REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION

MELCs
Definitive Budget of Work
(DBOW)

ENGLISH
Learning Area: ENGLISH Grade Level: 1

QUARTER 3

GRADE LEVEL STANDARDS: The learner listens for comprehension, speaks clearly, and uses appropriate expressions in talking about
oneself, family, and other social context interactions.
Domain # MELC Number of Remarks
days taught
PA 1 Give the number of syllables of given words 5
PA Recognize rhyming words in nursery rhymes, poems, songs heard (EN1PA-IIIa-
e-2.2)
G 2 Form words to form a phrase 10
G Recognize sentence (telling and asking) and non-sentence
V 3 Use words that are related to self, family, school, community 2
LC 4 Listen to short stories/poems and 15
1. note important details pertaining to
a. character
b. setting
c. events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and/or effect of events
5. Identify the speaker in the story or poem
6. Predict possible ending of a story read
7. Relate story events to one’s experience
8. Discuss, illustrate, dramatize specific events
9. Identify the problem and solution
10. Retell a story listened to
11. Ask simple question about the text listened to
OL 5 Determine different polite expressions 5
Use/Respond appropriately to polite expressions
• Greetings
• leave takings
• expressing gratitude and apology
• asking permission
• offering help (EN10L-IIIa-e-1.5)
OL 6 Talk about oneself, one’s family and one’s personal experiences 3
TOTAL 40
QUARTER 4
GRADE LEVEL STANDARDS: The learner listens for comprehension, speaks clearly, and uses appropriate expressions in talking about
oneself, family, and other social context interactions.
Domain # MELC Number of Remarks
days taught
G 7 Recognize common action words in stories listened 8
to. (EN1G-IVa-e-3.4)
G 8 Recognize describing words for people, objects, 7
things and places (color, shape, size, height,
weight, length, distance, etc.) (EN1G-IVf-j-5)
V 9 Sort and classify familiar words into basic 6
categories (colors, shapes, foods, etc.)
(EN1V-IVa-e-3)
V 10 Give the meaning of words using clues (TPR, 6
pictures, body movements, etc.)
(EN1V-IVf-j-12.1)
OL 11 Follow one-to-two step directions. 8
(EN1LC-IVg-h3.6)
OL 12 Give one-to-two step directions. 5
(EN10L-IVi-j-1,17.1)
TOTAL 40
Learning Area: ENGLISH Grade Level: 2

QUARTER 1
Grade Level Standard: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts
for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands, and requests; and writes legibly simple sentences and messages in cursive form.
Domain # MELC Number of Remarks
days taught
PA 1 Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments,
5
environment, speech) EN2PA-Ia-c-1.1
AK 2 Read the alphabets of English and associate to phonemes 5
G 3 Recognize common or proper nouns in simple sentences listened to 5
G 4 Recognize the use of a/an + noun in simple sentences listened to 5
V 5 Identify the English equivalent of words in the Mother Tongue or in Filipino EN2VD-Id-e-1 5
AK 6 Give the beginning letter of the name of each picture EN2AK-IIa-e-3 5
G 7 Recognize common action words in retelling, conversation, etc. EN1G-11a-e-3.4 5
LC 8 Identify and discuss the elements of a story (theme, setting, characters, and events)
5
EN2LC-IIa-b-2,2
TOTAL 40

QUARTER 2
Grade Level Standard: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts
for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands and requests; and writes legibly simple sentences and messages in cursive form.
Domain # MELC Number of Remarks
days taught
BPK 9 Recognize the common terms in English relating to part of book (e.g. cover, title page, etc.) 6
book orientation EN2BPK-Ib-c-4
WC 10 Generate ideas through prewriting activities 4
WC 11 Writing some words, a phrase, or a sentence about an illustration or a character 5
BPK 12 Discuss the illustrations on the cover and predict what the story may be about EN2BPK-IIIa-1 5
BPK 13 Identify title, author and book illustrator and tell what they do EN2BPK-IIIb-2 5
S 14 Spell high-frequency words with short a, e, i, o and u sound in CVC pattern 5
G 15 Use common action words in retelling, conversations, etc. 5
 RC 16 Identify the basic sequence of events and make relevant predictions about stories 5
EN2RC-IIId-e- 2.4
TOTAL 40

QUARTER 3
Grade Level Standard: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts
for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands and requests; and writes legibly simple sentences and messages in cursive form.
Domain # MELC Number of Remarks
days taught
RC 17 Use clues to answer questions, clarify understanding and justify predictions before, 4
during and after reading (titles, pictures, etc.)
V 18 Create or expand word clines 5
V 19 Recognize that some words may have the same (synonyms) or opposite (antonyms) 5
meaning
LC 20 Recognize the difference between “made-up” and “real” in texts listened to EN2LC-IIIf-g-3.15 4
LC 21 Identify important details in expository text listened EN2LC-IIIh-3.1 5
LC 22 Retell and/or reenact events from a story EN2LC-IIIi-j-2.6 4
RC 23 Talk about texts identifying major points and key themes 5
OL 24 Participate in choral speaking and echo reading of short poems, rhymes, and stories with 4
repeated patterns and refrains in English EN2OL-IIIc-d-1.2
OL 25 Listen and respond to texts to clarify meanings heard while drawing on personal experiences 4
TOTAL 40

QUARTER 4
Grade Level Standard: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts
for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands, and requests; and writes legibly simple sentences and messages in cursive form.
Domain # MELC Number of Remarks
days taught
OL 26 Read words with short a, e, i, o, and u sound in CVC pattern EN2OL-IIIe-f-1.1 5
PWR 27 Match the picture with its sight word 4
PWR 28 Spell 2-syllable words with short a, e, i, o, and u sound in CVC pattern EN2PWR-IIId-f-7.1 5
G 29 Use personal pronouns (e.g., I, you, he, she, it, we, they) in dialogues EN2G-IVa-b-4.2.1 5
G 30 Use demonstrative pronouns (this/that, these/ those) EN2G-IVc-d-4.2.3 4
G 31 Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.) 5
EN2G-IVg-i-7.3
PWR 32 Differentiate words with different medial vowels (e.g., cap-cop-cup; fan-fin-fun) 4
RC 33 Read phrases, short sentences and short stories consisting of words with short a, e, i, o, and u 4
then answer the Who, What and Where questions about them
WC 34 Write the names of pictures with the short a, e, i, o, and u words 4
TOTAL 40
Learning Area: ENGLISH Grade Level: 3

