in e pronoun complete the sentence. Write the
the sentence. in the letter of the correct answer.
25 sentence.

Mix and Match Distinguis Written Test (Matching Type)

(Read the sentences h cause Match the cause in Column A with its
that follow. Underline the cause and effect. effect in Column B. Write the letter of
once and the effect twice in the the correst answer on the blank
26 sentences. before the number.
 K L M N
Distinguis Written Test (Multiple Choice) Make inferences and draw conclusions base on the text/
h the best Read the text carefully. Choose the picture.
inference best inference and or conclusion to
and or the text given.
conclusion
to the text
given.

27
 K L M N
Distinguis Concept Map: Make one's own opinion from a fact presented.
h fact from Group the learners.
opinion. Teacher prepares the graphic
organizer like concept map. Instruct
each group to paste in the right
column statement of facts and
another column the statements of
opinions. Written
Test (Fill in the blanks)
28 Among the sentences,
which statement shows a fact or
opinion. Write Fact of Opinion on the
space provided before the number.
 K L M N
Multimodal Reading Classify Guided Reading Stations: Learners
Exploration: the are grouped. Teacher sets up various
Teacher provides different reading stations around the classroom,
each learner with a short text or sources of each with different resource like
passage, such as an article, a informatio newspaper, informational books, online
story or an informational text. n as articles, visual aids such as maps,
diagrams, or infographics.
Learners to read given to them. describe Instruct the each group to read or
After reading, let them share in the engage with the materials at their
what they understand. Discuss statement assigned station, taking notes on the key
the benefits of using the below. information and the different sources
different sources of information they used. After a set amount of time,
to determine which is fact or have the groups rotate to the next
opinion. station and repeat the process.
Written Test At the end, facilitate a discussion where
(Identification) Read the the learners share their findings and
29 reflect on the benefits of using diverse
questions carefully and identify
which of the following tells a sources of information.
fact about the different sources Written Test (Multiple Choice)
of information. Encircle the Read the statement carefully.
letter of the correct answer. Choose and encricle the letter of the
correct answer as described by the
sentence.
 K L M N
Abbreviation Matching Use Abbreviation Scavenger Hunt
Learners are group. abbreviati Teacher provides each learner
Teacher prepares a set of ons of with a full word card Instruct the
cards with common words learners to go on scavenger hunt on
abbrevaitions on one set of correctly. the abbreviations of the full word
cards and the corresponding around the classroom.has found first
full words on another set. the match will win. Whoever
Instruct Written Test (Fill in the
each group to match the blanks) Write the
abbreviation cards with the abbreviations of the underlined words
30 corresponding full word cards. in the sentence.
Process the output by
reporting.
Written Test (Multiple
Choice) Choose the correct
abbreviations as used in the
sentence.

31
 O
1
ENGLISH
2

Assessment Task / Activity

4

Draw and Tell Draw the event in

the story which you like then write one simple sentence
and one compound sentence about your drawing.

5
 O
Writing a Descriptive Paragaraph
In the story read, choose a character whom you like the
most and write a short descriptive paragraph about
him/her.

6
 O
Essay Writing In one
paragraph, write your own ending of the story read.

Diary Writing * Create a diary of

your school activities. *
Write a one week diary of your activities in school.

8
 O
Sentence Charades Write one example of
each kind of sentences.

10
 O
Noun Story learners are
provided with a blank story template. teacher let the
learners write a short story using different nouns.
Sentence Construction Write a
sentence to each of the following pictures using common
and proper nouns.

11

Plural Picture Naming Teacher provides

each learners with a blank sheet for them to write the
name of the picture of plural nouns.
Written Test (Naming the Pictures)
Write the plural forms of nouns in a given picture.

12
 O
Writing Irregular paired irregular singular and plural
nouns Challenge Teacher instructs
the learners to jot down paired singular and plural irregular
nouns as many as they can.
Written Test (Sentence Completion)
Write the correct plural form of the word inside the
parenthesis ( ) to complete the sentences below.

13
 O
Short Vowel Word Writing Challenge
Teacher provides a blank sheet of paper to learners. Let
the learners write in propoer column words with a,e,i,o,and
u. Written Test (Sentence
Construction) Write simple sentences
using words with short a,e,i,o,u 1. sad
2. bed 3.
hot 4. pin
5. bug

14
 O
Sentence Construction Challenge
Teacher provides a list of 2-syllable words on the
handout. Instruct the learners to choose a 5 2-syllable
words and use them to construct sentences.
Written Test Construct
sentences using the following 2-syllable words.
1. basket 2. flower
3. baby 4. paper
5. pencil

15
 O
Group Discussion Circles Learners are grouped.
Teacher assigns topic to each group to discuss within the
group. Encourage each one to share in their conversation.
Written Test (Essay Writing)
Complete the skit provided below by
writing on how you can help your classmate.

16
 O
Film Showing Write the events that
happened in the story in the video shown. Written Test:
Summarization Summarize the information shared by the
reporter.

17

18
 O
Picture Gallery Teacher will post
pictures with sentences under the pictures. Let the
learners examine the correct usage of be-verbs in each
sentence. Written Test
(Sentence Construction) Look
at the picture carefully. Make 3 sentences using be-verbs
(am, is, are, was, were)

19
 O
Picture Gallery Teacher will
post pictures with sentences under the pictures. Let
the learners examine the correct usage of the tenses
of verbs in each sentence.
Written Test (Sentence
Construction) Look at the picture
carefully. Make 3 sentences using three tenses of verbs.

20
 O
Writing Look at the
pictures carefully. Write the name of the picture using initial
and final consonants.

21

22
 O

23

24
 O

25

26
 O
Inference Picture Prompts: Gather a collection of
thought-provoking images or illustrations that can be used
as inference prompts. Distribute the images to the learners
in group. Instruct the learners to observe the image
carefully and make inferences about the story, emotions or
context depicted in the image. Let each group share their
inferences. Making inferences and
drawing conclusions Study the
texts/pictures below. Make a guess of what will happen
next. Write the your conclusion on the space provided.

27
 O
Fact or Opinion Debate: Group the
learners. Teacher prepares the strips of
fact and opinion. Give each group the strips. Instruct one
team to argue that the statements are facts and the other
team to argue that the statements are opinions.
Essay Writing Compose one
opinion from a fact given.

28
 O

29
 O

30

31
 ENGLISH- Grade 4
QUARTER 1

Resources No.
Quart Wee Assessment
Learning Competency from MATATAG Curriculum – Grade 4 Content (Noun) Skill (Verb) Knowing(K) Understanding (U) Assessment Task/Activity Doing(D) Assessment Task/Activity
er k Task/Activity
RO of
CO SLM
SLM days

1 EN4LR-I-1.1 Story Elements Game: Graphic Organizer Activity:

I Note important elements(Story grammar)

Collaboratively complete a graphic

organizer with students to identify story
elements.

Discuss each element (characters,

This game helps students practice retelling a
setting, plot, conflict, and theme) as you
story. Divide the class into teams.
Note go through a text.
CO_Q3_ENG4_Module Recall the elements of a Enumerate the Describe the elements of the Write the important elements
Story Elements /identify
7 pp.1-2 story elements of story story of the story
Encourage students to think aloud and
Read a fiction story together.
share their insights.

You can read a short story aloud or

Students work together to identify the story
have students read independently,
elements (such as characters, setting, plot,
asking guiding questions related to
conflict, and theme).
story elements

Each team places sticky notes with correct

answers in corresponding columns on a story
1 elements chart.
While doing this, other teams can try to take
down their sticky notes, adding excitement to
the gam
EN4LR-I-1.2.

Using worksheet with

several sentences
Short story writing about a simple event
extracted from texts.
Reading short paragraphs, written in a different (e.g., a birthday party ) from two
Have the learners
Identify author's/speaker's point of view as: first person, second person, List the different types of Explain how the choice of point point of view and ask how the point of view Create a short story using different points of view (e.g., first person
/ 1 Author's Point of View Identify encircle whether each
third person(omniscient) point of views of view influences a story changes the reader's experience and different points of view and third person omniscient). Discuss
sentence is in the first
understanding of the text. how the point of view affects the
person, second person,
narrative and audience perception.
or third person point of
view.

EN4LR-I-1.3.

Ask the learners to

Sequence at least 6 events of story/selection write down six events Construct a storyboard that
List events from the Describe how the events are Listing of events and explain how one event Creation of storyboard that visually
/ 1 read/heard Sequencing Events Sequence from the story in the sequences the events of the
story. connected to each other. leads to the next event represents the six events of the story.
order they heard or story
read them.

EN4LR-I-1.4 Graphic Organizer Activity: Picture Books and Short Stories:

Identify type of plot (sequential)

Introduce the five stages of a plot: introduction,

Supply the Graphic rising action/problem, climax, falling action, and
Recall the plot Organizer with the plot resolution.
/ 2 Type of plot(sequential) Identify Describe the type of plot Distinguish the types of plot
(sequential)of the story of the story
read/listened to. Collaboratively complete a graphic organizer
Engage students with picture books and
with students, outlining these stages for a
short stories.
familiar story.
Discuss the plot elements and
Discuss each element and encourage students
encourage students to identify different
to think aloud about how the plot unfold
types of plots.
Use interesting topics to make learning
about plot enjoyable
5 EN4LR-I-1.5 animal sounds, weather
sounds, vehicle Select excerpts from literature that contain Demonstrate how
List common
Describe the effect of prominent use of onomatopoeia. Have students onomatopoeia contributes to
onomatopoeic words Write a poem using onomatopoeia.
/ 1 Analyzing Sound Devices Analyse onomatopoeia on the reader's read the excerpts and discuss how the the imagery and tone of a
and their associated Read it out loud and with expression.
sensory experience. onomatopoeic words enhance the sensory passage through composing
sounds.
experience for the reader. and reading poems.
 sounds, vehicle Select excerpts from literature that contain Demonstrate how
List common
Analyze sound device: onomatopoeia sounds). They will Describe the effect of prominent use of onomatopoeia. Have students onomatopoeia contributes to
onomatopoeic words Write a poem using onomatopoeia.
/ 1 Analyzing Sound Devices Analyse brainstorm as many onomatopoeia on the reader's read the excerpts and discuss how the the imagery and tone of a
and their associated Read it out loud and with expression.
onomatopoeic words sensory experience. onomatopoeic words enhance the sensory passage through composing
sounds.
and their associated experience for the reader. and reading poems.
sounds as they can
6 EN4LR I-1.6. Theme Activities: Setting Activities:
Question-Based
Infer the setting, theme and genre
Practice:

Create a Vivid Setting: Have students

imagine a specific setting (e.g., a
mysterious forest, a bustling city street).
Ask them to describe what they see,
hear, and feel in that place.
Use a set of 36
questions to engage
2 students in thinking
about theme. These
questions cover
different aspects of
theme and encourage
deeper
understanding3.
Slideshow: Utilize a
free theme slideshow to
help students practice
determining the theme
Theme Activities:
of a story. This Write a short essay or create a multimedia
resource distinguishes Infer the setting, theme, and presentation where they analyze the passage,
Identify the setting, between theme and Distinguish setting, theme
/ 1 Inferring Infer genre of a given text through identify the setting, theme, and genre, and
theme a nd genre main idea3. from genre and vice versa
analysis and interpretation, provide evidence from the text to support their
Cut and Paste Activity: conclusions
Provide students with Cut and Paste Activity: Provide
short paragraphs and students with short paragraphs and ask
ask them to sort them them to sort them based on the theme.
based on the theme. This activity reinforces theme
This activity reinforces identification.
theme identification

Cut and Paste

Activity: Provide
students with short
paragraphs and ask
Genre Activities:
them to sort them
based on the theme.
This activity reinforces
theme identification

Genre Crossword Puzzle: Students

create a crossword puzzle using genre
terms. This project reinforces definitions
and key genre concepts

Activity 3: Predict the

3 7 EN4LRI-1.7 Ending of a TV Show or Write Your Prediction:
Movie

Make predictions: outcomes of events Materials Needed:

Read this story event and write your prediction

of what happened next:

Jamal punched the code into the keypad to

open the garage door. He parked his bike in the
garage, and went inside. He tossed his
A short, age- backpack on a chair by the kitchen table.
appropriate TV show Something smelled delicious. “Hi mom, I’m
clip or movie trailer home!” he called. His mom came into the
kitchen and opened the oven door. “Just in
time!” she said. “Look what I made for you!”
What probably happened nex

Facilitate a class discussion where

Predict outcomes of
Instructions: Predict outcomes from students share their predictions,
given Write predictions : outcomes of
/ 1 Predicting outcomes Predict passages or selections read discuss how they arrived at them, and
passages/selection events
or listened to reflect on the accuracy of their
read/listened to
predictions.
 Facilitate a class discussion where
Predict outcomes of
Predict outcomes from students share their predictions,
given Write predictions : outcomes of
/ 1 Predicting outcomes Predict passages or selections read discuss how they arrived at them, and
passages/selection events
Watch Together: Show or listened to reflect on the accuracy of their
read/listened to
a clip from a TV show predictions.
or a trailer of a movie
that ends with an
unresolved plot.
Discuss: Discuss the
key details and plot
points of what has been
shown so far.
Predict: Ask students to
write down their
predictions about how
they think the show or
movie will end.
Watch the Conclusion:
After writing their
predictions, watch the
ending together if
possible.
Compare: Discuss how
their predictions
compared with the
actual ending.
### 8 EN4LRI-1.8
Draw conclusions based Read the selections and answer the questions
/ 1 Drawing Conclusions Draw/tell
Draw conclusions selection read/listened to that draw conclusions.

Identify the main idea of

4 9 EN4LR I-1.9 Main Idea Detective Main Idea and Details Comic Strip Main Idea Map
a
selection/story
Identify the main idea of a
1 read/heard

selection/story read/heard Materials Needed: Large paper or chart paper

Blank comic strip templates Markers or pencils
Short passages or story
Markers or crayons Instructions:
excerpts
Main Idea Detective
Instructions:
worksheets
Read Aloud: Read a short story or
Instructions:
passage to the class.

Create a Map: On large paper, draw a

Read Aloud: Read a short story or passage to central circle with the label "Main Idea"
the class. and leave space around it for additional
details.

Read or Listen: Have Create Comic Strips: Have students create a

the students read or comic strip that summarizes the main idea of Discuss: As a class, discuss and
listen to a short the story. Each frame of the comic strip should identify the main idea of the story or
passage or story depict a key event or detail related to the main passage.
excerpt. idea.
CO_Q3_English4_ Identify Summarize the main idea of a Give the main idea of a
/ Main Idea
Module4 p.1 selection / story read / heard selection/ story read to
Fill in the Map: Write the main idea in
Discuss: Briefly discuss the central circle and draw branches for
the passage and key supporting details that help explain
highlight key details. the main idea. Have students contribute
to the map by sharing their ideas.
Detective Work:
Provide each student
with a “Main Idea
Detective” worksheet
that includes sections
for writing down the
main idea, key details,
and supporting
evidence.
Identify: Ask students to
write down what they
believe is the main idea
of the passage, along
with supporting details.
Share: Have students
share their main ideas
and supporting details
with a partner or in
small groups, and
discuss any differences
in interpretations.
 Fantasy and Reality
10 EN4LR I-1.11 Fantasy vs. Reality Match-Up Fantasy and Reality Debate
Showdown

Write sentences differentiating fantasy and reality Materials Needed:

Create Cards: Prepare two sets of cards.

One set should have descriptions or
scenarios of fantasy (e.g., "A dragon
breathes fire") and the other set should
have real-life descriptions (e.g., "A cat
sleeps on a windowsill").

Prepare Scenarios:
Write various scenarios
on cards that include
Match-Up: Distribute the cards to students.
both fantasy (e.g., "A Debate cards with fantasy and reality
Ask them to match each fantasy description
wizard casts a spell") statements
with its corresponding real-life scenario.
and real-life (e.g., "A
teacher helps students
with homework").

Discuss: After matching, discuss as a class

Read Aloud: Read each
why each description is fantasy or reality.
Identify fantasy and scenario aloud to the Differentiate fantasy from Instructions:
/ 2 Fantasy and Reality Write Describe fantasy and reality Highlight key characteristics that make
reality class. reality
them distinct.
Vote: After each
scenario is read,
students vote whether it
is fantasy or reality by
showing thumbs up for
fantasy and thumbs
down for reality.
Record and Discuss:
Record the votes on the
whiteboard or chart Prepare Debate Cards: Create cards
paper and discuss why with statements or scenarios related to
each scenario was fantasy and reality.
categorized as fantasy
or reality.

Debate: Divide students into two teams,

one supporting fantasy and the other
supporting reality. Each team presents
arguments for their side.

Discuss: After the debate, discuss how

the arguments reflect the characteristics
of fantasy and reality.

Text Type Graphic

11 EN4LR I-2.2 Text Type Classification Stations Text Structure Comparison Chart
Organizers

Identify the structure of different text types using: enumeration-description,

narrative

Graphic organizer
templates for different Set Up Stations: Create stations around the Create a Comparison Chart: Draw a
text types (e.g., story room with different text types and tasks (e.g., large chart with columns for each text
map for narratives, T- identifying main ideas, summarizing the type (e.g., narrative, expository,
chart for structure). persuasive, descriptive).
compare/contrast, etc.)
Rotate: Have students rotate through the Analyze Texts: Provide students with
Paper and pencils
stations, completing the tasks at each one. examples of each text type.