QUARTER 1
Grade Level Standard: The learner listens critically to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension.
Number of
Domain # MELC Remarks
days taught
Describe one’s drawing about the stories/poems
WC 1 3
listened to using simple and compound sentences
Prior to teaching this competency, give inputs
Write a short descriptive paragraph about a and practice on “Identify and discuss the
WC 2 4
character or setting in stories listened to elements of a short story (theme, setting,
characters, and events)” (G2, Q1)
Write a short paragraph providing another ending
WC 3 3
for a story listened to (EN3WC-Ia-j8)
WC 4 Write a diary (EN3WC-Ia-j-2.2) 3
Use different kinds of sentences in a dialogue (e.g.
G 5 declarative, interrogative, exclamatory, 4
imperative) (EN3G-Ic-1.3)
Use common and proper nouns in a sentence
G 6 3
(EN3G-If-2.2)
Use plural form of regular nouns by adding /s/ or
G 7 4
/es/ (e.g., dog, dogs; wish, wishes) (EN2G-Ig-h-2 .3)
Use plural from of frequently occurring irregular
G 8 4
nouns (e.g., children, feet, teeth) (EN3G-Ii-j-2.4)
Review reading and writing short e, a, i, o, and u
PWR 9 3
words in CVC pattern (EN3PWR-Ia-b-7)
Read phrases, sentences and short stories
PWR 10 3
consisting of 2-syllable words (EN3PWR-Ij-21)
Initiate conversations with peers in a variety of
F 11 3
school settings (EN3FL-Ia-3.8)
Summarize and restate information shared by
OL 12 3
others (EN3OL-Ie1.10)
TOTAL 40
QUARTER 2
Grade Level Standard: The learner listens critically to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension.
Number of
Domain # MELC Remarks
days taught
Use the be-verbs (am, is, are, was, were) correctly
G 13 4
in sentences (EN3G-IIa-b-3.4)
Prior to teaching this competency, give inputs
Use simple verbs (past, present, future) in
G 14 5 and practice on “Recognize common action
sentences (EN3G-IIef-3.2.1.1); (EN3G-IIij-3.2.2)
words in retelling, conversation, etc.” (G2, Q1)
Read words with initial and final consonant blends
PWR 15 3
(EN3PWRIIa-b-22); (EN3PWRIId-e-1.1)
F 16 Read familiar words and phrases in texts 3
Read words, phrases, sentences and short stories
consisting of words with consonant digraph ch and
PWR 17 3
sh and other words previously studied (EN3PWR-lli-
j-22.1)
Spell one- to- two syllable words with initial and
final consonant blends (e.g. pl, tr) and consonant
S 18 3
digraphs (ch and sh) (EN3S-IIab-4); (EN3S-Iig-h-4.2)
; (EN3S-IIi-j4.3)
Identify commonly used possessive pronouns and
G 19 3
use them in a sentence (EN3G-IIIef-4.2.4)
Identify several effects based on a given cause
RC 20 4
(EN3RC-IIIa 2.7.1)
Make inferences and draw conclusions based on
RC 21 texts (pictures, title, and content words) (EN3RC- 4
IIIa 2.11)
RC 22 Distinguish fact from opinion (EN3RC-IIIa 2.13) 2
Use different sources of information in reading
RC 23 3
(EN3RC-IIIg-j-2.5)
Recognize some words represented by common
V 24 3
abbreviations (e.g. Mr. Ave., Oct.) (EN3V-IIIa-7)
TOTAL 40
QUARTER 3
Grade Level Standard: The learner listens critically to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension.
Number of
Domain # MELC Remarks
days taught
V 25 Homonyms (e.g., flower/flour) (EN3V-IIIe-f13.6) 4
V 26 Homographs (e.g., read-read) (EN3V-IIIg-h13.7) 4
Hyponyms – type of (e.g., guava - type of fruit)
V 27 4
(EN3V-IIIi-j-13.7)
Prior to teaching this competency, give inputs
Identify possible solutions to problems (EN3LC-IIIb- and practice on “Identify and discuss the
LC 28 4
2.19) elements of a short story (theme, setting,
characters, and events)” (G2, Q1)
Identify the elements of an informational/factual
LC 29 3
text heard (EN3LC-IIIij-3.7)
PWR 30 Read words with long a, i, o , u sound (ending in e) 3
Read phrases, sentences, stories and poems
PWR 31 3
consisting of long a, i, o, and u words
Ask and respond to questions about informational
OL 32 texts listened to (environment, health, how-to’s, 4
etc.) (EN1OL-lllg-h-3.2)
Compare and contrast information heard (EN3OL-
OL 33 3
IIIi-j-1.9)
V 34 Read word with affixes (EN1V-IVj-27) 4
Prior to teaching this competency, give inputs
and practice on “Identify and discuss the
WC 35 Write a simple story (EN2WC-IVa-e22) 4
elements of a short story (theme, setting,
characters, and events)” (G2, Q1)
TOTAL 40
QUARTER 4
Grade Level Standard: The learner listens critically to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension.
Number of
Domain # MELC Remarks
days taught
Use the degrees of adjectives in making
G 36 comparisons (positive, comparative, superlative) 5
(EN3G-IVi-j-5.2)
G 37 Recognize adverbs of manner (EN3G-IVi-j-6.1) 4
Interpret simple maps of unfamiliar places, signs
SS 38 3
and symbols (EN3SS- IVab -1.2.3)
Interpret simple graphs, tables, and pictographs
SS 39 (EN3SS- IVcd-1.2.7); (EN3SS- IVef -1.2.2) ; (EN3SS- 4
IVgh -1.2.1)
Restate facts from informational texts (climate
LC 40 change, children’s rights, traffic safety, etc.) 4
listened to (EN3LC-lVi-j-3.5)
Read words containing vowel digraphs - ai, ay, ea,
PWR 41 ee, oo, oa (EN3PWRIVa-b-8); (EN3PWRIVf-g-8) 3
(EN3PWRIVd-e-22 and 29)
Read phrases, sentences and stories with vowel
PWR 42 3
digraphs - ai, ay, ea, ee, oo, oa
Read words with vowel diphthongs: oy (boy), oi
PWR 43 3
(boil), ou (out) ow (bow) (EN2PWIVh-i-6)
Read phrases, sentences and short stories
PWR 44 consisting of vowel diphthongs: oy, oi, ou, ow 3
(EN3PWRIVi-21)
Recognize and read some irregularly spelled words
PWR 45 (e.g., such as enough, through, beautiful) 4
(EN3PWR-IVj-22)
Present information in varied artistic ways (e.g., role
playing, show and tell, radio play/ podcast/
OL 46 4
broadcast/ reporting/ poster presentations)
(EN3OL-IVa-e1.19)
TOTAL 40
Learning Area: ENGLISH Grade Level: 4

QUARTER 1
Grade Level Standard: The learner listens critically to various text types and expresses ideas accurately in both oral and written
forms; demonstrates confidence in the use of the language to meet every day needs; and reads independently and gets relevant
information from various text types.
Domain # MELC Number of Remarks
days taught
RC 1 Recognize parts of a simple paragraph 5
• Identify topic sentence
• Identify supporting details EN4RC-IIIg-40
• Identify the topic sentence and supporting
details in a paragraph
SS/V 2 Use resources such as a dictionary, thesaurus, 5 Prior to teaching this competency, give inputs
online sources to find the meaning of words and practice on “Use different sources of
• Identify the parts of a dictionary information in reading.” EN3RC-IIIg-j-2.5
• Locate meaning of words in a dictionary Give activities on
using guide words EN4SS-IIh1.4/ EN4V-IIi-35 -Identifying different sources of information in
• Locate meaning of words using thesaurus to reading
find synonyms and antonyms EN4SS-IIIi-14 -Locating information in reading using various
• Locate meaning of words using online sources
sources
• Identify appropriate meaning of a word
based on how it is used in the sentence
LC 3 Note significant details of various text types Prior to teaching this competency, give inputs
• Identify different text types EN4LC-Ib-1.1 and practice on “Summarize and restate
• Identify the elements of a narrative text information shared by others.”
5
EN4LC-Ia-17 Give activities on
• Recognizing appropriate signal words for -Noting details from an information listened to
specific text types -Summarizing/restating information heard
RC 4 Identify the structure, purpose and language 10
features of different text types, e.g. narrative,
information report, procedure, arguments
• Identify various text types according to
structure (narrative)
• Identify various text types according to
structure (informational text)
 • Identify various text types according to
structure (procedural/ sequence)
EN4RC-IIIf-39
• Identify various text types according to
structure (text that enumerate)
V 5 Identify meanings of unfamiliar words through 5
structural analysis (words and affixes, prefixes, and
suffixes)
• Identify meanings of unfamiliar words
through structural analysis (words and
affixes) EN4V-IIc-32
• Use prefixes and root words as clues to get
the meaning of words EN4V-IIe-33
• Use suffixes and root words as clues to get the
meaning of words EN4V-IIf-34
V 6 Identify different meanings of content specific 5
words (denotation and connotation)
EN4V -IIIf -38
• Identifying different meanings of words
using denotation and connotation.
• Examine how word choice affects meaning.
V 7 Get the meaning of words through word 5
association (analogy) and classification
EN4V -IIIh -39
• Build vocabulary through word associations
(analogy)
• Identify appropriate meaning of a word
based on word classification EN4V-IIIi-40
Total 40
QUARTER 2
Grade Level Standard:
Domain # MELC Number of Remarks
days taught
V 8 Use context clues to find meaning of unfamiliar
words, definition, exemplification
• Use context clues to find meaning of
unfamiliar words (definition) EN4V-Ig-13.9 5
• Use context clues (exemplification) to
determine the meaning of unfamiliar words
EN4V-Ih-13.9
G 9 Use clear and coherent sentences employing Prior to teaching this competency, give inputs
appropriate grammatical structures: Kinds of and practice on “Use plural form of regular nouns
Nouns – Mass Nouns and Count Nouns, Possessive by adding /s/ or /es/ (e.g., dog, dogs; wish,
Nouns, Collective Nouns wishes)” EN2G-Ig-h-2 .3.” (G2, Q1)
• define what a sentence is
• identify the parts of a sentence Give activities on
• differentiate and use mass and count nouns -Forming the plural of regular nouns
in sentences 10 -Constructing sentences using plural form of
• use the quantifiers for mass nouns correctly regular nouns
EN4G-Ie-34
• define what possessive nouns are
• use possessive nouns in sentences EN4G-If-35
• define what collective nouns are
• use collective nouns in sentences
EN4G-Ih-3.9
G 10 Use personal pronouns in sentences EN4G-IIa4.2.1
• define what personal pronouns are
• identify personal pronouns in sentences
5
• determine and use the appropriate verb for
personal pronouns
• write sentences using personal pronouns
G 11 Use adjectives (degrees of comparison, order) in
sentences EN4G-IIIb-14 / EN4G-IIId-15
• define what adjectives are 5
• identify and use words that show degrees of
comparison of adjectives
 • write sentences describing persons, places,
things, and animals
• identify and use the correct order of
adjectives in series in
• write or compose clear and coherent
sentences using the correct order of
adjectives
G 12 Use simple present tense of verbs in sentences
• define what verbs are
• Identify verbs in sentences
• identify and use –s form of verbs
5
EN4G-IIc-38
• write sentences using the simple present form
of the verbs that agree with the subject
EN4G-IId3.2.1
G 13 Use correct time expressions to tell an action in the
present EN4G-IIf-10
• define what time expressions are
• give examples of time expressions in the 5
present
• use the correct time expressions to tell an
action in the present in sentences
G 14 Use the past form of regular and irregular verbs
• differentiate regular verbs and irregular verbs
• use the past form of regular verbs in
5
sentences EN4G-IIg-3.2
• use the past form of irregular verbs in
sentences EN4G-IIh-11
Total 40
QUARTER 3
Grade Level Standard: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text types.
Domain # MELCS Number of Remarks
days taught
G/ WC 15 Use adverbs (adverbs of manner, place and time) in 5
sentences EN4G-IIIe-16
• Define what adverbs are
• Identify the types of adverbs in sentences
• Construct sentences using adverb of time
• Construct sentences using adverb of place
• Construct sentences using adverb of manner
WC 16 Write directions using signal words 5
• recognize signal words in writing directions
• give series of directions using signal words
• construct sentences with 2-3 step directions
using signal words
RC 17 Distinguish between general and specific statements 5
• define general statement and specific
statement
• differentiate general from specific statements
LC 18 Identify the main idea, key sentences, and supporting 5 Prior to teaching this competency, give inputs
details from text listened to EN4LC-IIIg-1.1 and practice on “Summarize and restate
• Define and identify the key sentence/main idea information shared by others.”
in a paragraph (explicit) Give activities on
• Recognize the supporting details (explicit) - Noting details from an information listened to
• Define and identify the main idea in a - Summarizing/restating information heard
paragraph (implicit)
• Recognize the supporting details (implicit)
SS/RC 19 Use appropriate graphic organizers in text read 5
EN4RC-IIe-30
• Define and identify the kinds of graphic
organizers
• Use graphic organizers to show understanding
of texts (story sequence organizer) EN4SS-Ie-10
• Use graphic organizers to organize information
obtained from various sources in preparation for
reporting EN4SSIIId-12
 • Use graphic organizers to show an
understanding of text (to show similarities and
contrast, characterization, and to show the
main idea and supporting details of a text read)
EN4SS-If-2.15.
RC 20 Infer the speaker’s tone, mood and purpose 10 Prior to teaching this competency, give inputs
• Differentiate tone from mood and practice on “Make inferences and draw
• Identify the purpose of the speaker/writer conclusions based on texts (pictures, title and
• Analyze the speaker’s tone, mood and purpose content words)” EN3RC-IIIa 2.11
Give activities on
-Drawing conclusions based on text read
-Making inferences based on title and content
words
RC 21 Analyze a story in terms of its elements 5 Prior to teaching this competency, give inputs
EN4RC-Ib-2.1.1 and practice on “Write a simple story.”
• define and identify story elements (setting, Give activities on
characters, conflict, plot, and theme) using -Identifying story elements
graphic organizers -Constructing a plot using graphic organizer
• infer the story elements in a selection read
TOTAL 40