Fill in the Chart: Students analyze each

Discuss Findings: After completing the stations,
text and fill in the chart with notes about
hold a class discussion about the different
Instructions: the structure of each type (e.g.,
structures and how students classified each
introduction, body, conclusion for
text type
expository texts).
Describe the structure
Classify the structure of Evaluate the structure of
42 / 2 Text types structure Identify of different text types Review and Discuss: Review the
different types of text. different text types
using. completed chart as a class, discussing
how each text type’s structure supports
its purpose.
 Describe the structure
Classify the structure of Evaluate the structure of
42 / 2 Text types structure Identify of different text types
different types of text. different text types
using.

Introduce Graphic
Organizers: Explain the
purpose of graphic
organizers for each text
type.
Distribute Templates:
Give students graphic
organizer templates for
various text types.
Fill Out Organizers:
Have students read a
sample text and fill out
the graphic organizer
according to the text's
structure.
Share and Discuss:
Students share their
completed graphic
organizers and discuss
how they reflect the
structure of the text
type.
Author’s Purpose
12 EN4LR I.2.3 Author’s Purpose Matching Game Author’s Purpose Journal
Graphic Organizers
introduce Graphic
Organizers: Explain
how graphic organizers
Identify the author’s purpose(entertain, inform, explain, describe) in a can help analyze the
passage/selection read/heard author’s purpose (e.g.,
T-charts for identifying
purpose and supporting
details).
Distribute Templates:
Provide students with Read or Listen: Students read or listen
graphic organizer to a passage or selection.
templates.
Analyze Passages:
Have students read
Journal Entry: Ask students to write a
selected passages and Prepare Cards: Create cards with excerpts from
journal entry describing the author’s
complete the graphic various texts and separate cards with different
Identify the author’s purpose. Prompt them with questions
organizers, noting the Describe the authors purpose author’s purposes. Write the authors purpose in like:
purpose in a author’s purpose and in a passage/ selection read/
5 / 2 Author’s purpose Identify a passage/ selection read/
passage/selection supporting details. heard heard
read/heard
Share and Discuss:
Students share their
completed organizers Distribute Cards: Give students the excerpt “What do you think the author wanted to
and discuss how the cards and purpose cards. achieve with this text?”
purpose was
determined.
Match and Explain: Have students match each
“What clues from the text helped you
excerpt with the appropriate author’s purpose
determine the author’s purpose?”
card and explain their reasoning.

Review: Discuss the matches as a class,

“How did the author’s choice of words
focusing on how specific details and language
or structure help convey this purpose?”
indicate the author’s purpose

Share and Discuss: Students share

their journal entries with a partner or in
small groups, discussing their
reasoning and evidence.

13 EN4SW-I-1.1

Use context clues (synonym and antonym) to find the meaning of unfamiliar
2 Synonym and Antonym Hunt
words in a given text

Ask the learners to

Use context clues Determine unfamiliar word Construct a paragraph using
identify the meaning of Read the Text: Students read a short text or
(synonym and antonym) using context clues (synonym words that
Identify and underlined words using paragraph with several unfamiliar words. Creating a short paragraph describing
5 / Context Clues to find the meaning of and antonym) to find the describe(synonym)e.g.
use context clues(synonym) one’s pet or place visited
unfamiliar words in a meaning of unfamiliar words in Describing one’s pet, place
TM-pp.27- Identify Clues: Students highlight or underline
given text. a given text visited
28(synonyms) words in the text that provide context clues,
such as synonyms and antonyms.
 Ask the learners to
Use context clues Determine unfamiliar word Construct a paragraph using
identify the meaning of
(synonym and antonym) using context clues (synonym words that
Identify and underlined words using Creating a short paragraph describing
5 / Context Clues to find the meaning of and antonym) to find the describe(synonym)e.g.
use context clues(synonym) one’s pet or place visited
unfamiliar words in a meaning of unfamiliar words in Describing one’s pet, place
TM-pp.27-
given text. a given text visited
28(synonyms)

Determine Meanings: Students write down the

unfamiliar words and their inferred meanings
based on the identified context clues.

Share and Discuss: Share findings with the

class and discuss how context clues helped
determine the meanings

Use root words and Prefix and Root Word Understand root words and Write root words and Prefix and Root Word Writing
EN4SW-I-1.2.a-c Prefix Puzzle
prefixes:-un, Bingo prefixes:-un, prefixes:-un, Station
Use root words and prefixes:-un, -in,-il,-ir, -in,-il,-ir, -in,-il,-ir,
Create Bingo Cards:
Prepare bingo cards
-im,-mis,-dis to get the with a mix of prefixes
-im,-mis,-dis to get the meaning Create Puzzles: Cut out puzzle pieces with -im,-mis,-dis to get the Setup Stations: Create a writing station
-in,-il,-ir, meaning of unfamiliar and root words. Each
of unfamiliar words prefixes on one set and root words on another. meaning of unfamiliar words with materials for students to use.
words card should have a grid
filled with these
components.
Play Bingo: Call out
words that combine
prefixes and root words
(e.g., “disobey,” Assemble Puzzles: Students combine the prefix Write Words: Have students write root
-im,-mis,-dis to get the meaning of unfamiliar words “impossible”). Students and root word pieces to form new words (e.g., words (e.g., happy, legal, possible) on
find and cover the misplace, disobey). paper.
corresponding root
word and prefix on their
cards.
Define Words: When a
student gets a bingo, Add Prefixes: Students add different
they must define each Write Definitions: Students write the definitions prefixes (e.g., un-, in-, il-, ir-, im-, mis-,
word on their card and of the new words, focusing on how the prefix dis-) to the root words to form new
explain how the prefix affects the meaning of the root word. words (e.g., unhappy, impossible,
affects the meaning of illegal).
the root word.
Define Words: Students write a
Class Discussion: Discuss how different definition for each new word, explaining
prefixes change the meanings of root words. how the prefix changes the meaning of
the root word.

/ 1 Prefixes Use Share Definitions: Allow students to

share their definitions with a partner or
in small groups.

Prefix Puzzle Match

Prefix and Root Word Matching

Prepare Cards: Write

prefixes on one set of
cards and root words
on another set.
Match and Define:
Students match
prefixes with root words
to create new words
(e.g., “misplace,” Prepare Cards: Write prefixes on one
“illegal”). They write the set of cards and root words on another
meaning of each new set.
word, focusing on how
the prefix changes the
meaning of the root
word.
Review Together:
Discuss the words and Match and Write: Students match prefix
their meanings as a cards with root word cards to form new
class, ensuring words. They then write the new words,
students understand definitions, and use each in a
the influence of each sentence.
prefix.
Discuss: Discuss the new words as a
class, focusing on how the prefixes alter
the meanings of the root words.

Suffix Matching Game Suffix and Root Word Crossword Puzzle

Suffix and root work bank
Prepare Cards: Write
suffixes on one set of Create Puzzle: Develop a crossword puzzle
cards and root words where clues involve suffixes and root words.
on another set.

Use root words and write root words and

Give root words and suffixes:-
suffixes:-able,-en,-ful,- suffixes:-able,-en,-ful,-ion,-
15 Use root words and suffixes:-able,-en,-ful,-ion,-less,-er,-or,-ly,-ible,-ness able,-en,-ful,-ion,-less,-er,-or,-
1 suffixes Use ion,-less,-er,-or,-ly,-ible,- less,-er,-or,-ly,-ible,-ness to
to get the meaning of unfamiliar words ly,-ible,-ness to get the
ness to get the meaning get the meaning of unfamiliar
meaning of unfamiliar words
of unfamiliar words wor
 Match Suffixes and
Root Words: Students
Solve Puzzle: Students solve the crossword Create Word Banks: Students create
match suffix cards with
puzzle using their knowledge of how suffixes word banks by listing root words and
Use root words and root word cards to write root words and
Give root words and suffixes:- modify root words. suffixes.
suffixes:-able,-en,-ful,- create new words (e.g., suffixes:-able,-en,-ful,-ion,-
15 Use root words and suffixes:-able,-en,-ful,-ion,-less,-er,-or,-ly,-ible,-ness able,-en,-ful,-ion,-less,-er,-or,-
1 suffixes Use ion,-less,-er,-or,-ly,-ible,- helpful, joyful, quicker). less,-er,-or,-ly,-ible,-ness to
to get the meaning of unfamiliar words ly,-ible,-ness to get the
ness to get the meaning get the meaning of unfamiliar
Define and Use: For meaning of unfamiliar words Combine Words: Students combine
of unfamiliar words wor
each new word, Define Words: After completing the puzzle, suffixes with root words to form new
students write a students write definitions for the words and words, writing definitions and example
definition and use it in a discuss how suffixes affect meaning. sentences for each (e.g., “joyful,”
sentence. “kindness”).
Class Discussion:
Review the words and
definitions as a class, Use in Writing: Encourage students to
discussing how each use the new words in their writing and
suffix changes the share their sentences with the class
meaning of the root
word.
Compound Word
16 EN4SW-I-1.2.d EN4SW-I-1.2.d EN4SW-I-1.2.d Compound Word Sort EN4SW-I-1.2.d Compound Word Puzzle
Match-Up

Identify meanings of
unfamiliar words Write meanings of unfamiliar
Give meanings of unfamiliar
through structural words through structural
words through structural
analysis (e.g., analysis (e.g., compound
Identify meanings of unfamiliar words through structural analysis (e.g., analysis (e.g., compound words
compound words and words and their components:
compound words and their components: one-word compound [classroom], and their components: one-
Identify their components: one- one-word compound
two-word compound [bus stop], hyphenated compound word [brother-in- word compound [classroom],
word compound [classroom], two-word
law]) two-word compound [bus stop],
[classroom], two-word compound [bus stop],
hyphenated compound word
compound [bus stop], hyphenated compound word
[brother-in-law])
hyphenated compound [brother-in-law])
word [brother-in-law])

Prepare the Cards: Sort the Words: Prepare the Puzzle Pieces:

Create two sets of

cards: one with
Create puzzle pieces with compound
compound words (e.g.,
Provide students with index cards of different words on one set and their definitions
snowman, post office,
one-word compound words. on another. Each compound word
grandmother) and
should match one definition.
another set with their
meanings.
Include hyphenated Have students sort the words into categories
and two-word based on their components (e.g., tools, nature,
compounds. objects) or meanings.

Matching Game: Group Discussion:

Cut out the pieces and mix them up.

Divide students into Discuss the categories and why each

Puzzle Matching:
pairs or small groups. compound word fits into a specific category.

Give each pair/group

Explore how the components of each
an envelope containing
compound word contribute to its meaning
the mixed-up cards.
Ask them to match
/ 1 Compound words each compound word Distribute the puzzle pieces to students
with its correct or groups.
definition.
For additional
challenge, have them
also list the Have students match each compound
components of each word with its correct definition by
compound word (e.g., analyzing the components.
post office = post +
office).
Review and Discuss: Review and Share:
Go over the answers as
Go over the answers as a class.
a class.
Discuss why each word
is a compound and
Discuss how the components of each
what the components
word contribute to its overall meaning.
contribute to the
meaning.
Create-a-Compound Word
Brainstorm Components:
 Have students brainstorm a list of
simple words that can be combined to
make new compound words (e.g., star,
shoe, light).

Create New Words:

Ask students to create new one-word

compound words by combining two of
the brainstormed words (e.g., star +
light = starlight).

Define and Illustrate:

Students write a definition for each new

compound word they create and draw a
picture to illustrate it.

Share Creations:

Have students share their new

compound words, definitions, and
illustrations with the class.

18 EN4SW-I-3.1.a Plural Noun Sorting

Give the plural form of regular

Use the plural form of regular nouns in sentences Plural Noun Bingo
nouns in sentences

Review the rules for forming plural

nouns (e.g., adding -s or -es to the
singular form).
Sort the Nouns:
Prepare Bingo Cards:
Distribute index cards with singular
nouns to students.
Create bingo cards with plural nouns in each Have students write the plural form of
square. each noun on a separate index card.

Provide sorting mats or large paper with

Look around the Call-Out List: columns labeled "Singular" and
classroom and write "Plural."
Use the plural form of Write the plural form of
/ Plural form of Regular Nouns Use down the nouns seen. Match and Sort:
regular nouns regular nouns in sentences
Give the plural form of
nouns listed. Prepare a list of singular nouns that correspond
to the plural nouns on the bingo cards.

Students sort the index cards into the

Play Bingo: correct columns based on whether they
are singular or plural.

Verify the matches as a class and

discuss any corrections.
Call out the singular nouns from the list. Sentence Creation:
Students mark the corresponding plural nouns
on their bingo cards.

Ask students to write sentences using

When a student completes a row, they shout
some of the plural nouns they sorted.
“Bingo!” and share a sentence using one of the
Ensure they use the plural nouns
plural nouns.
correctly in context.

EN4SW-I-3.1.b : Noun Sorting Bingo Mass vs. Count Noun Challenge Noun Collage

Identify and use correct verbs with mass nouns and count nouns Prepare Bingo Cards:

Fill-in-the-Blanks: Collect Images:

Create bingo cards with
various mass and count
nouns in each square.

Provide students with sentences that have Have students cut out images from
missing nouns. They must choose the correct magazines or printed materials that
Play Bingo:
mass or count noun from a given list to represent mass nouns and count
complete the sentences. nouns.

Identify and Identify the mass nouns Use the mass nouns and count Illustrate mass nouns and
/ Mass and Count Nouns
use and count nouns nouns count nouns
 Choose and Write: Create Collages:
Call out sentences or
definitions related to the
mass or count nouns.
For example, “A noun
Identify and Identify the mass nouns you cannot count Use the mass nouns and count Illustrate mass nouns and
/ Mass and Count Nouns individually” or “A noun nouns
use and count nouns count nouns
you can count.”

Students mark the Each sentence should have options for mass Ask students to create two collages on
corresponding noun on nouns and count nouns. Students fill in the separate sections of the paper: one for
their bingo cards. blanks with appropriate nouns. mass nouns and one for count nouns.

They should label each collage and use

Create Sentences: Share and Review:
the images to illustrate the concepts.
Present and Explain:
When a student gets
bingo, they must write a After completing the sentences, have students
sentence using one of share their answers and discuss why each
the nouns they noun fits the blank.
marked.

Have students present their collages to

the class, explaining why each image
represents a mass or count noun

20 EN4SW-I-3.1.c Pronoun Match-Up Pronoun Replacement Game Pronoun Story Creation

Identify and use

Give the personal pronouns in
Identify and use personal pronouns in sentences personal pronouns in
sentences
sentences

Create cards with various nouns and pronouns.

Prepare the Each noun card should have a noun (e.g.,
Create the Story:
Sentences: "Lisa," "the dog") and each pronoun card
should have a pronoun (e.g., "she," "it").

Play the Game:

Create strips with
sentences that have
missing personal Have students write a short story where
pronouns (e.g., they include a variety of nouns.
"________ went to the Encourage them to then rewrite the
store.") and separate story using personal pronouns to
strips with pronouns replace the nouns.
Identify and (e.g., "he," "she," Write the personal pronouns
/ Personal Pronouns
use "they"). in sentences
Match and Fill In: Divide students into small groups. Illustrate (Optional):
Each group draws a noun card and a pronoun
card from separate piles.
Distribute the strips to
students and have
The group creates a sentence using the noun
them match the Students can draw pictures to go along
and then replaces it with the pronoun to make a
personal pronouns with with their stories.
new sentence.
the correct antecedents
in the sentences.
Write and Discuss: Share and Review: Share and Discuss:

Students write the

completed sentences
Students share their stories with the
with the matched Groups share their sentences with the class.
class or in small groups.
pronouns on their
paper.
Discuss as a class why
Discuss how the pronouns correctly replace the Discuss how the use of pronouns made
each pronoun is correct
nouns and how the sentences make sense. the story clearer or more interesting
for each sentence

Use the present form of Write the present form of

Give the present form of verbs
22 EN4SW-I-3.a verbs that agree with the Verb Tense Bingo Verb Tense Stories verbs that agree with the Verb Tense Puzzles
that agree with the subject
subject subject

-Use the correct past

Give the correct past form of Write the correct past form of
-Use the present form of verbs that agree with the subject form of verbs in
verbs in sentences verbs in sentences
sentences

/ Tenses of verbs Use

 Create Bingo cards with Create puzzle pieces by writing different
-Use the future form of Give the future form of verbs in Write the future form of
-Use the correct past form of verbs in sentences a mix of present, past, Divide students into small groups. verbs in present, past, and future
verbs in sentences sentences verbs in sentences
and future verb forms. tenses on separate pieces of paper.

Call out sentences Divide the class into small groups and
-Use the future form of verbs in sentences using different verb Assign each group a different verb. give each group an envelope or bag
tenses. with a set of puzzle pieces.
/ Tenses of verbs Use

Ask each group to write three short paragraphs

Students mark the
or sentences using their verb in the present, Students work together to match the
corresponding verb
past, and future tenses (e.g., "I run every day", present, past, and future forms of each
form on their Bingo
"Yesterday, I ran in the park", "Tomorrow, I will verb.
cards.
run with my friend").

The first student to get

a row or column yells Once the puzzle is complete, students
"Bingo!" and reads Have groups share their stories with the class. write sentences for each form of the
back the verbs in the verbs on a separate sheet of paper.
correct tenses.
Confirm the answers
Discuss the verb forms used and ensure they Groups can present their sentences to
and continue playing for
are correct. the class
additional rounds

23 EN4SW-I-4 Story Map Paragraph Puzzle Group Writing

Produce text with introduction, body, and conclusion in conveying idea:

using introduction, body and conclusion

Divide students into small groups.

provide students with
Prepare several paragraphs on different topics
Identify the text with copies of a short story Give the text with introduction, Evaluate the text with Assign each group a different topic.
and cut them into individual sentences.
introduction, body, and or article. body, and conclusion in introduction, body, and
Composition Writing Write conclusion in conveying conveying idea: using conclusion in conveying idea:
idea: using introduction, introduction, body and using introduction, body and Ask each group to collaborate and write
body and conclusion Give each student a conclusion Divide students into small groups and give each conclusion a short text with an introduction, body,
story map worksheet. group a set of sentences. and conclusion on a large sheet of
paper or whiteboard.