QUARTER 4
Grade Level Standard: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms;
demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant
information from various text types.
Domain # MELCS Number of Remarks
days taught
RC 22 Distinguish fact from opinion in a narrative 2 Prior to teaching this competency, give inputs
EN4RC-IIi-36 and practice on “Distinguish fact from
opinion.” EN3RC-IIIa 2.13
Give activities on
-Differentiating fact from opinion
WC 23 Write a reaction about the story read EN4WC-IIf-22 5
• Analyze the different story elements using
graphic organizers
• Construct a paragraph/s showing one’s
reaction of the story read
 WC 24 Write a short story (fiction/nonfiction) with its complete 10
elements EN4WC-IId-20
• Differentiate fiction from non-fiction
• identify the important story elements such as
setting, character EN4RC-IIa-1.1
• identify the process/steps in writing a short story
(pre-writing, writing the first draft,
revising/rewriting, and finalizing)
• write a short story with its complete elements.
EN4WC-IId 20
G 25 Identify features of Journalistic Writing 6
• define journalism
• describe the features of a journalistic writing
G 26 Distinguish among types of Journalistic Writing (news 6
report, opinion article, feature article, and sports news
article)
• define journalistic writing
• classify the types of journalistic writing
according to purpose;
• differentiate the types of journalistic writing
(news report, opinion article, feature article, and
sports article)
WC 27 Write a news report using the given facts EN4WC-IIi-25 6
• Identify and describe parts of a news report
• Compose a news report using the given facts
WC 28 Write/compose an editorial EN4WC-IIIc-28 5
• Define what an editorial is
• identify the parts and types of an editorial
• Compose an editorial
TOTAL 40
Learning Area: ENGLISH Grade Level: 5

QUARTER 1
Content Standard:
Performance Standard:
Domain MELC Number of Remarks
days taught
WC Fill-out forms accurately (school forms, deposit, and withdrawal slips,
etc.) EN5WC-IIj-3.7 3 days
Day 1: Fill-out forms accurately – school forms
Day 2: Fill-out forms accurately – deposit slips
Day 3: Fill-out forms accurately – withdrawal slips
V Infer the meaning of unfamiliar words (compound) based on given
context clues (synonyms, antonyms, word parts) and other strategies 4 days
Day 4: Infer the meaning of unfamiliar words (b
Day 5: Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 6: Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 7: Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
V Infer the meaning of unfamiliar words (blended) based on given 4 days
context clues (synonyms, antonyms, word parts) and other strategies
Day 8: Infer the meaning of unfamiliar words (blended) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 9: Infer the meaning of unfamiliar words (blended) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 10: Infer the meaning of unfamiliar words (blended) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
 Day 11: Infer the meaning of unfamiliar words (blended) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
V Infer the meaning of unfamiliar words (clipped) based on given 4 days
context clues (synonyms, antonyms, word parts) and other strategies
Day 12 Infer the meaning of unfamiliar words (clipped) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 13 Infer the meaning of unfamiliar words (clipped) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 14 Infer the meaning of unfamiliar words (clipped) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
Day 15 Infer the meaning of unfamiliar words (clipped) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
G Use compound and complex sentences to show cause and effect and 5 days
problem-solution relationship of ideas EN5G-IVa-1.8.1
Day 16 Use compound and complex sentences to show cause and
effect and problem-solution relationship of ideas.
Day 17 Use compound and complex sentences to show cause and
effect and problem-solution relationship of ideas.
Day 18 Use compound and complex sentences to show cause and
effect and problem-solution relationship of ideas.
Day 19 Use compound and complex sentences to show cause and
effect and problem-solution relationship of ideas.
Day 20 Use compound and complex sentences to show cause and
effect and problem-solution relationship of ideas.
G Compose clear and coherent sentences using appropriate
grammatical structures: Subject -Verb Agreement EN5G-IIa-3.9 5 days Prior to teaching this competency,
Day 21 Compose clear and coherent sentences using appropriate give inputs and exercises first on
grammatical structures: Subject-Verb Agreement identifying the subject and verb in
Day 22: Compose clear and coherent sentences using appropriate a sentence
grammatical structures: Subject-Verb Agreement
 Day 23: Compose clear and coherent sentences using appropriate
grammatical structures: Subject-Verb Agreement
Day 24: Compose clear and coherent sentences using appropriate
grammatical structures: Subject and Verb Agreement
Day 25: Compose clear and coherent sentences using appropriate
grammatical structures: Subject and Verb Agreement
G Compose clear and coherent sentences using appropriate Prior to teaching this competency,
grammatical structures: Kinds of Adjectives EN5G-IIa-3.9 5 days give inputs and exercises first on
Day 26: Compose clear and coherent sentences using appropriate identifying adjectives in sentences
grammatical structures: -Kinds of Adjectives
Day 27: Compose clear and coherent sentences using appropriate
grammatical structures: -Kinds of Adjectives
Day 28: Compose clear and coherent sentences using appropriate
grammatical structures: -Kinds of Adjectives
Day 29: Compose clear and coherent sentences using appropriate
grammatical structures: Kinds of Adjectives
Day 30: Compose clear and coherent sentences using appropriate
grammatical structures: Kinds of Adjectives
G Compose clear and coherent sentences using appropriate 5 days Prior to teaching this competency,
grammatical structures: Subordinate and Coordinate Conjunctions give inputs and exercises first on
EN5G-IIa-3.9 identifying the coordinating and
Day 31: Compose clear and coherent sentences using appropriate subordinating conjunctions
grammatical structures: -Coordinate and Subordinate Conjunctions
Day 32: Compose clear and coherent sentences using appropriate
grammatical structures: - Coordinate and Subordinate Conjunctions
Day 33: Compose clear and coherent sentences using appropriate
grammatical structures: -Coordinate and Subordinate Conjunctions
Day 34: Compose clear and coherent sentences using appropriate
grammatical structures: -Coordinate and Subordinate Conjunctions
Day 35: Compose clear and coherent sentences using appropriate
grammatical structures: -Conjunctions
G Compose clear and coherent sentences using appropriate Prior to teaching this competency,
grammatical structures: - Adverbs of Intensity and Frequency give inputs and exercises first on
EN5G-IIa-3.9 5 days identifying the adverbs of intensity
Day 36: Compose clear and coherent sentences using and frequency in sentences
appropriate grammatical structures: -Adverbs of Intensity and
Frequency
 Day 37: Compose clear and coherent sentences using
appropriate grammatical structures: -Adverbs of Intensity and
Frequency
Day 38: Compose clear and coherent sentences using
appropriate grammatical structures: -Adverbs of Intensity and
Frequency
Day 39: Compose clear and coherent sentences using
appropriate grammatical structures: -Adverbs of Intensity and
Frequency
Day 40: Compose clear and coherent sentences using
appropriate grammatical structures: -Adverbs of Intensity and
Frequency

QUARTER 2
Content Standard:
Performance Standard:
# MELC Number of Remarks
days taught
G Compose clear and coherent sentences using appropriate Prior to teaching this competency,
grammatical structures: -Aspects of Verbs EN5G-Ia-3.3 give inputs and exercises first on the
Day 1: Compose clear and coherent sentences using appropriate 6 days aspects of verbs
grammatical structures: -Aspects of Verbs
Day 2: Compose clear and coherent sentences using appropriate
grammatical structures: -Aspects of Verbs
Day 3: Compose clear and coherent sentences using appropriate
grammatical structures: -Aspects of Verbs
Day 4: Compose clear and coherent sentences using appropriate
grammatical structures: -Aspects of Verbs
Day 5: Compose clear and coherent sentences using appropriate
grammatical structures: -Aspects of Verbs
Day 6: Compose clear and coherent sentences using appropriate
grammatical structures: -Aspects of Verbs
G Compose clear and coherent sentences using appropriate
grammatical structures: -Modals EN5G-Ia-3.3
 Day 7: Compose clear and coherent sentences using appropriate 6 days Prior to teaching this competency,
grammatical structures: -Modals give inputs and exercises first on
Day 8: Compose clear and coherent sentences using appropriate identifying modals in sentences
grammatical structures: -Modals
Day 9: Compose clear and coherent sentences using appropriate
grammatical structures: -Modals
Day 10: Compose clear and coherent sentences using appropriate
grammatical structures: -Modals
Day 11: Compose clear and coherent sentences using appropriate
grammatical structures: -Modals
Day 12: Compose clear and coherent sentences using appropriate
grammatical structures: -Modals
Compose clear and coherent sentences using appropriate 6 days Prior to teaching this competency,
grammatical structures: Conjunctions EN5G-Ia-3.3 give inputs and exercises first on
Day 13: Compose clear and coherent sentences using appropriate identifying conjunctions in
grammatical structures: Conjunctions sentences
Day 14: Compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions
Day 15: Compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions
Day 16: Compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions
Day 17: Compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions
Day 18: Compose clear and coherent sentences using appropriate
grammatical structures: Conjunctions
VC Identify point-of-view. 4 days
Day 19: Identify point-of-view.
Day 20: Identify point-of-view.
Day 21: Identify point-of-view.
Day 22: Identify point-of-view.
VC Examine images which present particular viewpoints, e.g.,
stereotypes (gender, age, cultural), opinions on an issue
 Day 23: Examine images which present particular viewpoints, e.g. 10 days
stereotypes (gender, age, cultural), opinions on an issue
Day 24: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 25 Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 26: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 27: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 28: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 29: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 30 Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 31: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
Day 32: Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
VC Distinguish among various types of viewing materials EN5VC-Id-6
Day 33: Distinguish among various types of viewing materials
Day 34 Distinguish among various types of viewing materials 8 days
Day 35: Distinguish among various types of viewing materials
Day 36: Distinguish among various types of viewing materials
Day 37: Distinguish among various types of viewing materials
Day 38: Distinguish among various types of viewing materials
Day 39: Distinguish among various types of viewing materials
Day 40: Distinguish among various types of viewing materials
QUARTER 3
Domain MELC Number of Remarks
days taught
RC Distinguish text-types according to purpose and features: classification, explanation, 5 Days
enumeration and time order. EN5RC-IIc-3.2.1
Day 1: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 2: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 3: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 4: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 5: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
RC Distinguish text-types according to purpose and features: classification, explanation, 5 Days
enumeration and time order. EN5RC-IIc-3.2.1
Day 6: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 7: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 8: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 9: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 10: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
RC Distinguish text-types according to purpose and features: classification, explanation, 5 Days
enumeration and time order. EN5RC-IIc-3.2.1
Day 11: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 12: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 13: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 14: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
 Day 15: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
RC Distinguish text-types according to purpose and features: classification, explanation, 5 Days
enumeration and time order. EN5RC-IIc-3.2.1
Day 16: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 17: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 18: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 19: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
Day 20: Distinguish text-types according to purpose and features: classification, explanation,
enumeration and time order.
LC Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -Characters 7 Days
(Heroes and Villains) -Plot (beginning, middle and ending)
Day 21: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 22: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 23: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 24: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 25: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 26: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Day 27: Summarize various text types based on elements EN5RC-Ic2.23 -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and ending)
OL Make a stand EN5OL-IIi-4 7 Days
Day 28: Make a stand
Day 29: Make a stand
Day 30: Make a stand
Day 31: Make a stand
Day 32: Make a stand
Day 33: Make a stand
Day 34: Make a stand
 LC Provide evidence to support opinion/fact EN5LC-IIIa2.15 6 Days
Day 35: Provide evidence to support opinion/fact
Day 36: Provide evidence to support opinion/fact
Day 37: Provide evidence to support opinion/fact
Day 38: Provide evidence to support opinion/fact
Day 39: Provide evidence to support opinion/fact
Day 40: Provide evidence to support opinion/fact