Ask groups to work together to arrange the

Read the text together Have each group present their text to
sentences into a logical order with a clear
as a class. the class.
introduction, body, and conclusion.
Ask students to fill out
the story map by Discuss the structure of each text and
Have each group present their arranged
identifying the provide feedback on the clarity of the
paragraph to the class.
introduction, body, and introduction, body,
conclusion
Discuss as of the text.
a class,
Discuss the importance of each part of the
highlighting key
paragraph and how they contribute to the
elements of each
overall structure.
section.
24 EN4SW-I-5.2 Letter Matching Game Letter Writing Workshop letter Analysis

Write friendly letters (e.g. Excuse Letter, Invitation Letter, Letter of

Gratitude)

Prepare examples of
different types of Introduce the structure and purpose of Excuse
Provide students with copies of different
friendly letters and Letters, Invitation Letters, and Letters of
friendly letters.
place them in Gratitude.
envelopes.

Write the types of Give each student a highlighter and a

letters on index cards worksheet with questions about the
Provide students with sample letter templates
(e.g., Excuse Letter, letters (e.g., "What is the purpose of this
for each type.
Invitation Letter, Letter letter?", "Who is the audience?", "What
of Gratitude). are the main parts of this letter?").

Identify friendly letters

write friendly letters (e.g. Analyze friendly letters (e.g.
(e.g. Excuse Letter,
Friendly Letters Write Excuse Letter, Invitation Letter, Excuse Letter, Invitation
Invitation Letter, Letter
Letter of Gratitude) Letter, Letter of Gratitude)
of Gratitude)
 Identify friendly letters
Divide the class into write friendly letters (e.g. Analyze friendly letters (e.g.
(e.g. Excuse Letter,
Friendly Letters Write small groups and give Excuse Letter, Invitation Letter, Excuse Letter, Invitation Ask students to read each letter and
Invitation Letter, Letter Assign students to write one of each type of
each group a set of Letter of Gratitude) Letter, Letter of Gratitude) highlight the main parts (greeting, body,
of Gratitude) letter.
envelopes and index closing).
cards.
Ask the groups to read
Excuse Letter: Students write a letter to their
the letters and match Have students answer the questions on
teacher explaining why they were absent from
each one to the correct the worksheet.
school.
type of letter.
Discuss the
characteristics of each Discuss the answers as a class and
Invitation Letter: Students write a letter inviting
type of letter and why emphasize the different purposes and
a friend to a birthday party.
each letter fits its components of each type of letter.
category.

Letter of Gratitude: Students write a letter

thanking someone for a gift or a kind gesture.

Have students share their letters with a partner

and discuss the different parts of each letter.
Collect the letters and display them on a
bulletin board.
25 EN4SW-II-6 Emotions Charades Emotion Walk Picture Analysis

Use appropriate non-verbal cues for clarity of context, purpose, and meaning
using facial expressions and gestures

Use appropriate non-

Divide the class into Give appropriate non-verbal Call out an emotion (e.g., happy, sad, excited, Write appropriate non-verbal
verbal cues for clarity of Show students a series of pictures.
small groups. cues for clarity of context, nervous). cues for clarity of context,
context, purpose, and
Non-verbal cues Use purpose, and meaning using purpose, and meaning using
meaning using facial One student picks an facial expressions and facial expressions and Discuss what emotions or actions the
expressions and emotion card and acts gestures Students walk around the room expressing that gestures
gestures people in the pictures are expressing
out the emotion using emotion through their facial expressions,
based on their facial expressions and
only facial expressions posture, and gestures.
body language.
and gestures.

Have students explain why they think

The rest of the group After a few minutes, call out a new emotion and
the person is feeling that way or what
guesses the emotion. have them switch.
they might be doing.

Rotate until all students

have had a turn.
Draw visual elements using
lines: straight,
26 EN4VR-I-1 Line Hunt Line Drawing Practice Line Art Collage
diagonal,zigzg,thin, tick,broken
and dotted

Identify visual elements using lines: straight, diagonal,zigzag,thin,

tick,broken and dotted

Take the class on a

rovide each student with a piece of drawing Give each student colored paper,
"line hunt" around the
paper and a pencil. scissors, and glue.
school or classroom.
Students draw or list
the different types of Students cut strips of paper to
Call out different types of lines (e.g., "Draw a
lines they see (e.g., on interactive Line Stations represent different types of lines (e.g.,
straight line," "Draw a zigzag line").
buildings, furniture, thin, thick, zigzag).
signs).
Back in the classroom,
discuss the lines they
Arrange and glue the strips onto a
found and categorize
Students draw each type of line as instructed. larger piece of paper to create a line
them (straight,
collage.
diagonal, zigzag, thin,
thick, broken, dotted).
Identify visual elements Create visual elements using
Set up stations around the Use markers to trace over the lines,
using lines: straight, lines: straight, Encourage students to label the types
Visual Elements Identify classroom, each focusing on a emphasizing differences (e.g., making thick
diagonal,zigzg,thin, diagonal,zigzg,thin, of lines they used.
different type of line. lines thicker, dotted lines more defined).
tick,broken and dotted tick,broken and dotted

Station 1: Draw straight and

diagonal lines using rulers.
Station 2: Create zigzag lines
Line Pattern
with markers.
 Identify visual elements Create visual elements using
using lines: straight, lines: straight,
Visual Elements Identify
diagonal,zigzg,thin, diagonal,zigzg,thin,
tick,broken and dotted tick,broken and dotted

Station 3: Make thin and thick

lines using different markers or
pencils.

Station 4: Use string to make

broken and dotted lines on Provide students with grid paper.
paper.

Students create patterns using a

Divide students into small
combination of different lines (e.g.,
groups and rotate through the
alternating straight and zigzag lines,
stations.
using broken lines to create shapes).

At each station, students

Share and discuss the patterns as a
complete a small activity
class
related to the type of line.

Discuss what they learned at

each station as a class.

Identifying the Purpose Give meaning based on the Interpret meaning based on
27 EN4VR-I-2 nterpreting Lines, Shapes, and Colors
of Visual Texts visual elements. the visual elements.

Identify the meaning -1. interpreting lines, shapes, -1. interpreting lines, shapes,
Derive meaning based on the visual elements. based on the visual and colors used to convey and colors used to convey
elements. meaning meaning

-2.interpreting images/ideas
-1. interpreting lines, -2.interpreting images/ideas
that are explicitly used to Show students different pieces of
-1. interpreting lines, shapes, and colors used to convey meaning shapes, and colors used that are explicitly used to
influence viewers artwork.
to convey meaning influence viewers (symbolism)
(symbolism)

-2.interpreting
Discuss the lines (straight, diagonal,
images/ideas that are
-2.interpreting images/ideas that are explicitly used to influence viewers Show students various 3. identifying the purpose of the 3. identifying the purpose of zigzag, etc.), shapes (geometric,
explicitly used to
(symbolism) visual texts. visual text the visual text organic), and colors used in each
influence viewers
piece.
(symbolism)

Discuss the purpose of

Ask students to interpret what the artist
each visual text. For
might be trying to convey with these
3. identifying the example, "Is this ad
elements. For example, "What do the
3. identifying the purpose of the visual text purpose of the visual trying to sell
zigzag lines make you feel?" or "Why
text something?" or "Is this
do you think the artist used red in this
infographic providing
part of the painting?"
information?"

Ask students to identify

the purpose of each
Interpretation of Visual Elements Interpret visual text and support
their answer with Have students write a brief
evidence from the text interpretation of one artwork, focusing
(e.g., "This ad is trying on how the lines, shapes, and colors
to sell shoes because it contribute to the overall meaning.
shows a picture of
shoes and has a price
tag").
Have students choose
one visual text and
write a paragraph
explaining its purpose
and how the visual
elements support that
purpose.
Creating Meaningful Artwork
Discuss how artists use visual elements
to convey messages or ideas.

Ask students to think of a message or

idea they want to convey through their
artwork.

Students create their artwork using

specific lines, shapes, colors, and
symbols that represent their message
or idea.

Have students present their artwork to

the class and explain the meaning
behind their visual choices.
 Provide each student or group with a set of
Spot the Difference Image Sorting Challenge
images.
Ask students to sort the images into the "Real"
or "Make-Believe" categories.

Discuss the choices with the class, asking

students to explain why they placed each
image in its category.
Present pairs of images
Provide each student or group with a
to the class, one real
set of images.
and one edited.
Discuss the differences
between the real and
edited images, pointing Ask students to sort the images into
out specific features "Real" or "Make-Believe" categories.
(e.g., unrealistic colors,
impossible scenes).
Have students work in
pairs to identify and Discuss the choices as a class, asking
Identify real or make- explain the differences Categorize real or make- Distinguish real or make- students to explain why they placed
CO_Q4_ENG4_Module Identify/
28 EN4VR-I-3. Identify real or make-believe fact or non-fact images. real or make believe believe fact or non-fact in other pairs of believe fact or non-fact believe fact from non-fact each image in its category.
3 pp.3-16 Differentiate
images. images. images. images.
Further discuss whether the real
images are fact (accurate
representation) or non-fact

Fact vs. Fiction Gallery Walk

Display the images around the
classroom.
Students walk around and examine
each image and its accompanying text.

Students use sticky notes to label each

image as fact or fiction, providing a brief
explanation of their reasoning.

Discuss the labels as a class and

correct any misconceptions.
Ask students to label
each text feature they
identify in the media
EN4VR-I-3. multimedia Scavenger Hunt Multimedia Analysis
examples and write a
brief explanation of its
function

Provide students with a checklist that includes Provide students with examples of
29 Identify multimedia elements: text (headlines, subtitles, slogans).
finding headlines, subtitles, and slogans. multimedia texts.

Have students search through magazines,

Have students identify the headline,
Text Element Sort newspapers, and websites to find examples of
subtitle, and slogan in each text.
each text element.

Students cut out or print examples and glue Discuss the purpose of each element
them onto a poster board or present them and how it contributes to the overall
digitally. message of the multimedia text.

Provide each student or Have students write a short analysis of

Discuss as a class how each element functions
group with a set of one multimedia text, explaining how the
within its context.
printed text elements. text elements work together.

Identify multimedia Ask students to sort the

examples into the Illustrate multimedia elements: Analyze multimedia
CO_Q4_ENG4_Module Multimedia elements: text (headlines, elements: text
Identify correct categories. text (headlines, subtitles, elements: text (headlines,
5 pp.3-16 subtitles, slogans) (headlines, subtitles,
slogans). subtitles, slogans).
slogans) Discuss the differences
between headlines,
subtitles, and slogans,
and how each serves a
different purpose in
multimedia.

: Headline Writing Contest

Provide students with summaries of
different types of articles (e.g., news,
sports, entertainment).

Ask students to write a headline for

each article summary.

Collect the headlines and have a class

vote on the most effective headline for
each article.

Discuss why certain headlines were

more effective and what makes a good
headline.
Grade Level: 5

Learning
Competenc
Resources y from the
Quarter: Days CG (Kto12 Content (Noun
& Matatag-
K, G1, G4,
G7):
Week RO SLM CO SLM Others
Fill out forms Filling out
accurately Forms
(school (school
forms, forms,
1 1 5 Module 1
deposit deposit
slips, slip,widrawal
widrawal slip)
slips) accurately.

Infer the Inferring

meaning of Meaning of
compound Compound
1 2 3/ Module 2
words using Words Using
context Context
clues. Clues
 Infer the Inferring
meaning of Meaning of
words with words with
affixes using affixes using
context context
1 2 3 Module 2 clues. clues

Infer the
meaning of
blended Inferring
words using meaning of
context blended
clues words using
(synonym, context
1 3 2/ Module 3 antonym) clues

Infer the
meaning of
clipped
words using
context
clues such Inferring
as meaning of
synonyms, clipped
antonyms words using
and word context
1 3 3/ Module 3 parts clues
 Use
complex Using
sentences complex
to show a sentences to
cause and show Cause
effect and Effect
1 4 3 Module 4 relationship Relationship

Use Using
compound compound
sentences to sentences to
show a show
problem- problem-
solution solution
1 4 3 Module 4 relationship relationship

Compose
Inverted Inverted
sentences sentences
with correct with Correct
subject and Subject and
verb Verb
1 5 5 Module 5 agreement Agreement
 Compose
descriptive
sentences Descriptive
using sentences
different using kinds
kinds of of
1 6 5 Module 5 adjectives adjectives.

Compose Composing
clear and clear and
coherent coherent
sentences sentences
using using
coordinating coordinating
and and
subordinatin subordinatin
g g
1 7 5 Module 6 conjunctions conjunctions

Compose
clear and
coherent Composing
sentences sentences
using using
adverbs of adverbs of
intensity and intensity and
1 8 5 Module 6 frequency frequency
 Distinguish
text types
according to
features
(Structural
and Text Types
Language) According to
expanation, Features
narrative,dis (Structural
cussion,argu and
3 1 2 Module 1 Lesson 1 mentative Language)

Distinguish
text types Text Types
according to According to
features Features
(Structural (Structural
and and
Language)- Language)
Time-order Time-Order
(sequence,r (sequence,r
ecounts,proc ecounts,proc
3 1 3 Module 1 Lesson 2 ess) ess)

Asking
Permission
and
Responding
3 2 3 Module 2 Lesson 3 Ask permissioto question
 Following
and Giving
3 2 2 Module 2 Lesson 4 Follow and givDirections

Distinguish
text types Text types
according to according to
features features
(Structural (Structural
and and
Language) Language)
report, report,
procedure, procedure,
3 3 3 Module 3 Lesson 5 description description

Distinguish
text types Text Types
according to According to
features Features
(Structural (Structural
and and
Language)- Language)
Time-order Time-Order
(sequence,r (sequence,r
ecounts,proc ecounts,proc
3 3 2 Module 3 Lesson 6 ess) ess)
 Use a Using
particular particular
kind of kind of
sentence for sentence for
a specific a specific
purpose and purpose and
audience in audience in
expressing expressing
opinions/em opinions/em
3 4 3 Module 4 Lesson 7 otions otions

Distinguish
text -types Text -types
according to according to
purpose - to purpose - to
3 4 2 Module 4 Lesson 8 persuade persuade

Distinguish
text-types Text-types
according to according to
features features
(structural & (structural &
language) - language) -
problem and problem and
3 5 2 Module 5 Lesson 9 solution solution
 Distinguish
text-types Text-types
according to according to
features features
(structural & (structural &
language) - language) -
cause and cause and
3 5 2 Module 5 Lesson 10 effect effect

Distinguish
text-types Text-types
according to according to
features features
(structural & (structural &
language) - language) -
comparison comparison
3 5 1 Module 5 Lesson 11 and contrast and contrast

Summarize
information Information
from various from various
3 6 2 Module 6 Lesson 12 text-types text-types

Making a
stand on an
3 6 2 Make a standissue
 Providing
evidence to
support
undrstandin
3 7 3 Provide evideg

Inferring
speaker's
tone,
mood,and
3 7 2 Infer the spe purpose

Identifying
point - of-
3 8 3 Identify point view

3 8 3 Identify point
 COMPETENCY UNPACKING AND ASSESSMENT MAP

Unpacked L
Skill (Verb):

Knowing (K) Assessment Task / Activity

Fill out Multiple choice

Identify different types of forms.

Listing down

List down basic information needed in filling out

forms.

Infer Oral recitation (Q&A)

Define a compound word.

Written Test (Identification)

Identify compound words.

Brainstorming

Give examples of compond words.

Infer Define and describe affixes. Oral recitation (Q&A)

Identify words formed by affixes Affix identification

Define prefixes and suffixes Oral recitation (Q&A)

Give examples of prefixes and suffixes Oral recitation (Q&A)

Infer Define blended words and give examples. Oral recitation (Q&A)

Infer Identify clipped words Written Test (Identification)

Write the original words where the clipped words

originated; Written Test

Give the clipped word of a given word Oral recitation (Q&A)

Use Identify causes and effects Written Test (Identification)

Combine cause and effect clauses using a

correct conjunction Writing sentences
Define complex sentence Oral recitation (Q&A)

Use Define compound sentences Oral recitation (Q&A)

Identify problem-solution relationships in

sentences. Written Test (Identification)

Match a problem clause with its sollution clause. Matching Type

Compose Define inverted sentences Oral recitation (Q&A)

Identify inverted sentences Written Test (Identification)

Identify the subject and the verb of inverted
sentences; Written Test (Identification)
Compose Define adjectives Oral recitation (Q&A)
Identify kinds of adjectives Written Test (Identification)

Compose Define conjunctions Oral recitation (Q&A)

Identify coordinating and subordinating
conjunctions used in sentences Written Test (Identification)

Define and describe adverbs of frequency and

Compose intensity; Oral recitation (Q&A)

Written Test (Identification)

Identify adverbs of frequency and intensity in a
sentence
 Written Test (Identification)/ Matching
Distinguish Identify text-types according to features Type

Identify key features of texts organized by time

Distinguish order Written Test (Identification)

Recall phrases and language structures used to

Ask ask for permission Brainstorming
 Read the text again.Draw a flow chart
that shows the instruction in the
Follow, Give Follow directions correctly. correct order.

Distinguish Identify text types according to feature Multiple choice

Identify text types according to structure and

Distinguish language Multiple choice
Use

Multiple Choice- Which of the

following sentences below persuade
Distinguish Identify sentences that persuade the readers. the readers.