QUARTER 4
Content Standard:
Performance Standard:
Domain MELC Number of Remarks
days taught
VC Analyze how visual and multimedia elements contribute to the meaning of a text. EN5VC-IVd- 5 Days
1.7.1
Day 1: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 2: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 3: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 4: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 5: Analyze how visual and multimedia elements contribute to the meaning of a text.
VC Analyze how visual and multimedia elements contribute to the meaning of a text. EN5VC-IVd- 5 Days
1.7.1
Day 6: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 7: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 8: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 9: Analyze how visual and multimedia elements contribute to the meaning of a text.
Day 10: Analyze how visual and multimedia elements contribute to the meaning of a text.
WC Write paragraphs showing cause and effect, comparison and contrast and problem solution 5 Days
relationships EN5WC-IIb-2.2.5(Cause – Effect)
WC Day 11: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 12: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 13: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
 Day 14: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 15: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
WC Write paragraphs showing cause and effect, comparison and contrast and problem solution 5 Days
relationships EN5WC-IIb-2.2.5 (comparison and contrast)
Day 16: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 17: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 18: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 19: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 20: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
WC Write paragraphs showing cause and effect, comparison and contrast and problem solution 5 Days
relationships EN5WC-IIb-2.2.5 (problem solution relationships)
Day 21: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 22: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 23: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 24: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 25: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Write paragraphs showing cause and effect, comparison and contrast and problem solution 5 Days
relationships EN5WC-IIb-2.2.5
Day 26: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 27: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 28: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
Day 29: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
 Day 30: Write paragraphs showing cause and effect, comparison and contrast and problem
solution relationships
WC Write a feature article N5WC-IIIi2.2.7 10 Days
Day 31: Write a feature article N5WC-IIIi2.2.7
Day 32: Write a feature article N5WC-IIIi2.2.7
Day 33: Write a feature article N5WC-IIIi2.2.7
Day 34: Write a feature article N5WC-IIIi2.2.7
Day 35: Write a feature article N5WC-IIIi2.2.7
Day 36: Write a feature article N5WC-IIIi2.2.7
Day 37: Write a feature article N5WC-IIIi2.2.7
Day 38: Write a feature article N5WC-IIIi2.2.7
Day 39: Write a feature article N5WC-IIIi2.2.7
Day 40: Write a feature article N5WC-IIIi2.2.7
Learning Area: ENGLISH Grade Level: 6

QUARTER 1
Grade Level Standard: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types of materials to serve learning needs in meeting a wide range of life’s purposes.
Domain # MELC Number of Remarks
days taught
VC 1 Identify real or make-believe, fact, or non-fact images (EN6VC-IIIa-6.2) 5
VC 2 Interpret the meaning suggested in visual media through a focus on visual elements, for 5
example, line, symbols, color, gaze, framing and social distance (EN5VC-IIIf-3.8)
VC Describe different forms and conventions of film and moving pictures (lights, blocking, 5
direction, characterization, acting, dialog, setting, set-up) EN6VC-Ia-5.1.1/ EN6VC-Ib-5.1.2/
EN6VC-Ic-5.1.3/ EN6VC-Id-5.1.4/ EN6VC-Ie-5.1.5/ EN6VC-If-5.1.6/ EN6VC-Ig-5.1.7/ EN6VC-Ih-
5.1.8
VC Analyze the characters used in print, non-print, and digital materials (age and gender, race 5
and nationality, attitude and behavior) EN6VC-Ii-3.3.3
VC Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or 5
Poor) EN6VC-Ii-3.3.4
VC Identify the values suggested in the visual media EN6VC-IIId-7.1 5
Infer purpose of the visual media EN6VC-IId-3.8
VC Make connections between information viewed and personal experiences (EN6VC-IVd-1.4) 5
VC Determine images/ideas that are explicitly used to influence viewers (Stereotypes, Point of 5
view, Propagandas) EN6VC-IVa-7.1 EN6VC-IVa-7.2 EN6VC-IVa-7.3
TOTAL 40

QUARTER 2
Grade Level Standard: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types of materials to serve learning needs in meeting a wide range of life’s purposes.
Domain # MELC Number of Remarks
days taught
RC 4 Identify the purpose, key structural and language features of various types of 5
informational/factual text (EN6RC-IIIa-3.2.8)

Distinguish text-types according to purpose and language features -Enumeration (EN6RC-IIa-