Read the paragraph. Then write down

the problem and solution in the box
Distinguish Identify problem and solution provided.
Distinguish Identify cause and effect Matching Type

Give the similarities and differences of the Lion

Distinguish and the Tiger Venn Diagram

Summarize Give the steps in summarizing Enumeration

Make
 Identify details/sentences from the text that
Provide supports understanding Multiple choice

Infer

Write the point of view from

whicheach of the following
Identify point of view and the pronouns that show paragraphs are written. Underline the
Identify the point of view. pronouns that show the point of view.

Identifying
point - of- Identify point of view and the
view Identify pronouns that show the point of view.
ESSMENT MAP

Unpacked Learning Competency (2 to 3 each)

Understanding (U) Assessment Task / Activity

Explain the importance of

providing accurate information in Oral Recitation (Q &A)
filling out different forms.

Fill out blank enrollment form

Form Filling Practice
using own information.

Fill out deposit /widrawal slip Form Filling Practice

using the data/information given.
Evaluate filled out forms Peer Review

Explain the
importance/significance of context
Oral recitation (Q &A)
clues in determining the meaning
of compound words.

Explain the difference between

closed,open, hyphenated Oral Recitation (Q &A)
compound words using examples.

Context clues practice- Provide

Infer the meaning of compound students with sentences containing
words using context clues. compound words and ask them to use
context clues to infer meaning

Analyze compound words. Word Analysis

Construct sentences using

compound words and context Constructing sentences
clues to infer the meaning.
 Context clues task-Provide a passage
with unfamiliar words and ask
Infer meaning of words with students to use context clues to infer
affixes using context clues. the meaning

Use context clues to determine

the meaning of words with affixes. Writing Activity

Explain how context clues can

help in inferring the meaning of
blended words. Oral Recitation (Q &A)
Use context clues to infer the
meaning of blended words in
sentences. Writing Activity

Analyze blended words in

context to identify the constituent
words and their meanings. Word Analysis

Infer the meaning of clipped

words based on given context
clues such as synonymns,
antonyms , word parts Sentence analysis

Utilize context clues to infer the

meaning of clipped words within
sentences. Sentence analysis

Analyze the clipped words in

context to identify the original
words and their meanings. Word Analysis/Sentence analysis
Use complex sentences to show
cause and effect Writing sentences

Explain how the structure of

complex sentences, including
conjunctions such as "because",
"since", or "as a result", signals
cause and effect relationships. Oral Recitation (Q &A)

Use compound sentences to

show problem-solution
relationships Writing sentences

Compose compound sentences

to articulate problem-solution
relationships in written sentences. Writing sentences

Compose inverted sentence with

correct subject and verb
agreement. Writing sentences

Write sentences in the inverted

order which also observe correct
subject and verb agreement Writing sentences
Apply subject and verb
agreement rules correctly. Written Test-Completion Type
Compose descriptive sentences
using different kinds of adjectives Writing Sentences

Connect clauses using correct

conjunctions Written test - Matching Type

Use the appropriate adverbs to

make the sentence correct and
complete. Written Test -Fill in the blank

Compose clear and coherent

sentences using appropriate
grammatical structures: adverbs
of intensity and frequency. Writing sentences
Distinguish text types according
to features (Structural and
Language) expanation,
narrative,discussion,argumentativ Comparison Chart or Table, Venn
e Diagram

Apply knowledge of text features Provide pupils with mixed collection of

to distinguish between different texts and ask them to categorize each
types of texts in real world text according to its type, providing
examples. reasons for their choices.

Apply knowledge of time order to

analyze and interpret various Sequencing events in the Story,
types of texts. Following steps in a process.

Apply appropriate language and

tone when making requests for
permission Role Playing
 Use the map to complete the
Give directions correctly sentences.

Sort the following paragraphs into the

correct text types.

Arrange events according to time Read the short selection. Arrange the
order. events below according to time order .
Distinguish text types according
to purpose Multiple choice

Graphic Organizer - Read and

Distinguish text-types according analyze the passage. In a graphic
to features (structural & language) organizer, write the problem and
- problem and solution solution presented in the selection.
 Graphic Organizer - Read the text
Distinguish text-types according below. Then complete the graphic
to features (structural & language) organizer with the ideas on cause and
- cause and effect effect text type.

Distinguish text-types according

to features (structural & language)
- comparison and contrast Venn Diagram

Organize summary of the

informative essay.

Complete sentences which

support a position or stand. Completion Test

Choose appropriate idea that

supports the stand on each topic. Multiple choice
Provide evidences of the given
answers. Writing

Infer speaker's tone, mood, and

purpose. Multiple choice

Write the point of view from

whicheach of the following
paragraphs are written. Underline
the pronouns that show the point
of view.
Learning Area: English

Doing (D) Assessment Task / Activity

Create classroom mock enrolment

Role playing(mock enrolment)

Invent a new compound word and write a

sentence using context clues.

Composing and writing

Design an interactive game using compound

words and context clues to infer its meaning.
Designing interactive game
Write sentences or short paragraphs using
words with affixes using context clues. Writing Activity

Write sentences or short paragraphs using

blended words using context clues. Writing Activity

Construct sentences using clipped words and

illustrate their meanings with the help of context
clues. Constructing sentences
Construct original narratives using complex
sentences to illustrate cause and effect
relationships. Writing narratives/short paragraphs

Construct original narratives using compound

sentences to illustrate problem-solution
relationships. Writing narratives/short paragraphs

Construct original paragraphs using inverted

sentences, demonstrating mastery of subject
and verb agreement. Writing short paragraphs
 Identify a specific person, place,
thing, or idea that is connected to
your town,city or province then write
at least three sentences using
Compose descriptive sentences using different descriptive, demonstrative and
kinds of adjectives. comparative adjective.

Compose clear and coherent sentences using

correct conjunctions. Compsing paragraph

Writing short story

Craft sentences combining adverbs of intensity

and frequency to provide detailed descriptions
of actions and their regularity. Constructing sentences
Create short paragraph in either narrative,
explanation, discussion or argumentative and
justify their choice based on the features of
each text type. Writing short paragraphs

Create own texts using time order to effectively

convey information or tell a story. Writing Text

Develop role-playing scripts for asking

permission in specific scenarios Writing scripts

Create a dialogue or skit demonstrating a polite

exchange of asking for permission and
responding appropiately. Writing dialogue olr skit
 Writing own set of directions for
navigating a different route on the
Create own set of directions map.

Group activity - Divide students into

small groups and assign each group a
specific text type. Task each group
with creating an original piece of
writing that exemplifies their assigned
Write a narrative and expository text. text type.

Complete the timeline table by writing

the events which occurred on the
Write a timeline based on the selection read. stated date in Pasay City.
 Make a dialog of 4 to 6 characters
Write a dialog using different kinds of using the different kinds of sentences
sentences for specific purpose in expressing for specific purpose in expressing
opinions/emotions. opinions/emotions

Write a diary using declarative and imperative Make a three-day diary using
sentences. declarative and imperative sentences.

Write a situation that shows a problem and a

solution. Writing Activity
Write possible causes to the given effects Writing activity

Choose one of the given pair of

things/objects below then give the
Make a venn diagram showing comparison and similarities and differences using a
contrast venn Diagram

Writing Activity - Summarize this

Summarize narrative text narrative into a single paragraph.

Create own stand on an issue. Debate

Give sufficient evidences to justify
understanding. Writing

Write a short paragraph about a

personal experience from first-person
Write short paragraph applying different point point of view. Number of words
of view. should be at least 150 words.

Write a short
paragraph
about a
personal
experience
from first-
person point
of view.
Number of
words
should be at
Write short paragraph applying least 150
different point of view. words.
Grade Level: 6

Days Resources

Quarter: Week: 1=50mins

for Elem
RO SLM CO SLM Others
1=1hr for
Sec
/
1 1 1
1

1
1 2 1

1
1 3 1

1 4 1
 1

1 5 1

6 1

3 1

7 1
 1

8 1

1
9 1
1

1
1

10 1

11 1

1
 COMPE

Learning Competency from the CG (Kto12 & Matatag-K, G1, G4, G7): Content (Noun):

Identify real or make-believe, fact or non-fact images

Analyzing figure of speech (Hyperbole and Irony) Hyperbole
Irony

Hyperbole and Irony

Hyperbole and Irony

Inferring meaning of Idiomatic Expressions Idiomatic Expressions

Idiomatic Expressions

Idiomatic Expressions
Identify real or make-believe, fact or non-fact images real or make-believe

real or make-believe

real or make-believe

fact or non-fact
 fact or non-fact

fact or non-fact

real or make-believe and

fact or non-fact

Interpret the meaning suggested in visual media through a focus on

visual elements, for example, line, symbols, colour, gaze, framing
and social distance.

Describing forms and conventions of film. Forms of Film

Forms of Film

Forms of Film

Conventions and devices of

Film

Conventions and devices of

Film

Conventions and devices of

Film

Analyzing pictures. Sources of Information

Sources of Information

Sources of Information

Sources of Information

Finding meaning of visual media Types of Visual Media

 Types of Visual Media

Types of Visual Media

Types of Visual Media

Make connections between information viewed and personal

experiences
Noting Details WH-H Questions

Graphic Organizer

Noting Details

Noting Details
Identifying Tenses of Verbs Present Tense
Past Tense of Regular
Verbs
Past Tense of Irregular
Future tense

Time Signals

Tenses of Verbs

Tenses of Verbs

Tenses of Verbs

Making Connections Text Connections

Text Connections
 COMPETENCY UNPACKING AND ASSESSMENT MAP

Unpac

Skill (Verb):
Knowing (K) Assessment Task / Activity

identify Identify a hyperbole statement. Sentence Analysis

identify Identify an ironic statement. Sentence Analysis

Analyze

create
identify Identify an idiomatic expressions. Sentence Analysis

analyze

create
identify Identify real or make-believe images Picture Analysis

analyze

analyze

identify Identify fact or non-fact statement Sentence Analysis

analyze

analyze

compose

identify Identify the different forms of film Film Analysis

analyze

Analyze

Enumerate the different conventions and

identify
devices of film. Written Test (Enumeration)

analyze

produce

identify Identify the different materials or resources

one can get an information. Written Test (Identification)
identify
Identify the elements use to describe a picture. Written Test (Matching Type)

analyze

create

identify
Identify the types of visual media. Written Test (Matching Type)
Analyze

infer

evaluate

Recognize the guide question in noting details

identify
of the story. Written Test (Identification)
Identify the different graphic organizers as
identify
guide in noting details. Written Test (Matching Type)

understand

create
identify Identify the present tense of verbs Written Test (Identification)
identify
Identify the past tense of regular verbs Written Test (Identification)
identify
Identify the past tense of irregular verbs Written Test (Identification)
identify Identify the future tense of verbs Written Test (Identification)

evaluate

Identify the correct tense of verb in the

identify
sentence. Written Test (Identification)

apply

generate

Identify the different connections from the

identify
given texts. Written Test (Identification)

compose
 Unpacked Learning Competency (2 to 3 each)

Understanding (U) Assessment Task / Activity

Multiple Choice Test: Which among

Analyze the statement if it is an example of
the sentences is not a hyperbole or
hyperbole or irony.
an irony?

Multiple Choice Test: Choose the

letter of the best answer that
Infer the meaning of idiomatic expressions.
corresponds to the meaning of the
underlined idiomatic expression.

Multiple Choice Test: Choose the

letter of the best answer that
Distinguish the make-believe or realmeaning of
corresponds to the real or make-
the picture shown.
believe meaning of the picture in
each item.

Multiple Choice Test: Choose the

Categorize which situations are real or make
situation that does not belong to the
believe
real or make-believe category.
 Multiple Choice Test: Encirle the
Analyze whether a statement is fact or non-fact. letter that correspond to the fact or
non-fact sentences.

Multiple Choice Test: Which of the

Distinguish which sentences are fact or non-
following sentences do not belong to
fact.
a group of fact or non-fact sentences.

Multiple Choice Test: Encircle the

letter that corresponds to the forms of
Compare the forms of film.
film that does not belong to the
group.

Multiple Choice Test: Encircle the

Infer the meaning of the film. letter that infer the thoughts of the
film.

Multiple Choice Test: Choose the

Categorize the given examples according to letter that does not correspond to the
conventions or devices of film. group of conventions or devices of
film.

Multiple Choice Test: Read the given

information and determine which
Infer the source of information in a given idea
source of information it cannot be
found.
 Multiple Choice Test: Which visual
Classify the different visual media according to
medium does not belong to the group
its type.
according to its type?

Multiple Choice Test: Which among

Infer the meaning conveyed in the given visual
the sentences conveyed the meaning
media.
of the given visual media?

Multiple Choice Tests: Choose the

Summarize the details of the story. best answer that corresponds to the
detail of the story.

Multiple Choice Test: Choose the

Asses the usage of time signals in identifying answer that correspond to the correct
tenses of verbs. tenses of the verb through the time
signal in a sentence.

Multiple Choice Test: Choose the

Provide the correct tense of the verb. correct tense of the verb to make the
sentence correct.
Learning Area:

Doing (D) Assessment Task / Activity

Cut-out your favorite Anime pictures.

Write a descriptive paragraph of your
Compose a paragraph using hyperbole favorite anime using hyperbole and
and irony statements. irony statements. Underline the
hyperbole sentences and double line
the irony sentences.

Develop sentences using idiomatic Do a role-play using idiomatic

expressions. expressions.
 Narrate the story of your chosen
Compose a paragraph narrating one's disney story. Underline the real
favorite disney story. scenario/fact sentences and
doubleline the make-believe
scenario/non-fact sentences.

Produce a film of chosen form using

Group Activity (Film Making)
different conventions and devices.

Construct an illustration base on the

given description of the elements of
describing a picture.
Group Activity (Drawing)
Evaluate the given visual media.
Paragraph Writing

Device a graphic organizer on noting

details. Designing(Graphic Organizer)

Generate a table containing tenses of

verbs. Complete the table by providing the
present, past and future tenses of the
verbs given in the first column.

Compose a paragraph on personal Narrate your most unforgetable

experience connecting to the text given. vacation experience.
 Learning
Competenc
COMPETENCY UNPACKING AND ASSESSMENT MAP y from the
CG (Kto12
Grade Level:
& Matatag-
Resources K, G1, G4, Content
Quarter: Week: RO SLM CO SLM Others G7): (Noun): Skill (Verb):

Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
defining and poety and
analyzing proses as
1 1 conflict. expressions analyzing

Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
identifying
character character
1 1 traits traits identifying

fictional
1 2 create a ficti character creating

rhyme and
1 2 identify rhym meter identifying
 diction, tone,
1 3 identify dicti mood identifying

Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
identifying
the style,
patterns and style,
motifs of the patterns,
1 3 author. motiffs identifying

understandi figures of
ng figures of speech and
speech and identify understandi
sound sound ng,
1 4 devices devices identifying
 Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
interpreting
point of view
and point of
appreciating view,
narrative narrative interpreting,
1 4 techniques techniques appreciating

Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
appreciating
biographical biographical
1 5 context context appreciating

Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
appreciating
historical historical
1 5 context context appreciating
 Analyze
poety and
proses as
expressions
of individual
or
communal
values within
structural
context thru
appreciating
sociocultural Sociocultural
1 6 context context appreciating

Analyze the
maxims,
universal
truths, and
philosophies
presented in
the poety
and prose
as a means
of valuing
other people
and their maxims,
various universal
circumstanc truths and
1 6 es in life. philosophies analyzing

Identify
one’s
meaning
and purpose
in selecting
the type of
poety and
prose for meaning
1 7 composition. and purpose identifying
 Compose
poety and
proses using
appropriate literay
1 7 structure. structure composing

Revise the
poety and
proses for
coherence coherence
and and
1 8 cohesion. cohesion revising

Publish an
original
poety and
prose that
reflects reflecting
culture: culture in a composing
poety and poety and and
1 8 prose. prose publishing
 klly
Learning Area
Assessmen Assessmen Assessmen
Unpacked
Knowing Learning
t Task / Competency (2 to 3 each)
Understand t Task / t Task /
(K) Activity ing (U) Activity Doing (D) Activity

ask learners
identify to explain
whether the character
poety and vs.chracter,
prose is an character vs. ask learners
expression society, to categorize
of individual charcter vs. poety and
or poety and nature and proses
communal prose character vs according to
value analysis analyzing self categorizing conflicts

ask the
ask learners learners to
to give compare
excample of and contrast ask learners
identify character chracter to role play
different traits based traits using different
character on the story distinguishin venn chracter
traits read g diagram role playing traits

ask the
learners to
learners are create a
asked to fictional
determine choose a character
the chracter ask learners and
character type nd to gather summarize
type to be make qualities and create a its
created: jsutificatiions traits of their fictional stenghths,
protagonist, on the choosen character for weakness,
antagonist, choosen character poetry and faults, and
dynamic type gathering type prose flaws

learners will learners are

teacher will distinguish asked to list
make the rhyming
discussions difference words found
on ryme and distinguishin rhyme from in the poem/
identify rhym meter g meter writing prose
 learners will
identify the
author's
point of view
and the
teacher will attitude of
make the author
discussions towards his
on diction, understandi literary
identify dicti tone , mood ng piece.

ask the
learners to
idehntify the
teacher will motiff
make incorporated
discussions into the
on the literary piece
recurring to tie the
images, readers ino
qoutes or the piece
concepts and help
that take on them
a figurative unddrstand
or symbolic some of the
identifying meaning important
the style, throught the concepts in
patterns and literary a given
motiffs piece. analyzing work.