3.2.8
 RC Distinguish text-types according to purpose and language features -Time-order (sequence, 5
recounts, process) (EN6RC-IIIb-3.2.9)
RC Distinguish text-types according to purpose and language features -Compare and Contrast 5
EN6RC-IIIc-3.2.7
RC Distinguish text-types according to purpose and language features -Cause and effect 5
EN6RC-IVa-3.2.6
RC Distinguish text-types according to purpose and language features -Problem and solution 5
EN6RC-IVc-3.2.5
LC 5 Recognize evaluative word choices to detect biases and propaganda devices used by 5
Speakers (EN6LC-IIIb-3.1.12)

Detect biases and propaganda devices used by speakers (EN6LC-IIIb-3.1.12)

LC Make a stand (EN6LC-IIId-3.1.13) 5
VC 6 Compare and contrast content of materials viewed to other sources of information 5
(print, online and broadcast) (EN7VC-IV-c-15)
TOTAL 40

QUARTER 3
Grade Level Standard: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types of materials to serve learning needs in meeting a wide range of life’s purposes.
Domain # MELC Number of Remarks
days taught
LC 7 Present a coherent, comprehensive report on differing viewpoints on an issue (EN10LC-IIId- 5
3.18)
SS Use a particular kind of sentence for a specific purpose and audience (expressing, 5
opinion/emotions, asserting) (EN6SS-IIIa-1.8.1
OL Provide evidence to support opinions EN6OL-IIIa-1.27 5
OL Make a stand based on informed opinion EN6OL-IIIb-1.28 5
WC Identify the purpose and parts of an editorial EN6WC-IIIb-2.2.10 5
Write a 3-paragraph editorial article EN6WC-IIIb-2.2.10
RC 8 Evaluate narratives based on how the author developed the elements (EN6RC-Ig-2.24.1, 5
EN6RC-Ig-2.24.2) -Setting -Characters (Heroes and Villains)
RC Evaluate narratives based on how the author developed the elements: -Plot (chronological- 5
sequential, en medias res, flashback) EN6RC-Ig-2.24.3
RC Evaluate narratives based on how the author developed the elements: -theme -point of view 5
EN6RC-Ii-2.24.4 EN6RC-Ii-2.24.5
TOTAL 40
QUARTER 4
Grade Level Standard: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types of materials to serve learning needs in meeting a wide range of life’s purposes.
Domain # MELC Number of Remarks
days taught
G 9 Compose clear and coherent sentences using 5 Since this MELC is untaught in Grade 5 -Compose
appropriate grammatical structures (verb clear and coherent sentences using appropriate
tenses, conjunctions, adverbs) (EN6G-Ig-4.4.1) grammatical structures: subject-verb agreement;
kinds of adjectives; subordinate and coordinate
Compose clear and coherent sentences using conjunctions; and adverbs of intensity and
appropriate grammatical structures: -Subject-verb frequency EN5G-IIa-3.9, give more drills and
agreement EN6G-Ih-3.9 exercise
G Compose clear and coherent sentences using 5
appropriate grammatical structures: -tenses of
verbs EN6G-Ic-3.2
G Compose clear and coherent sentences using 5 Since this MELC is untaught in Grade 5 -Compose
appropriate grammatical structures: -Subordinate clear and coherent sentences using appropriate
and coordinate conjunctions grammatical structures: subject-verb agreement;
EN6G-IIh-8.3 EN6G-IIh-8.4 kinds of adjectives; subordinate and coordinate
G Compose clear and coherent sentences using 5 conjunctions; and adverbs of intensity and
appropriate grammatical structures: -Adverbs frequency EN5G-IIa-3.9, give more drills and
EN6G-IIc-6.6 exercise
G Use various types and kinds of sentences for 5
effective communication of information/ideas:
Compound Sentences EN6SS-IVa-1.8
G Use various types and kinds of sentences for 5
effective communication of information/ideas:
Complex Sentences EN6SS-IVb-1.9
WC 10 Compose a persuasive essay on self-selected 5
topic (EN6WC-IVb-2.2)
WC Revise writing for clarity - correct spelling - 5
appropriate punctuation marks -transition/ signal
words EN6WC-IVc1.8.1,2,3
TOTAL 40
Learning Area: ENGLISH Grade Level: 7