ak learners
ask learners to
identify to identify deconstruct
sound sound Understandi figures of
devices devices ng speech
teacher will ask learners
make to comment
discussions learners are on the point
on POV: 1st asked to of view of he
peron, dentify the author and
second POV of a how the
person or given literary interpreting POV is
third person piece point of view presented

ask learners
to give
inferences in
the poety
and prose
interpreting based
biological biologial
context context

ask learners
to give
inferences in
the poety
and prose
interpreting based
historical historical
context context
 ask learners
to give
inferences in
the poety
and prose
interpreting based
sociocultural sociocultural
context context

ask learners
to explain
analyzing what is
maxims, maxim,
universal universal
truths and truth and
philosophies philosophies

ask learners
to identify
meaning
and purpose
identify of the text
meaning and give
and purpose synthesis
 ask learners
to compose
a simple
leterary text
with
appropriate
compose structure.

ask learners
to make
necessary
revisions to
have
coherence
and
cohesiona in
the poety
revise and prose

ask learners
to compose
and publish
a poety and
prose that
depicts
compose culture
COMPETENCY UNPACKING AND ASSESSMENT MAP
Grade Level: Grade 8 GRADE 8 FI
Days Resources
Quarter: Week: 1 hr-Sec RO SLM CO SLM Others

Reading
Comprehens
11 & 2 3 ion ∕ Local

Reading
Comprehens
1 3&4 3 ion Local

Reading
Comprehens
1 5,6,7 1 ion Local
 Reading
Comprehens
1 7 3 ion Local

1 1,2,3 4 Vocabulary D∕ Local

Listening
Comprehens
1 1,2,3,4 3 ion Local

Listening
Comprehens
1 5 3 ion Local
 Listening
Comprehens
1 6,7,8,9 3 ion Local

Viewing
Comprehens
1 4,5,6 3 ion Local

Viewing
Comprehens
1 7,8,9 3 ion Local

1 1,2,3,4,5,7 3 Literature Local

1,2,3,4,5,6,7
1 ,8,9 4 Grammar Local
 1,2,3,4,5,6,7
1 ,8,9 4 Grammar Local
40
Learning Competency from the CG (Kto12 & Matatag-K, G1,
G4, G7): Content (Noun):

Logical Connectors/ Text

Scan for logical connectors to determine the text type types

Skim to determine key ideas Key Ideas

Use the appropriate reading styles which includes

scanning ,skimming ,intensive reading for ones purpose Reading Styles
Read intensively to determine author's purpose Intensive Reading

Use context clues to determine the meaning of the unfamiliar

words (context clues, collocation) Context Clues

Listen for important points signalled by volume, projection,

pitch, stress, intonation, juncture and rate of speech Stress

Determine how volume, projection, pitch, stress, intonation,

juncture and rate of speech serve as carriers of meaning Intonation
Note the changes in volume, projection, pitch, stress,
intonation, juncture and rate of speech affect meaning Pitch /Stress

Organize information from a material viewed Information

Compare and contrast the presentation of the same topic in Documentary/News

different viewing genres report

Describe notable genres contributed by African writers,Identify

the distinguishing features of notable African
chants,poems,folktales and short stories African Literary Genres

Use parallel structures Parallel Structures

 Coordinating/
Use appropriate cohesive devices in composing informative Subordinating
speech Conjunctions
 Unpacked Learning Competency (2 to 3 each)
Skill (Verb): Knowing (K)

Identifying text type and indicating logical

connectors Reading the passage and answer
the questions that follow to assess their
Scan knowledge on the author's purpose

Skim Skimming to determine the main idea

Recall appropriate reading style and author`s

Use /Evaluate purpose
Evaluate Read selections to determine speakers purpose

Exploring the use of context clues to determine

Use / compare the meaning of unfamiliar words

Emphasize Let the students imitate the teacher

Pronounce/ Deliver Practice speaking/ pronunciation drill

identify/Apply Discussion on pitch and intonation

Organize Watch video onsocial media

Compare/ Contrast Find out similaririties and difference

Describe and Identify the

distinguishing features of Identify the elements of the story emphasized in
different literary genres the stanza

Construct sentenxe Error Recognition

 Introduction to the concept of Informative speech
Connect and its structure
to 3 each)
Assessment Task / Activity Understanding (U)

Identifying , underlining logical

connectors,connect paragraphs to give Discussion on Logical connectors and Text
coherence using connectors, Types

Identify , Determine the main idea of the

Reading of passages and skim the main idea paragraph

Analyzing an excerpt and respond to the questions

to demonstrate your understanding of the author's
Identifying through multiple choice purpose
 Reading the passage using Graphic organizers

Decipher the meaning of unfamiliar words

Practice on identifying and applying context through collocation,idioms and other types of
clues context clues

Practice speaking in the classroom

pronunciation drill
Speaking practice/ enunciation

Write or express ones opinion or evaluation on

the video

Find out similaririties and difference

Infer the meaning of words through context

clues , Analyze the use of Imagery and
Identify the elements emphasized figurative language

Identifying Errors;Improve sentence

Construction Apply parallel structures;
Identification on the key components of an connect clauses with coordinating and
informative speech correlative conjunctions
 Learning Area:

Assessment Task / Activity Doing (D)

Identifying , underlining logical

connectors,connect paragraphs to give Presenting a summary of a passage, create
coherence using connectors, visual summary

Skim to determine the main ideas Read subtitles and sub-headings

Compare and Contrast Intensive from

Extensive Reading through Venn Diagram Compose and deliver informative speech
Reflect on the following statement and propose
actions that align with the author's purpose. Act out a scene

Sentence/ Construction/ Written and Oral

output Writing a short paragrah

Dialogue/ Role Play

Speech Delivery/Oral Interaction

 Speech Delivery

Creating a short poem, inspired by african

Evaluate and present materials folktale, Creating a story pyraamid poem

Use of Graphic Organizers

Infer actions or feelings, Group analysis of Creating a short poem, inspired by african
the tone and mood of Afriacan poem folktale, Creating a story pyraamid poem

Writing a short paragraph on the use of

Test-Multiple Choice parallel structures
Group discussion on the effectiveness of Writing a short paragraph on the use of
different informative speech techniques parallel structures
English

Assessment Task / Activity

Rubric -based Evaluation

Apply skimming strategies to different text types

Use Rubrics in assessing the learners

Use Rubrics in assessing the learners

Rubrics

Rubrics
Rubrics

Sentence Completion

Peer review of poems focusing on the use of

Literary devices and overall impact

Individual Writing assignment on a chosen topic

Outlining an informative speech on a topic of
personal interest
 COMPETENCY UNPACKING AND ASSESSMENT MAP
Grade Level: ENGLISH 9
Learning
Resources Competency Content (Noun)
Quarter: Week: No. of days
RO SLM CO SLM Others from the CG
(Kto12)
* Identify Distinguis
the hing
distinguishin Features
g features of
notable of Anglo-
Anglo- American
American Lyric,
Lyric, Poetry,
poetry, songs,
songs, poems,
poems,
sermons, Sermons,
and and
allegories Allegories

4 Module 1

1
 Inferring
Thoughts,
Feelings,
*
Infer and
thoughts, Intentions
feelings, and in the
intentions in Material
the material Viewed
viewed

1
 *
Express
permission,
obligation,
and
prohibition
using
modals

Modals
 *Employ the
appropriate
communicat
ive styles for
various
situations
(intimate,
casual,
conversatio
nal,
consultative,
frozen)

Communicati
4 Module 2 ve Styles

2
 Distinguish
between
and among
informative,
journalistic,
and literary
writing

Types of
2 Writing
 Explain
how the
elements
specific to a
genre
contribute
to the
theme of a
particular
literary
selection

Genre and
Theme in
Literature
 Analyze
literature as
a means of
discovering
the self

Genre and
Theme
Analysis in
Literature

3
 Use the
correct
pitch,
juncture,
stress,
intonation,
rate of
speech,
volume, and
projection
when
delivering
lines of
poetry and
prose in
dramatic
conventiona
l speech Vocal
3 choirs Delivery in
Speech Choirs
Scan
sequence
signals or
connectors
to
determine
patterns of
idea
developmen
t

Identifying
Patterns of
Idea
Development
 Identify
types and
features of
poetry

4
1
 Skim to Identifying
determine Key Ideas and
key ideas Author's
and author's Purpose
purpose

4
1
Arrive at Word
meaning of Formation
words Processes
through
word
formation
(clipping,
blending,
acronym,
compoundin
g, folk,
etymology,
etc.)
 Draw Generalizatio
generalizatio ns and
ns and Conclusions
conclusions
from the
material
listened to

4 Module 3

5
 Note types Types of
of context Context Clues
clue
(restatemen
t, definition,
synonyms,
antonyms)
used for a
given word
or
expression

5
 Determine
tone, mood,
technique,
and purpose
of the
author

8 Module 4 & 5
 Skim to
determine
key ideas
and author's
purpose

4 Module 6

6
 Analyze Literature
literature as and
a means of Discovering
discovering the Self
the self

6 4 Module 7
 Use Punctuation
appropriate Marks and
punctuation Capitalizatio
marks and n
capitalizatio
n to convey
meaning

4 Module 8
 Compare Comparing
and contrast and
information Contrasting
listened to Infromation

4 Module 8

7
 Use literary Literary
devices and Devices and
techniques Techniques
to craft and Poetic
poetic Forms
forms

7 8 Module 1
Draw Features
similarities Selections
and and Theme
differences
of the
featured
selections in
relation to
the theme
KING AND ASSESSMENT MAP
Learning Area:
Unpacked Learning Competency (2 to 3 each)
Skill (Verb):
Knowing (K)
Assessment Task Understanding
/ Activity (U)
Assessment Doing
Task / Activity (D)
Assessment Task / Activity
Understandi Enumerate * Analyzing Choose a Examine Identify the
ng historical the aspects such poem and aspects use symbolism
context and distinguishin as themes, write an in a literary use in a given
influences g features of structures, essay that piece such literary piece
language, explores the
on Anglo notable historical theme and as language and explain
how this
American Anglo- context and cultural use, symbolism
Literature American cultural significance narrative contributes to
Lyric, significance of the literary structure, the overall
poetry, piece. symbolism meaning of
songs, * and the piece.
poems, Analysis of thematic
sermons, emotional *Write a elements
and resonance of reflection of
lyric poetry to how the
allegories the didactic literary piece
nature of impacted you
symbolic emotionally.
storytelling,
Identify sermons
*Discuss the
moral lesson
of the story
using
authentic
experiences.
 Grasp the *Critical Identify and Role-Play:
ethical Reflection interpret Assign
consideration Essay non-verbal students
s and *Analysis of cues like different
potential Literary tone, body roles and
biases in * Group Devices language, and scenarios,
inferring Discussion facial and ask them
thoughts, and Debate expressions in to perform a
feelings, and * Writing video content role-play
intentions Response: to infer activity.
from a Provide underlying
material students with intentions.
viewed a piece of
writing (such *Observation
as an essay, Journal: Ask
article, or students to
Comprehend watch a
the tone and speech) and
ask them to series of
mood of the videos and
material and analyze the
tone and maintain an
Infer how they observation
contribute to mood of the
piece. They journal. In the
the overall journal, they
message or should
discuss how should record
theme. their
these
elements observations
contribute to of non-verbal
the overall cues,
message or interpret the
theme and intentions
provide behind those
evidence cues, and
from the text provide
to support explanations
their for their
analysis. interpretation
s.
 Recognize the Sentence Identify the Multiple Respond Dialogue
modals that Writing: Ask appropriate Choice appropriately Writing: Ask
express students to modal to use Questions: to requests, students to
permission, write their in a given Provide a set commands, write
obligation, own situation. of sentences and rules dialogues
and sentences or scenarios using modal where they
prohibition in using modals and ask verbs. use modal
sentences that express students to verbs to
and permission, choose the respond to
paragraphs. obligation, or correct modal requests,
prohibition. verb that best commands,
This will fits the or rules.
demonstrate situation. Provide them
their with different
understandin situations and
g of how to *Writing characters to
use these Prompts: make the
modals in Provide dialogues
context. writing more
prompts that engaging and
Use require realistic.
* Paragraph students to
Writing: use modal
Provide a verbs in their
topic or responses. *Error
scenario and Evaluate their Correction:
ask students use of modals Provide
to write a for expressing students with
paragraph ability, sentences or
using modals permission, paragraphs
that express obligation, or that contain
permission, possibility. errors related
obligation, or to the use of
prohibition. modal verbs.
 Knowing the Peer Written Reflect on the Presentation
appropriate Assessment: Analysis: outcomes of and Peer
communicativ Implement Provide different Feedback:
e style to use peer students with communicati Ask students
in different assessment written on styles used to prepare
situations where examples of in various presentations
students different situations and on different
evaluate and communicativ evaluate their communicati
provide e styles, such effectiveness. on styles and
feedback on as emails, their
each other's speeches, or outcomes in
responses to dialogues. specificCase
requests, Studies:
commands, Provide
or rules using Identify the *Written students with
modal verbs. different Reflection: real-life
communicativ Ask students scenarios
e styles to write a where
* Oral (intimate, reflection on different
Presentation: casual, their personal communicati
Use Assign conversationa experiences on styles are
students a l, with different used. Ask
topic related consultative, communicativ them to
to frozen) and e styles. analyze the
communicati their outcomes of
on styles and characteristic each
ask them to s. communicati
prepare and on style and
deliver an evaluate their
oral effectiveness
presentation. in achieving
the desired
goals.
Students can
discuss their
findings in
small groups
or write
individual
reflections.
 Analyze and Reading and Peer Review: Write in Genre
compare Annotation: Organize a different Transformati
different Provide peer review styles and on: Assign
writing students with session genres, students a
samples to a set of where including piece of
determine if writing students informative, writing in one
they are samples from exchange journalistic, genre and ask
informative, different their written and literary, them to
journalistic, genres, such pieces in based on the transform it
or literary in as news different intended into another
nature. articles, writing styles. purpose and genre. For
essays, and They can audience. example, they
short stories. provide could rewrite
Ask students feedback on a news article
to read and the as a creative
annotate effectiveness narrative or
each sample, Define of the writing turn a poem
highlighting informative in achieving into an
key elements writing, the intended informative
and noting journalistic purpose and essay.
Distinguish the style, and literary meeting the
tone, and and identify characteristic
language the s of each *Style
used. characteristic type. Analysis:
s of each. Provide
students with
*Comparison *Editing samples of
and Contrast: and Revising: writing in
Instruct Give students different
students to a piece of styles and ask
select two writing that them to
writing contains analyze the
samples from elements of stylistic
different informative, elements
genres and journalistic, used. They
write a and literary can identify
comparative writing. Ask and explain
analysis. They them to the use of
should identify the descriptive
identify different language,
similarities types of figurative
 Identify the Genre Analyze the Genre Genre
Making connections between genre and theme
key elements Comparison: relationship Identification: Analysis
of different Assign between Ask students Essay: Ask
literary students to genre to identify students to
genres, such compare and elements and the genre of choose a
as fiction, contrast two the theme of the literary specific genre
poetry, different a literary selection. (such as
drama, and genres. They selection. This will help science
non-fiction. can analyze them fiction,
the understand romance,
similarities the specific mystery, etc.)
and characteristic and analyze
differences in s and how the
terms of conventions genre-specific
structure, associated elements
language, with that (plot
themes, and genre. structure,
literary character
devices used. development,
Students can *Genre setting, etc.)
Explain present their Analysis: Ask are used to
findings in a students to convey the
written essay analyze how theme
or a the genre effectively.
presentation. elements Students
(such as should
setting, plot, provide
characters, examples
*Genre language, and from a
Creation: style) specific text
Have contribute to or multiple
students the texts within
create their development the chosen
own short of the theme. genre.
stories or They can
poems in examine how
different the genre *Theme
genres. They conventions Analysis Short
should shape the Stories:
demonstrate narrative and Provide
an enhance the students with
 Identify and Role-Play or Compare and Essay Writing: Identify and Self-
analyze the Skits: Divide contrast Ask students reflect on Reflection
use of literary students into different to write an how the Presentations
devices, such groups and literary works essay themes and : Have
as symbolism, assign them in terms of comparing characters in students
imagery, and different themes, and the literature prepare and
irony. literary styles, and contrasting relate to their deliver
scenes or techniques. two or more own presentations
excerpts that literary experiences, where they
contain works. They emotions, reflect on
symbolism, should and personal their own
imagery, or analyze the growth and journey of
irony. themes, make self-discovery
styles, and connections and how it
techniques between the relates to the
*Visual used in each literature and themes and
Presentations work and their own characters in
: Have discuss their journey of the
students similarities self- literature.
create visual and discovery.
Analyze presentations differences.
, such as *Reflection
slideshows or Portfolios:
posters, that *Literary Have
showcase Analysis students
examples of Papers: create
symbolism, Assign reflection
imagery, and students to portfolios
irony in write in- where they
literature. depth literary compile their
analysis written
papers on reflections,
specific artwork, and
works. They other creative
should projects
analyze the related to the
themes, literature and
styles, and their own
techniques journey of
used in each self-
work and discovery.
 Understand Reading Understandin Essay Writing: Demonstrate Intonation
the concept Aloud: Assign g the role of Ask students the ability to Exercises:
of stress in passages intonation in to write an vary pitch
speech and from prose expressing essay effectively
its impact on works or different comparing while *Design
the emphasis plays and ask moods, and delivering exercises
and meaning students to tones, and contrasting lines of where
of words and read them attitudes in two or more poetry and students
phrases. aloud, paying dramatic literary prose. practice using
Know how to attention to speech works. They different
apply stress the stress choirs should intonation
effectively to patterns and analyze the patterns to
highlight key how they themes, convey
elements in affect the styles, and specific
poetry and meaning and techniques emotions or
prose. emphasis. used in each attitudes.
Encourage work and
students to discuss their
experiment similarities
with different and *Peer
Perform stress differences. Assessment:
patterns to
convey
different *Ask
emotions or students to
interpretation perform a
s dramatic
speech choir,
*Performanc where they
e Poetry: have to use
Have appropriate
students intonation to
write and express
perform their different
own poems, moods,
focusing on tones, and
the use of attitudes.
stress to
create
emphasis and
meaning.
 Identify the dentify the Analyze the Sequencing Use different Storyboard
central idea main concept relationship Activity: types of Creation:
of a text or or theme that between Provide a set sequence Have
sequence of is developed ideas of events or signals or students
ideas throughout a connected by steps related connectors in create
text or sequence to a specific writing. storyboards
sequence of signals. topic or story for a short
ideas. and ask story or
students to narrative
arrange them using
in the correct sequence
determine chronological signals or
the main order. This connectors.
point or task will Each box in
message that require the
the author is students to storyboard
conveying identify the should
through the sequence represent a
development signals and different
of ideas. determine event or idea,
Identify the logical and students
flow of should use
events. arrows or
lines with
Critical words like
Thinking "before,"
Exercise: "after," or
Present a "meanwhile"
scenario or a to show the
problem that sequence of
requires events.
students to
analyze the Sentence
sequence of Completion:
events and Provide
propose a students with
logical incomplete
solution. sentences
and ask them
to fill in the
blanks with
Understand Create Poetic Interpret the Creative Use different Storyboard
the use of Examples: meaning and Interpretatio types of Creation:
poetic Ask students symbolism in n: Encourage sequence Have
devices, such to create poetry. students to signals or students
as simile, their own express their connectors in create
metaphor, examples of understandin writing. storyboards
personificatio similes, g of a poem's for a short
n, alliteration, metaphors, meaning and story or
and imagery. personificatio symbolism narrative
n, alliteration, through a using
and imagery. creative sequence
They can medium. signals or
write short They can connectors.
poems or create Each box in
sentences artwork, the
using these write a song storyboard
devices to or poem should
demonstrate inspired by represent a
their the original different
understandin poem, or event or idea,
g and even perform and students
creativity. a dramatic should use
interpretation arrows or
Identify lines with
the Poetic words like
Device: "before,"
Provide "after," or
students with "meanwhile"
a list of Close Reading to show the
poems or Analysis: sequence of
excerpts from Provide events.
poems and students with
ask them to a poem and Sentence
identify and ask them to Completion:
label the conduct a Provide
poetic close reading students with
devices used analysis. They incomplete
in each piece. should sentences
analyze the and ask them
poem's to fill in the
language, blanks with
Determine Identify the Text Analyze the Text Make Graphic
key elements Annotation: organization Mapping: Ask connections Organizers:
of a text, such Provide or structure students to between the Provide
as headings, students with of a text to create a key ideas students with
subheadings, a text and ask understand visual presented in graphic
and topic them to how the representatio the text and organizers
sentences, annotate it by author n or map of prior such as
that can help highlighting presents their the text's knowledge or concept
determine or ideas. organization experiences. maps, Venn d
the main underlining and structure. iagrams, or
ideas. the headings, They can use mind maps.
subheadings, diagrams, Ask them to
and topic flowcharts, or fill in the
sentences. mind maps to graphic
illustrate how organizers by
the ideas are identifying
interconnecte the key ideas
Matching d and how from the text
Activity: the author and
Create a presents connecting
worksheet them. them to their
with a list of prior
headings, knowledge or
subheadings, experiences.
and topic Outline
sentences, Creation:
and provide Have
students with students Real-World
a text that create an Application:
contains outline of the Provide
these text, students with
elements. Ask highlighting a real-world
students to the main scenario or
match the ideas, problem
headings, supporting related to the
subheadings, details, and key ideas in
and topic the order in the text. Ask
sentences to which they them to apply
the are their prior
correspondin presented. knowledge
g sections in and
Determine Identify Word Recogniz Word Create new Word
words
and Formatio e and Formation through word Formation
define n analyze Games: formation Research
Engage processes Project:
different Example example and explain
word s: s of students Assign
their
in meaning. students
formatio Provide a words
interactiv a specific
n list of formed e word word
processe words through formation formation
s such as and ask different games process to
clipping, students word such as research
blending, to formatio word and
acronym, identify n puzzles, explore.
compoun the word processe word They
ding, folk formatio s. building should
etymolog n competiti gather
y, etc. process ons, or examples
word of new
used in
formation words
each board created
word. For games. using that
example, process
they can and
identify if explain
a word is Word their
formed Analysis meaning
through Workshee and
clipping, ts: Give usage.
blending, students
acronym, worksheet
s with
compoun
sentences Word
ding, or
Draw Analyze and Presentation Synthesize Case study Draw Role-playing
evaluate the or Poster information analysis: conclusions activities:
validity and Session: Have from multiple Provide and Assign
reliability of students sources to students with generalizatio students
the create a develop a a case study
information presentation comprehensiv related to the ns to real- different
and evidence or poster that e topic and ask world roles or
used to draw summarizes understandin them to situations or characters
generalizatio their research g of the topic. analyze and other related to
ns and on a specific synthesize contexts the material
conclusions topic. Ask information beyond the and ask
from the them to from various material them to
material include an sources to listened to. engage in
listened to. analysis of develop a role-playing
the validity comprehensiv
and reliability e activities.
*Debate or of the understandin Provide
Argumentativ information g of the case. them with
e Essay: and evidence They should real-world
Assign they found, identify key scenarios
students a and present issues, and ask
controversial their evaluate them to
topic and ask conclusions evidence, and draw
them to based on this propose conclusions
research and analysis. solutions or
gather recommendat and make
information ions based on generalizatio
from their analysis. ns based on
different their
perspectives. Problem- character's
They should based perspective.
analyze the learning
validity and project: Problem-
reliability of Assign solving
the students a
information real-world tasks:
presented by problem or Present
each side, scenario students
and use this related to the with
analysis to topic and ask complex
form their them to work problems or
Note Identify and Context Clue Differentiate Matching Use context Vocabular
define the Scavenger between clues to
different Hunt: Create different Exercise: determine y
types of a scavenger types of Provide the meaning Mapping:
context clues, hunt activity context clues students of unfamiliar Give
such as where (restatement, with a list words or students
restatement, students have definition, expressions in
definition, to find synonyms, of words a given text. a text
synonyms, examples of antonyms) in and a list passage
and different a given text. of context and ask
antonyms. types of
context clues clues. Ask them to
in real-world them to create a
situations, match visual
such as each word represent
advertisemen
ts, news with the ation
articles, or correct (such as a
books. They type of concept
can take context map or
pictures or
write down clue that graphic
the examples can be organizer)
they find and used to that
share them
with the understan shows the
class. d its relationsh
meaning ips
Synonym in a given between
and Antonym
Exercise: text. unfamiliar
Provide words or
students with Context expressio
a list of words
and ask them Clue ns and
to find Analysis: their
synonyms or Give meanings
antonyms students based on
based on the
context clues a short the
provided in passage context.
Determine Creative Task: Make Multimedia Multimedia Peer Review:
the purpose Provide connections Presentation: Presentation: Students can
of the author students with between Have Have exchange
and identify a prompt or tone, mood, students students their written
the author's scenario and technique, create a create a responses or
intended ask them to and purpose multimedia multimedia analysis with
message or create their and explain presentation presentation their peers
purpose in own written how these (e.g., PowerP (e.g., PowerP and provide
writing a piece or contribute to oint, video, oint, video, constructive
particular media the overall audio audio feedback on
piece and presentation purpose of recording) recording) each other's
analyze how with a specific the text, and where they where they evaluations of
the author's purpose or how they analyze a analyze a the author's
choices message. shape the literary work literary work tone, mood,
contribute to reader's in terms of in terms of technique,
that purpose understandin tone, mood, tone, mood, and purpose.
(e.g., to g and techniques, techniques,
inform, Media interpretation and purpose. and purpose.
persuade, Analysis of the
entertain, Provide content.
provoke students with *Close
thought) a video clip, Close Reading Reading
advertisemen Analysis: Analysis:
t, or other Provide Provide
forms of students with students with *Creative
media, and a short a short Response:
ask them to passage or passage or Students can
analyze the poem and ask poem and ask be
author's them to them to encouraged
purpose and analyze the analyze the to create
intended tone, mood, tone, mood, their own
message. techniques techniques piece of
They can used, and the used, and the writing, such
discuss how overall overall as a poem,
visual and purpose of purpose of short story,
auditory the text the text or essay,
choices where they
contribute to incorporate
the overall elements of
purpose and tone, mood,
message. technique,
Understand Fact vs. Make Picture Apply Speed
the difference Opinion predictions Prompts: skimming Reading:
between fact Sorting: about the Show strategies to Conduct a
and opinion Provide content or students a different speed
in a text. students with direction of a picture types of texts, reading
a list of text based on related to a such as activity where
statements skimming. specific topic articles, students are
and ask them or theme. Ask reports, given a short
to categorize them to make essays, or passage and
each predictions books, to are timed to
statement as about what quickly gather see how
either a fact might be information quickly they
or an opinion. happening in or gain an can skim
the picture or overview. through the
what the text text and
accompanyin answer
*Real-Life g the picture comprehensi
Examples: might be on questions.
Share real-life about. They
examples can write
from news their
articles, predictions or *Summary
advertisemen discuss them Writing: Ask
ts, or social in pairs or students to
media posts, small groups. read a longer
and ask text and then
students to provide a
analyze and summary of
identify the the main
facts and *Reading points using
opinions Comprehensi skimming
presented. on Questions: techniques.
Provide
students with
a text and a
set of
multiple-
choice or
short-answer
questions
related to the
 Identify and Presentations Recognize Online Express Cross-
analyze the : Have Discussion insights Cultural
various students and Forums: through an Interview:
elements of prepare interpret Create an essay, Ask
literature, presentations the ways online presentation, students to
such as plot, on a specific in which discussion or creative conduct
character, element of forum where project that interviews
setting, literature, literature students can explores the with
theme, showcasing reflects discuss how ways individuals
symbolism, their the self, literature different from
and figurative understandin
language g and including reflects the
self. Provide
cultures
approach the
different
cultural
analysis. They the prompts or journey of backgroun
can use visual exploratio questions to self- ds who
aids, n of guide their discovery. have
examples discussions experience
from literary personal and d a journey
texts, and beliefs, encourage of self-
personal values, them to discovery.
insights to and respond to Students
Analyze enhance their their peers' can
presentations experienc posts. analyze the
. es. interviews
and
*Symbolism *Journal present
Analysis: Entries: their
Assign Assign findings,
students to students to highlightin
identify and keep a g the
analyze journal while cultural
symbols used reading a influences
in a literary specific on the
text. They literary work. interviewe
should In their es' self-
explain the journal discovery
symbolic entries, they process.
meaning and should reflect
significance on how the
of each text
symbol in resonates *Comparat
relation to with their ive
 Identify and Online Differenti Punctuation Show Role-Play
understand Resources: and proficiency in Activity:
common Provide ate Capitalization using capital Organize a
punctuation students with between Games: letters and role-play
and links to online different Incorporate punctuation activity where
capitalization resources, types of interactive marks in students have
errors, such such as games or writing to act out a
as missing or grammar sentences online dialogue or dialogue or a
misplaced websites or (declarati activities that direct conversation.
punctuation tutorials, ve, focus on quotations. Before the
marks, where they punctuation activity,
incorrect can practice interrogat and provide them
capitalization punctuation ive, capitalization. with a script
of words, and exclamato These games that includes
etc. capitalization ry) and can engage dialogue lines
skills students in a with missing
independentl use fun and capitalization
y. appropriat interactive and
e way while punctuation
*Interactive punctuati reinforcing marks. During
Use Games: their the role-play,
Incorporate on marks understandin students
interactive to convey g of should
online games the punctuation incorporate
or activities and the correct
that focus on intended capitalization capitalization
punctuation meaning. rules. and
and punctuation
capitalization. into their
These games *Sentence lines
can provide Correction
immediate Exercises:
feedback and Provide a set *Writing
engage of sentences Portfolio:
students in a with errors in Assign a
fun and punctuation writing
interactive and project that
way. capitalization. requires
Ask students students to
to identify create a
and correct portfolio of
 Identify the Editing Task: Analyze Multiple Interpret and Comparative
main ideas Provide Choice or evaluate the Analysis
and key students with the main True/False significance Essay: Ask
points in the a passage ideas and Questions: of the students to
information that contains supportin Create a set compared choose two
listened to. dialogue or g details of multiple- and texts, articles,
direct choice or contrasted or sources
quotations in the true/false information. that present
but lacks informatio questions different
proper n and that assess perspectives
capitalization
and compare students'
understandin
on a
particular
punctuation. them. g of the main topic. They
Ask them to ideas and should
edit the supporting analyze and
passage by details in a compare the
adding the given text or information
necessary topic. This presented in
capital letters can be done the texts,
Compare and and as a quiz or a identify
Contrast punctuation test. similarities
marks to and
accurately differences,
represent the *Graphic and evaluate
dialogue or Organizers: the
quotations. Ask students significance
to create of these
*Dialogue graphic differences.
Writing organizers, Students
Exercise: such as should
Provide concept maps provide
students with or Venn diagr evidence and
a scenario or ams, to reasoning to
a set of visually support their
characters represent the interpretation
and ask them main ideas s and
to write a and evaluations.
dialogue supporting
between two details of a *Research
or more given topic. Project:
characters. This will Assign a
 Identify and Poetry Understan Poetic Form Create Collaborative
define Analysis Comparison: collaborative Poem
various Essay: Assign d the Assign poems that Writing:
literary students to structure students to showcase the Divide
devices and write an and compare and use of literary students into
techniques essay elements contrast two devices and groups and
used in analyzing a different techniques. assign each
poetry, such specific of poetic forms, group a
as metaphor, poem. They different highlighting specific
simile, should poetic their literary
imagery, identify and similarities device or
personificatio discuss the forms, and technique to
n, alliteration, various including differences in focus on (e.g.,
etc literary rhyme terms of simile,
devices used scheme, structure, metaphor,
in the poem, rhyme personificatio
explain their meter, scheme, n, alliteration,
effect on the line meter, line etc.). Each
reader, and breaks, breaks, and group will
interpret the stanzas, stanzas. They work
Use poem's can present together to
overall etc. their findings write a
meaning in a written collaborative
essay or a poem that
visual prominently
*Create a presentation. features the
Poem: Ask assigned
students to device or
create their *Performanc technique.
own poem e or
using at least Recitation:
three Have *Peer
different students Review and
literary choose a Feedback:
devices. They poem written After the
should be in a specific collaborative
able to form and poems are
explain the perform or written, have
purpose and recite it in groups
effect of each front of the exchange
device used class. This their poems
 dentify the Theme Explain how Creative Discuss the Creative
theme of Graphic the themes of Project: Have impact of Expression:
each featured Organizer: the featured students different Allow
selection Provide selections create a interpretation students to
students with contribute to visual s or express their
a graphic the overall representatio perspectives understandin
organizer message or n (such as a on the g of different
specifically meaning poster, theme, or interpretation
designed to collage, or exploring the s and the
identify and infographic) broader broader
analyze that implications implications
themes. They illustrates the of the of a theme
can use this themes of the similarities through
organizer to featured and creative
analyze selections differences. means. This
different texts and how they can include
and record contribute to creating
their findings. the overall artworks,
message or poems, short
meaning. stories, or
Darw They should multimedia
Theme explain their presentations
Identification creative that explore
Game: Create choices and the impact of
a game or provide a different
activity where written perspectives
students have reflection on on the theme
to match their
different interpretation
themes with .
correspondin Role-Playing:
g texts. Presentation: Assign
Provide them Ask students students
with a set of to choose different
theme cards one of the roles or
and text featured perspectives
cards. They selections related to a
have to and prepare a specific
analyze the presentation theme or
texts and discussing the topic. Ask
correctly themes and them to
Grade Level:
No. of
Quarter: Week:
days

1 4

2 4
 3 4

1
4&5 8
6 4

7 4
 8 4

1 8

3.4.5. 12
2

6 2
6 2

7 4

8 4
 9 4

1 4

2.3 4

5.6 8
7,8 8

1,2 8
 3 4

4 4

5 4

6,7,8 12
Note: Compose 10 items of PISA, and etc. alike questions every week.
Lacking SLMs for the Following quarters:
Quarter
2

3
3
ENGLISH 10
Resources
RO SLM

Module 2
Module 3

Module 4 & 5
Module 6

Module 7
Module 8

Module 1

Modules 2,3,4,6
Module 3
Module 5

Module 4

Module 8
Module 7

Module 1

Module 2a, 2b

Module 3
Module 4

Module 1
Module 2

Module 3

Module 3

Module 3

Lacking Module/Topic
key structural elements of argumentative texts
language features of argumentative texts, specifically: attitudes expressed through evaluative langua
Critique a literary selection based on the following approaches:
- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
- reader-response
**** The existing module only discusses/focuses on formalist/structuralist approach
 COMPETENCY UNPACKING AND ASSESSMENT MAP

Learning Competency from the CG

Content (Noun):
CO SLM Others (Kto12)

Information
Module 1
gathering

Use information from news reports,

speeches, informative talks, panel
discussions, etc. in everyday
conversations and exchanges

Effects of Textual Aids

Determine the effect of textual aids like

advance organizers, titles, non-linear
illustrations, etc. on the understanding of
a text
Appraise the unity of plot, setting and
characterization in a material viewed to Writer's purpose
achieve the writer’s purpose.

Compare and contrast the contents of

the materials viewed with outside
Movies vs. text
sources of information in terms of
accessibility and effectiveness.
Employ analytical listening in problem
solving

Analytical listening

Evaluate and make judgements about a

range of texts using a set of criteria e.g.
comparing arguments on the same topic,
critiquing a short story

Range of Texts
Evaluate spoken texts using given
criteria, e.g. fluency, tone, cohesion,
correctness

Spoken Texts

Observe the language of research,

campaigns, and advocacies

Language of Research,
Campaigns, and
Advoicacies

Identify key structural elements, e.g.:

• Exposition - Statement of position,

Key Structural
Elements

• Arguments,
 • Restatement of Positions

and language features of an

argumentative text, e.g.:

• modal verbs: should, must, might,

Modal Verbs and
and modal adverbs: usually, probably,
Modal Adverbs
etc.;

• attitudes expressed through Adjectives as

evaluative language; Evaluative language
 • conjunctions or connectives to link
ideas: because, therefore, on the other Conjunctions
hand, etc.;

• declarative statements;

• rhetorical questions; Rhetorical Question

• passive voice

Formulate a statement of opinion or Statement of Opniion

assertion or Assertion
Formulate claims of fact, policy, and Fact, Claims of Facts,
value Policies, and Values

Write an exposition or discussion on a Exposition or

familiar issue to include key structural Discussions/ Stuctural
elements and language features Elements

Deliver a prepared or impromptu talk on Prepared or

an issue employing the techniques in Impromptu Talk
public speaking
Compose texts which include multimodal Multimodal Text
elements

Compose an argumentative essay

Arguementative Essay
Variety of Writing
Techniques

Use a variety of informative, persuasive,

and argumentative writing techniques

Independent Critique

Compose an independent critique of a

chosen selection
Critique a literary selection based on the
following approaches:

Literary Selections
based on different
approaches

- structuralist/formalist

- moralist

- Marxist

- feminist

- historical

- reader-response

Distinguish technical terms used in

research

Technical Terms used

in Research
Give technical and operational
definitions

Technical and
Operational defintions
of Resaerch

Give expanded definitions of words

Expanded Definitions
of Words
Correct Grammar in
Making Definitions

Observe correct grammar in making

definitions

Compose a research report on a relevant

social issue

Research Report
 Unpac
Skill (Verb):
Knowing (K) Assessment Task / Activity
Note the important information
presented in the news,
speeches, and informative talks,
pannel discussion in the class

Use, note, get, identify,

gather, Illustrate, create, Written
discuss, Formulate

1. Enumerate the textual aids in

understanding the text?
2. Describe each textual aid.

Detemine, use, describe,

Written
enumerate
Appraise, evaluate, give, 1.Give the characters of the
idenrify, Tell, Infer story
2. Identify the plot of the
story? 3. Tell the setting of
the story.

Film viewing/Oral

1. Compare points between the

movie and the text?
2. Illusttate its
difference.

Compare and contrast,

Venn Diagram
illustrate, Cite, Figure out
 1. Enumerate the types of
listening.
2. Define analytical listening.
3. Differentiate the types
of listening?

Employ analysis,
differntiate, define, Provide the listening/viewing material
enumerate

1. Recall the range of texts

2. Differentiate each.
3. Determine the
right track towards a successful
reader 4.
Compare short stories from
myths

Determine, compare
Evaluate and make Introduce the Reading material with
judgements, recall, comprehension check
defferentiate
 1. Recall the points of evaluating
the spoken text
2. Define each

Evaluate, recall, define Written

1. Enumerate and define the

language of research.
2. Define adocacy.
3. Define campaign.

Observe, note, Provide a reading text and

enumerate, identify, comprehension check through paper
illustrate, create, define and pen

Identify, Construct 1. Identify the key structural

elements of an argumentative
essay.

Given Argumentative essay.

Recall, Identifiy,
construct

Identify modals from an

argumentative text.

1. Recall modal verbs and

modal adverbs.
2.Identify modal verbs and
adverb modals as language
features of an argumentative
text
1. Identify adjectives in a text.

Identify, use, construct Argumentative text

Identify, use, connect, 1. Identify conjunctions in an
examine, construct argumentative text.

Written text where the learners will be

asked to look for conjunctions.

Identify, construct, Use 1. Identify rhetorical questions

and their purpose in a given text.

Sample argumentative text with

rhetorical question.

Formulate, recognize, 1. Define opinion.

disingtuish, differentiate 2. Differentiate opinion from
facts.

Oral response
Differentiate, Formulate, 1. Define claims.
distinguish, recognize, 2. Differentiate the different
define types of claims.

Oral response

Write, Compose, Create

Define, Deliver, talk, 1. Define public speaking.

express, state, 2. State the goal of public
enumerate, classify speaking. 3. Enumerate and
classify the technique of public
speaking

Written output.
 1. Define multimodal text.
2. Enumerate and classify its
elements.

Individual writing (paper and pen)

Compose, write, create,

transcode, Define
List all the pros and cons of using
cellphonres

Diad or group

Compose, write, create,

list
Write, compose, create 1. identify the structure and
features of informative writing.

Sample informative writing.

identify, evaluate, write

reading, oral responses

identify gthe common elements

of a narrative
Identify, Critique,
Examine, Review. Explain

Sample criticisms to be identified,

Identify the different

approaches to literary
criticism.

Oral response

Distinguish, Diffrentiate, Identify the technicaal terms

Identify used in a research.
Give, Diffrentiate, use

Oral response

1) give other technical and

operational terms.
2) differentiate technical and
operational terms.
Give, Diffrentiate, use.
Recall

Oral response

Recall how the definition of words

becomes expanded iin a pargrah
of a reachch

Identify and define expanded

Written output.
definitions.
Observe, note,
enumerate, identify,
illustrate, create
Review research report.

Oral response

Compose, write, review

 Learning Area:
Unpacked Learning Competency (2 to 3 each)
Understanding (U) Assessment Task / Activity Doing (D)
Formulate a
script and
present in the
class based on
the gathered
information
from the
different
sources.

Discuss a particular issue in the news that

Oral/Written
has affected you most and why?

Based on the
given text or
selection,
determine and
create a textual
aid that best
present its key
concepts.

Determine what informtion was being

Write
presented by the textual aid.
Infer the purpose of the writer of the Evaluate the
story? elements of the
story by citing
its connections
and relations to
evey occurence
found in the
movie.

Read, Ask and Answer

1. Figure out the two approches of

understanding the story is more favorable
to you, a movie or a text? Why?
2.
Cite a similar expexience or experiences
that would affect your life's decision?

Evaluate the
given article
Film Viewing/Oral questions
based on the
CRAAP Test.
 1. List
evidences and
solutions
enumerated by
the speaker for
a specific
1. List evidences and solutions enumerated
problem or
by the speaker for a specific problem or
Video / Audio Material Viewing or issue.
issue. 2. Give appropriate
Listening and table. 2. Give
explanations of the evidences amd
appropriate
solutions enumerated by the speaker.
supporting
details of the
evidences amd
solutions
enumerated by
the speaker.

1. Read and understand informational 1. Evaluate the

and fictional text and answer given
comprehension questions that follow. informational
and fictional
text using the
rubrics
2.
Critique the
given literary
work using the
standard
cirteria.
Reading Texts with
comprehension questions
Evaluate a given spoken text basedand Evaluate a
answer the questions that follow. given spoken
text based on
the given
criteria.

Watching an audio visual speech

with questions pointing towards
evaluation.

Differntiate the languages of reseach, Develop a

campain and advocacy research,
campaign, and
advocacy on "
Improvement in
Reading Ability
Among Grade
10 Students" .

Construct a
short
Argumentative text with
Comprehend an argumentative text by argumentative
questions on key structural
looking at its structiral elements. essay using the
elements
key structural
elements.
 elements.

Construct an
Complete text with modal verbs and Argumentative text with essay using
adverbs. missing modals. modal verbs
and adverbs.

Given adjectives.
Construct
evaluative
sentences
Use adjectives in an evaluative using
sentence. adjectives.
 Use
conjunctions in
Connect phrases and sentences using Phrases and Sentences to
composing
conjunctions. connect using conjunctions.
argumentative
text.

1. use rhetorical questions in Given rhetorical questions to 1. construct

argumentative text. be used in a given topic for rhetoric
argumentative text. questions.

Distinguish statement of facts from opinion Provide a passage with questions

and commonplace assertion from the given
passage

Formulate an
statement of
opinion or
assertion on a
given topic
and be able to
support them
with
supporting
details.
Based on the given passage, distinguish
the type of claim/s used.
Formulate
claims of fact,
Argumentative text/s
policy and
value.

Compose and
deliver a piece
of speech
applying its
techniques

Read aloud a speech written by a local

Oral/Written Output
author.
 Create a
Transcode emojis into plain text/word. Oral/Written Text/Ooutput presentaion of
the given task,
employing the
elemenrs of
multimodal
texts.
Written Composition

Compose an
argumentative
essay
Construct your claims and peresent persuasively to
evidences to sujpport your stand about fully convince
using cellphones your readers.
Compose a
three-
paragraph
informative
essay about
any of the
given topics
using the
Write a “How to Guide” on any of the various writing
possible topics given. A “How to Guide” is a techniques
step-by-step process that an individual will learned.
follow to complete a task.

Written outout
Evaluate the level of critique in a given
selection

write an in-
Group task depth
evaluation of
a story in the
form of a
critique.
Evaluate criticisms using the different
approaches.

Critique a
selection
based on any
of the
different
Sample criticisms. approaches.

Identify the
elements of a
research
paper.
Individual task (oral response)

Differentiate qualitative method from

quantitative method in research
Classify the technical and operational 3) use the
definitions used in the research technical and
operational
terms in
sentences.

Written or oral approach

Distinguish the ways of expanded Construct a

definitions in a given paragrahs. paragraph from
the given
definition of
words
Written or Oral Output

Give an
expanded
definition using
correct
grammar.

Identify what is being defined in an

expanded definition. Written output.

Develop a
research on
the the
different issues
faced by Junior
High School
students.
 Assessment Task / Activity
Written/ Dialogue, Role Playing,
Pannel Discussion,

Graphical Presentation
Film viewing/ Written/Oral

Written assessment using the The

CRAAP Test Evaluation Rubic.
Video / Audio Material Viewing or
Listening and table/chart.

Reading, pen and paper

Video/Audio Material with evaluation
rubric.

Research Paper, making or writing

campaign, writing advovacy

Written output
Written output

Written output.
Create an ergumenttaive essay
modal verbs s and modal
adverbs.

Write or Use rhetoric questions

for an argumentative text.

Topics from argumentative text

writing.
Written output.

Individual oral recitation

Cooperative/Group task presentaion

Written Performance with rubrics

Written output.

Written output
written output

Label the parts of a research

paper.
 Written output

Cooperative/Group task presentaion

Individual wrting

Written output, group activity

Grade Level: 11 Learning Area: Oral Communication

Learning
Competency
Resources from the CG
Quarter: Week: Days
(Kto12 &
Matatag-K, G1,
G4, G7):
RO SLM CO SLM Others

Explains the
nature and
1 1 4 √ Oral Communication LM
and TM
process of
communication.
(EN11/12OC-Ia-
2)

Differentiates the
various models of
1 2 4 √ Oral Communication LM
and TM
communication
(EN11/12OC-Ia-
3)
 Uses various
strategies in
order to avoid
1 3-Apr 8 √ Oral Communication LM
and TM
communication
breakdown
(EN11/12OC-Ia-
6).

Examines
1 5 4 √ Oral Communication LM
and TM
sample oral
communication
activities
 Identifies the
various types of
speech context
(EN11/12OC-Ifj-

1 6 4 √ Oral Communication LM
and TM

15)

Distinguishes
types of speech
1 7 4 √ Oral Communication LM
and TM
style
(EN11/12OC-Ifj-
17)
 Responds
appropriately and
effectively to a
speech act
(EN11/12OC-Ifj-
1 8 4 √ Oral Communication LM
and TM

20)

Explains that a
shift in speech
context, speech
style, speech act
and
communicative
strategy affects
the following:
requires
understanding of
speech context,
speech style,
speech act and
communicative
strategy. strategy
in a variety of
speech
situations.

2 1 4 √ Oral Communication LM
and TM
2 1 4 √ Oral Communication LM
and TM

• Language form

• Duration of
interaction

• Relationship of
speaker

• Role and
responsibilities of
the speaker

• Message

• Delivery
(EN11/12OCIIab-
22.1-22.6)

distinguishes the
types of
speeches
according to
purpose and
delivery
(EN11/12OC-IIcj-
23)

2 2 4 √ Oral Communication LM
and TM
 Uses principles
of effective
speech writing
focusing on:

2 3-May 12 √ Oral Communication LM

and TM

• Audience profile

• Logical
organization

• Duration
 • Word choice

• Grammatical
correctness
(EN11/12OC-IIcj-
25-25.1)

Uses principles
of effective
speech delivery
focusing on:

• Articulation

2 6-Sep 16 √ Oral Communication LM

and TM
2 6-Sep 16 √ Oral Communication LM
and TM

• Modulation

• Stage Presence

• Facial
Expressions,
Gestures and
Movements

• Rapport with
audience
(EN11/12OC-IIcj-
26

EN11/12OC-IIcj-
26.1

EN11/12OC-IIcj-
26.2

EN11/12OC-IIcj-
26.3

EN11/12OC-IIcj-
26.4

EN11/12OC-IIcj-
26.5)
 COMPETENCY UNPACKING AND ASSESSMENT MAP

Unpacked Lea
Content (Noun): Skill (Verb):

Knowing (K) Assessment Task / Activity

1. define
communication;

2. Identify the
Nature and Process of elements of recitation; pen and paper test; 4 pics,
explain
Communication communication; 1 word (game-based);

3. identify
the functions of
communication

1. identify the
three standard
communication
models; Agree-Disagree (Strike a pose if they
Models of 2. identify agree and make a sad face if they
differentiate
Communication the disagree to the statements related to
characteristics of communication models)
these
communication
models
 1. determine the
different barriers
to effective
communication;
2.
enumerate the
effects of
communication
breakdown picture analysis; Q & A; survey
Strategies to Avoid
(determine a speaker's adequacy that
Communication use
may result to communication
Breakdown
breakdown); Unscramble and Match

3. identify
strategies used
by each speaker
to convey their
ideas effectively;

1. watch and
listen to sample
oral
communication
activities
2.
identify the
verbal and non-
verbal cues that
each speaker
pen and paper test (True or
sample oral uses to achieve
examine False/multiple choice) and
communication activities their purpose;
enumeration/identification

3. describe each
oral
communication
activity
 1. identify the
different types of
speech context;

2. match
Types of Speech pen and paper test (matching type);
identify scenarios to their
Context scenario analysis - oral recitation
appropriate type
of speech
context;
2. list
the appropriate
behavior that
should be
observed in
different speech
contexts

1. identify the
different types of
speech style;

2. list the
appropriate
language forms
in using a pen and paper test (identification);
Types of Speech Style distinguish
particular speech brainstorming;
style

3. identify social
situations in
which each
speech style is
appropriate to
use
 1. define each
type of speech
acts: 2.
identify the pen and paper test (identification);
Speech Act respond
classification of scenario analysis
illusionary
speech act;

Strategies for Effective Explain 1.List down the Enumeration; Identification; Oral
types of Recitation
communicative
strategies;
2.
Define using own
words each
communicative
strategies used
in effective
communication.
3.
Identify the type
of speech style
appropriate for
the situations.
Communication

Types of Speeches distinguish 1. identify the think-pair-share (discuss with a

different types of partner their observations of the
speeches winning speeches of a public
according to speaking competition with guide
purpose and questions)
delivery;

2. identify the
characteristics of
a good speech
delivery
Principles of Speech Use 1.Identify the Identification
Writing Principles of
Speech Writing

2.identify
the
characteristics of
a well-written
speech;

3. familiarize the True or False

steps in writing
and organizing a
speech

Fill in the Table

Principles of Effective use 1.describe the watching video clips
Speech Delivery principles of
effective speech
delivery focusing
on articulation,
modulation,
stage presence,
facial
expressions,
gestures and
movements, and
rapport with
audience;

2. identify the picture analsyis (different public

delivery for speaking situations)
different
situations;
2. familiarize the
tips for effective
speech delivery;
 Learning Area:

Unpacked Learning Competency (2 to 3 each)

Understanding (U) Assessment Task / Activity Doing (D)

1. synthesize the nature and 1. perform a role-

process of communication; pen and paper test: True or False play based on how
2. give short clip learners understand
real examples of how viewing (how communication works) the nature and
communication works based oral process of
on everyday life; recitation; communication;
3. analyze the situation/scenario analysis
speaker's purpose(s)

1. compare and contrast the

various models of 1. generate a new
communication; Venn diagram; concept map model based on the
2. distinguish the completion communication
unique features of one models discussed
communication model another
 1. create a
1. explain why there is
presentation
communication breakdown; collaborative task (video or scenario
highlighting the use
2. analysis); feedbacking/evaluating
of various strategies
analyze the causes of situations to detect communication
in order to avoid
communication breakdown in breakdown using a rubric
communication
various situations
breakdown

1. compare dynamic and flat

oral communication activities;
2. critique oral
communication activities
watched and listened to;
1. produce any of
video analysis; critiquing or the suggested oral
feedbacking using a rubric communication
activites

3. describe how speakers

deliver their presentations
1. examine the different types
1. perform a role-
of speech context in oral
oral recitation; complete a graphic play that shows
communication activities;
organizer (type, description and how each speech
2.
examples) context is used
discuss the differences among
appropriately
the types of speech contexts

1. decide which speech style is

appropriate to use in a given
situation;

2. analyze the type of speech 1. perform a role-

think-pair-share (write in bullet points
style obseved in different play showing the
why appropriate language should be
scenarios appropriate use of
observed in using a particular speech
each of the types of
style)
speech style
 1. formulate
appropriate
speeches for each
1. analyze the speech act illocutionary act
observed in sample dialogues; complete the graphic organizer using based on specific
2. these prompts: (I think it is about…/I situations
interpret the meaning of think it would be better if…/I think it
speech acts in specific means that…/ I realized that…)
statements or scenarios

2. do a role-play
using the written
speeches

1.Discuss the communicative Table completion on communicative 1. create an

strategies in a variety of strategies used; advertisement
speech situations; applying the
effective
Picture analysis of what communicative
style, context, act and strategies are strategies
evident
2. Explain the effects of a shift in the situation.
in communicative strategy

1. classify speech excerpts complete the table by filling in the

according to their type; columns for

2. differentiate the types of 1. types of speech -

speech delivery;

3. evaluate a speech 2. definition -

3. examples

quiz - identification
 speech critiquing/evaluation

1.Describe the Principles of Graphic organizer 1.Write own speech

Speech writing used in the following the
excerpt from Manuel L. speech writing
Quezon’s speech and from the process
speech of a young girl named
Severn Suzuki
2.Differentiate the types of
speech delivery in terms of
definition and examples of
speaking situations.

3. Evaluate a speech being table completion 2. edit and revise

delivered following the criteria written speech
given. using a checklist as
guide

Differentiation of Speech Types

Evaluation/ Critiquing/ Feedbacking

1. describe the features of brainstorming;
each of the type of speech
according to delivery;

2. write topics appropriate for video or picture analysis; 1. apply the

each of the type of speech principles of
according to delivery; effective speech
delivery through a
debate
3. evaluate and critique a listing of speech topics; 2. deliver any of the
speech focusing on type of speech
articulation, modulation, stage learned (preferably
presence, facial expressions, memorized,
gestures and movements and impromptu and
rapport with the audience; extemporaneous)

speech evaluation
 Assessment Task / Activity Other Assessment

*multiple choice
role-play questions (at least 5
items per week)

*multiple choice
communication model questions (at least 5
items per week)
any of the following: short speech
delivery; do a role-play; video- *multiple choice
making highlighting this theme: questions (at least 5
"Youth Are Makers, Not Breakers of items per week)
Communication"

oral communication activity (oral

*multiple choice
poetry, story, musical or drama
questions (at least 5
presentation, debate, interview
items per week)
simulation, mock interview, reporting)
 *multiple choice
role-play; tableaux-making questions (at least 5
items per week)

*multiple choice
writing task: a short original play and
questions (at least 5
role-play
items per week)
 *multiple choice
writing task (group task); role-play questions (at least 5
items per week)

advertisement

*multiple choice
questions (at least 5
items per week)
*multiple choice
questions (at least 5
items per week)

*multiple choice
questions (at least 5
items per week)
Writing Tasks:

*multiple choice
questions (at least 5
items per week)

Making a Speech Outline ,

Writing a Speech Draft

Speech Editing
debate

*multiple choice
questions (at least 5
items per week)
speech delivery

*multiple choice
questions (at least 5
items per week)
Grade Level: Grade 11

Learning
Competen
cy from
Resources the CG
Quarter: Week: Days
(Kto12 &
Matatag-K,
G1, G4,
G7):

RO SLM CO SLM Others

Compare
and
contrast
patterns of
III 1-Mar 12 MELCs MELCs
written
texts
across
disciplines
 Evaluate a
written text
based on
its
properties
(organizatio
III 4-Jun 12 MELCs MELCs n,
coherence
and
cohesion,
language
use and
mechanics)
 claims
explicitly or
implicitly
made in a
written text

a.
Claim of
Fact

b.
Claim of
Policy

III 7-Aug 8 MELCs MELCs

c.
Claim of
Value

EN11/12R
EN11/12R
WS-IIIij-6.1;

EN11/12R
WS-IIIij-6.2;

EN11/12R
WS-IIIij-6.3
 COMPETENCY UNPACKING AND ASS

Content (Noun): Skill (Verb):

Knowing (K)

1. List the
patterns of a
written text.

2. Define
Patterns of Written Texts the patterns of a
Compare
Across Disciplines written text across
disciplines.
 1. Name the
properties of a
written texts.

2.
Written Text Based on
Detemine the
its Properties
meaning of words
(Organization,
Evaluate
Coherence and
(The
Cohesion, Language
different
Use and Mechanics)
properties of
written texts)
 1. Identify the
different claims of
Claims Made In A wriiten texts
Written Text
Claims of 2. Unlock the
Fact Identify unfamiliar words
Claims of Policy
Claims of
Value 3.Identify the
claims in reflected
in a written texts.
 COMPETENCY UNPACKING AND ASSESSMENT MAP

Unpacked Learning Competency (2 to 3

Suggested Assessment Task / Activity Understanding (U)

1. Discuss the different

patterns of a wriiten text.

2. Differentiate
comparing from
contrasting.
1.Oral Test 2.
3.Compare the
Question and Answer Strategy
different patterns of a
(Narration, Description,Definition,
written texts.
Exemplification/Classification, Comparison and
4.
Contrast, Cause and Effect, Problem Solution,
Differentiate the different
Persuasion)
patterns of a written text.

5.ExpIain the
similarities and
differences of written text
patterns.
1. Unlocking-of-Terms Gamification Strategy
1. Explain the different
2. Definition and
properties of a written
Discussion of Terms (Organization, Coherence and
texts
Cohesion, Language Use, Mechanics)
2. Analyze the
texts according to its
properties.
1. Word-Bulletin Strategy on the Different Claims of
Texts 2. Gamification
None
Activity on the Definition of Different Claims
 Learning Area:

Unpacked Learning Competency (2 to 3 each)

Suggested Assessment Task / Activity Doing (D)

1. Discussion
2. Recitation 1. Compare and
3. Filling the Comparing-and- Contrasting contrast patterns
Graphic Organizer of written texts
4. Comparing and Contrasting Using a Venn across
Diagram disciplines.
1.Discussion on the Different Properties of a
Written Text.
2. Reading-of-Text Strategy
3. Text Analysis
(Organization 1. Compose a
Coherence and Cohesion text/paragraph
Language Use, based on the
Mechanics) follwing
4. Guided Question and Answer properties
Strategy (How (organization,
important is evaluating a text? coherence and
When can you say that the text or essay is well- cohesion,
written? Developing language use
paragraphs requires qualities/characteristics in and mechanics)
order to produce a well-written composition.
Such qualities serve as criteria to assess
whether a text/prgarph or composition is written
comprehensively and effectively.)
None None
 Suggested Assessment Task / Activity

1.Collaborative Learning 2.Using

Venn Diagram 3.Using Table
Graphic Organizer, 4.
Output Reporting

COMPETENCY UNPACKING A
1. Writing-A-Text Strategy
2. Content/Text Analysis

Grade Level: Grade 11/12

None

Total # of
CompetenciesA Quarter:
 2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter

2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter

2nd Sem
IV
Sub Task Quarter
 2nd Sem
IV
1 Quarter

2nd Sem
IV
1 with Sub Task Quarter
 2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter

2nd Sem
IV
1 Quarter
 2nd Sem
IV
1 Quarter

2nd Sem
IV
1 Quarter
1 2nd Sem
COMPETENCY UNPACKING AND ASSESSMENT MAP
Grade 11/12
 Resources
Learning
Compete
ncy from
the CG
(Kto12 &
Matatag-
K, G1, G4,
Week: Day(s) Hour(s) RO SLM CO SLM Others G7): Content (No
 Identify
the
context in
which a
text was
developed

a.
Hypertext
b. Intertext

EN11/12R
WS-IVac-
7;

EN11/12R
WS-IVac-
7.1;

EN11/12R Context
MELCS MELCS WS-IVac- developed
1 1,2,3 3 with CG with CG SLM-SHS 7.2 in a Text
 Explain
critical
reading as
a form of
reasoning

Critical
EN11/12R reading as
MELCS MELCS WS-IVac- a form of
1 4,5 1 with CG with CG none 8 reasoning

Formulate
evaluative
statement
s about a
text read:

Evaluative
EN11/12R statement
MELCS MELCS WS-IVac- s about a
1 6 1 with CG with CG SLM-SHS 9; text read
 a.
assertions
about the
content
and
properties
of a text
read Assertions
about the
content
and
EN11/12R properties
MELCS MELCS WS-IVac- of a text
7, 1 with CG with CG SLM-SHS 9.1; read

b.
Countercl
aims in
response
to claims
made in a
text read Countercl
aims in
response
EN11/12R to claims
MELCS MELCS WS-IVac- made in a
2 8 1 with CG with CG SLM-SHS 9.1; text read
 Determine
textual
evidence
to validate
assertions
and
countercla
ims made
about a Textual
text read evidence
to validate
assertions
EN11/12R and
MELCS MELCS WS-IVac- countercla
2 9,10 1 with CG with CG SLM-SHS 10 im

Identify
the unique
features of
and
requireme
nts in
composin
g texts
that are
useful
across
disciplines
:

EN11/12R
WS-IVdg- Unique
12; features of
and
requireme
EN11/12R nts in
MELCS MELCS WS-IVdg- composin
2 11,12 1 with CG with CG SLM-SHS 12.1; g texts
 MELCS MELCS d. Project
2 13,14 1 with CG with CG SLM-SHS Proposal Project Pro
 a. Book
Review or
Article
Critique
Book
EN11/12R Review or
MELCS MELCS WS-IVdg- Article
3 15,16 1 with CG with CG SLM-SHS 12.2; Critique
 b.
Literature
Review

EN11/12R
MELCS MELCS WS-IVdg-
3 17,18 1 with CG with CG SLM-SHS 12.3; Literature R
 MELCS MELCS
3 19,20 1 with CG with CG SLM-SHS e. Position Position Pa

Identify
the unique Unique
features of features of
and and
requireme requireme
nts in nts in
 composin
g
profession
al composin
correspon g
dence: profession
EN11/12R al
WS-IVhj- correspon
13; dence

EN11/12R
MELCS MELCS WS-IVhj-
4 21,22 1 with CG with CG SLM-SHS 13.1;

a.
Resume

EN11/12R
MELCS MELCS WS-IVhj-
4 23, 2 with CG with CG SLM-SHS 13.2; Resume
 b.
Applicatio
n for
College
Admission
Applicatio
EN11/12R n for
MELCS MELCS WS-IVhj- College
4 24, 1 with CG with CG SLM-SHS 13.3; Admission

c.
Applicatio
n for
Employme
nt Applicatio
EN11/12R n for
MELCS MELCS WS-IVhj- Employme
25, 1 with CG with CG SLM-SHS 13.4 nt
 d. Various Various
forms of forms of
Office Office
MELCS MELCS Correspon Correspon
Week 13 26, 1 with CG with CG SLM-SHS dence dence

Prepared:
DIONESIA T. ALFECHE
Assistant School Principal II-SHS
Ozamiz City Division
Learning ArREADING & WRITING
 Unpacked Learning Competency (2 to 3 each)

Suggeste Suggeste
d d Sugested
Assessm Assessm Assessm
ent Task / ent Task / ent Task /
Skill (Verb)Knowing (K
Activity Understand
Activity Doing (D) Activity
 Unlocking
of
unfamilair
terms
Definition

a.
Hypertext

Identify Production
the b. Intertext by
Contextre encoding
citation; a replica
pen and Descriptio of
paper test; n by
identificati Match the sample of a.
on of the given text a. hypertext 5-item
different with the hypertext PISA-like
elements descriptio Distributio b. Multiple
(game- n b. n of intertext Choice
based); intertext samples Question
 the
author's
group the use of
learners evidence
and let and
each reasoning
identify ( It is from
the main here
Unlocking argument where
of or the students
unfamilair thesis has to
terms statement make
1. of the text sound
define read. judgment
critical over the
reading; facts
2.Present presented
2. the to them, it
Identify argument is up for
the to the them to
elements class and decide
of critical discuss whether
reading; the points they have
to to
evaluate accept/rej
3. identify about the ect the
the text read argument Production 5-item
functions to and have by PISA-like
Explain of critical demonstra to defend encoding Multiple
critical reading te critical their of a Choice
reading reading. stand) replica of Question

Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
elements 2. give
of real
examples
3. of Production 5-item
Formulate identify by PISA-like
evaluative the 3. encoding Multiple
statement functions analyze of a Choice
s of the replica of Question
 Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
Give elements 2. give
assertions of real
about the examples •Comparis
content 3. of on and Production 5-item
and identify contrast by PISA-like
properties the 3. using encoding Multiple
of a text functions analyze Venn of a Choice
read of the Diagram replica of Question

Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
elements 2. give
Give of real
countercla examples
ims in 3. of Production 5-item
response identify by PISA-like
to claims the 3. encoding Multiple
made text functions analyze of a Choice
read of the replica of Question
 Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
Give elements 2. give
textual of real
evidence examples
to validate 3. of Production 5-item
assertions identify by PISA-like
and the 3. encoding Multiple
countercla functions analyze of a Choice
im of the s replica of Question

Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
Give elements 2. give
unique of real
features of examples
and 3. of Production 5-item
requireme identify by PISA-like
nts in the 3. encoding Multiple
composin functions analyze of a Choice
g texts of the replica of Question
 a. Group
the
students
will be
provided Ask the
with a students
sample to
Project compare
Proposal their work
b. Ask to the
them to work of
Unlocking identify other
of the major groups. b.
unfamilair parts and Identify
terms give their common
1. impressio features
define ns on and
each part, descriptio
2. like the ns of a
Identify content Project
the and the Proposal
elements required c. Check
of skills. c. the parts
Ask the and their
3. students features Production 5-item
identify to have a and by PISA-like
Write a the unified descriptio encoding Multiple
Project functions output per ns from of a Choice
Proposal of group. the one. replica of Question
 each
Organize group a
a book specific
club book or
where article.
participant They
s read a should
book or read and
article and analyze
meet to the
discuss assigned
their text,
thoughts discussing
Unlocking and their
of opinions. interpretati
unfamilair Encourag on,
terms e them to identifying
1. analyze strengths
define the writing and
style, weakness
2. themes, es, and
Identify and creating a
the characters group
elements , and critique.
of share their Each
critiques in group can
Write a 3. a then Production 5-item
Book identify respectful present by PISA-like
Review or the and their encoding Multiple
Article functions constructiv findings to of a Choice
Critique of e manner. the class. replica of Question
 Ask
students
to compile
a list of
relevant
sources
on a
particular
Unlocking subject
of and write
unfamilair short
terms annotation
1. s for each
define source.
This will
2. help them
Identify gain a
the deeper
elements understan
of ding of the
existing
3. literature Production 5-item
identify and its by PISA-like
Write a the relevance encoding Multiple
Literature functions to their of a Choice
Review of research. replica of Question
 some class
possible debate
topics to (Girls vs.
write Boys).
about for a Here,
position students
paper? 5. are given
How to a topic to
write a debate
good about,
position given
paper? input on
Afterwhich how to
Unlocking , the class make a
of is grouped good point
unfamilair into and how
terms smaller to defend
1. groups to each
define come up point.
with a After the
2. collaborati activity,
Identify ve answer the
the on the teacher
elements questions. facilitates
of Later, the class
each by linking
3. group is the debate Production 5-item
identify tasked to activity to by PISA-like
Write a the present writing a encoding Multiple
Position functions their position of a Choice
Paper of answers. paper. replica of Question

Give the
unique
features of
and
requireme
nts in Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
elements 2. give
of real
examples
3. of Production 5-item
identify by PISA-like
 Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
composin 2. process of
g Identify
profession the
al elements 2. give
correspon of real
dence examples
3. of Production 5-item
identify by PISA-like
the 3. encoding Multiple
functions analyze of a Choice
of the replica of Question

Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
elements 2. give
of real
examples Provide
3. of samples Production 5-item
identify of different by PISA-like
the 3. correspon encoding Multiple
functions analyze dence of a Choice
Write a re of ms the types replica of Question
 Unlocking
of
unfamilair
terms 1.
1. synthesize
define the nature
and
2. process of
Identify
the
elements 2. give
of real
examples Provide
Wite an 3. of samples Production 5-item
application identify of different by PISA-like
letter for the 3. correspon encoding Multiple
College functions analyze dence of a Choice
Admission of the types replica of Question
will act as letter in
FIELD cartolina
REPORT size. They
ERS who are
will report instructed
in to critic
summary the letter
to the based on
class the the
answers concepts
posted on learned in
the the
boards. 6. previous
Unlocking Each activity.
of learner will Learners
unfamilair complete are
terms an EXIT encourage
1. SLIP while d to make
define doing the marking
activity on the
2. which will part/s of
Identify be turned the letter
the over at the they think
elements end of the should be
of class as or not to
Write an basis of be used in
Applicatio 3. their key the correct Production 5-item
n Letter identify takeaways way if by PISA-like
for the of the writing a encoding Multiple
Employme functions lesson cover of a Choice
nt of discussed. letter. replica of Question
 formats, structure,
and tone, and
purposes appropriat
of each e usage of
type of each.
correspon Case
dence. Study:
Class Present
Discussio real-world
n: Lead a scenarios
discussion requiring
on the different
importanc forms of
e of correspon
effective dence
communic (e.g., a
ation in complaint
various letter, a
settings. profession
Introduce al email
students inquiry).
to different Have
types of students
written identify
communic the most
Write ation and suitable
various their form of Production 5-item
forms of significanc communic by PISA-like
Office e in ation and encoding Multiple
Correspon different justify their of a Choice
dence contexts. choice. replica of Question
WRITING