QUARTER 1
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Philippine
Literature and other texts types for a deeper appreciation of Philippine Culture.
Domain # MELC Number of Remarks
days taught
V 1 Supply other words or expressions that Week 1
complete an analogy (5)
VC 2 Identify the genre, purpose, intended Week 2 More Drills and Exercises on:
audience and features of various viewed texts (5) Compare and contrast content of materials
such as movie clip, trailer, newsflash, internet- viewed to other sources of information (print,
based program, documentary, video online and broadcast) (G6, Q2)
G 3 Use the passive and active voice meaningfully Week 3 More Drills and Exercises on:
in varied contexts (5) Compose clear and coherent sentences using
appropriate grammatical structures (verb tenses,
conjunctions, adverbs) (G6, Q4)
G 4 Use the past and past perfect tenses correctly Week 4 More Drills and Exercises on:
in varied contexts (5) Compose clear and coherent sentences using
appropriate grammatical structures (verb tenses,
conjunctions, adverbs) (G6, Q4)
G 5 Use direct and reported speech appropriately Week 5 More Drills and Exercises on:
in varied contexts (5) Compose clear and coherent sentences using
appropriate grammatical structures (verb tenses,
conjunctions, adverbs) (G6, Q4)
G 6 Use phrases, clauses, and sentences Week 6 More Drills and Exercises on:
appropriately and meaningfully (5) Compose clear and coherent sentences using
appropriate grammatical structures (verb tenses,
conjunctions, adverbs) (G6, Q4)
RC 7 Use appropriate reading strategies to meet Week 7- 8 More Drills and Exercises on:
one’s purpose (e.g. scanning, skimming, (10) Compare and contrast content of materials
close reading, etc.) viewed to other sources of information (print,
online and broadcast) (G6, Q2)
QUARTER 2
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Philippine
Literature and other texts types for a deeper appreciation of Philippine Culture.
Domain # MELC Number of Remarks
days taught
LC 1 Use listening strategies based on purpose, Week 1 More Drills and Exercises on:
familiarity with the topic and levels of difficulty of Identify the purpose, key structural and language
short texts listened to features of various types of informational/factual
text (G6, Q2)
RC 2 Use a search engine to conduct a guided search Week 2 More Drills and Exercises on:
on a given topic Compare and contrast content of materials
viewed to other sources of information (print,
online and broadcast) (G6, Q2)
V 3 Navigate a website using essential features, e.g. Week 3 More Drills and Exercises on:
using headings, links, etc. Compare and contrast content of materials
viewed to other sources of information (print,
online and broadcast) (G6, Q2)
VC 4 Research a topic with support using two or three Week 4 More Drills and Exercises on:
sources provided, e.g. newspapers, website, Compare and contrast content of materials
video, images, podcast, print based material viewed to other sources of information (print,
online and broadcast) (G6, Q2)
OL 5 Summarize key information from a text Week 5 More Drills and Exercises on:
Present a coherent, comprehensive report on
differing viewpoints on an issue (G6, Q3)
V 6 Use analogy to describe or make a point Week 6
RC 7 Transcode information from linear to non-linear texts Week 7-8 More Drills and Exercises on:
and vice-versa Interpret the meaning suggested in visual media
through a focus on visual elements, for example,
line, symbols, colour, gaze, framing and social
distance (G6, Q1)
QUARTER 3
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Philippine
Literature and other texts types for a deeper appreciation of Philippine Culture.
Domain # MELC Number of Remarks
days taught
F 1 Use correct and appropriate multi-media Week 1 More Drills and Exercises on:
resources when orally giving information, Compare and contrast content of materials
instructions, making explanations and narrating viewed to other sources of information (print,
events in personal or factual recounts online and broadcast) (G6, Q2)
F 2 Use the appropriate oral language, stance and Week 2 More Drills and Exercises on:
behavior when giving information, instructions, Present a coherent, comprehensive report on
making explanations, and narrating events in differing viewpoints on an issue (G6, Q3)
factual and personal recounts
L 3 Explain how a selection may be influenced by Week 3 More Drills and Exercises on:
culture, history, environment, or other factors Evaluate narratives based on how the author
developed the elements (G6, Q3)
VC 4 Express one’s beliefs/convictions based on a Week 4 More Drills and Exercises on:
material viewed Present a coherent, comprehensive report on
differing viewpoints on an issue (G6, Q3)
Compare and contrast content of materials
viewed to other sources of information (print,
online and broadcast) (G6, Q2)
RC 5 Cite evidence to support a general statement Week 5 More Drills and Exercises on:
Identify the purpose, key structural and language
features of various types of informational/factual
text (G6, Q2)
Identify real or make-believe, fact, or non-fact
images (G6, Q1)
RC 6 React to what is asserted or expressed in a text Week 6 More Drills and Exercises on:
Make connections between information viewed
and personal experiences (G6, Q1)
F 7 Raise sensible, challenging thought-provoking Week 7-8 More Drills and Exercises on:
questions in public forums/panel discussions, etc. Evaluate narratives based on how the author
developed the elements (G6, Q3)
QUARTER 4
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Philippine
Literature and other texts types for a deeper appreciation of Philippine Culture.
Domain # MELC Number of Remarks
days taught
WC 1 Distinguish features of academic writing Week 1 More Drills and Exercises on:
Compose a persuasive essay on self-selected topic (G6, Q4)
F 2 Employ a variety of strategies for Week 2 More Drills and Exercises on:
effective interpersonal communication Make connections between information viewed and
(interview, dialog, conversation) personal experiences (G6, Q1)
LC 3 Determine the worth of ideas Week 3 More Drills and Exercises on:
mentioned in the text listened to Identify the purpose, key structural and language features
of various types of informational/factual text (G6, Q2)
Identify real or make-believe, fact or non-fact images (G6,
Q1)
VC 4 Determine the truthfulness and Week 4 More Drills and Exercises on:
accuracy of the material viewed Identify real or make-believe, fact or non-fact images (G6,
Q1)
L 5 Discover the conflicts presented in Week 5 More Drills and Exercises on:
literary selections and the need to Identify the purpose, key structural and language features
resolve those conflicts in non-violent of various types of informational/factual text (G6, Q2)
ways Identify real or make-believe, fact or non-fact images (G6,
Q1)
L 6 Discover literature as a tool to assert Week 6 More Drills and Exercises on:
one’s unique identity and to better Identify the purpose, key structural and language features
understand other people of various types of informational/factual text (G6, Q2)
Identify real or make-believe, fact or non-fact images (G6,
Q1)
L 7 Discover through Philippine literature the Week 7 More Drills and Exercises on:
need to work cooperatively and Identify the purpose, key structural and language features
responsibly in today’s global village of various types of informational/factual text (G6, Q2)
Identify real or make-believe, fact or non-fact images (G6,
Q1)
WC 8 Compose an informative essay Week 8 More Drills and Exercises on:
Compose a persuasive essay on self-selected topic (G6, Q4)
Learning Area: ENGLISH Grade Level: 8

QUARTER 1
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Domain # MELC Number of Remarks
days taught
V 1 Determine the meaning of words and expressions 5
that reflect the local culture by noting context
clues EN8V-If-6
SS 2 Use conventions in citing sources EN8SS-IIIg-1.6.4 5
G 3 Use modal verbs, nouns and adverbs appropriately 10
G 4 Identify and use signals that indicate coherence 10 Prior to teaching this competency, give inputs,
(e.g. additive - also, moreover; causative - as a and practice on “Compose an informative
result, consequently; conditional/ concessional - essay”(G7, Q4)
otherwise, in that case, however; sequential - to
begin with, in conclusion; clarifying - for instance, in
fact, in addition)
G 5 Use a range of verbs, adjectives and adverbs to 10
convey emotional response or reaction to an issue
to persuade
40

QUARTER 2
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Domain # MELC Number of Remarks
days taught
RC 6 Explain visual-verbal relationships illustrated in 5 Prior to teaching this competency, give inputs,
tables, graphs, and information maps found in and practice “Transcode information from linear
expository texts EN8RC-IIe-1.2 to non-linear texts and vice-versa” (G7, Q2)
G 7 Use opinion-marking signals to share ideas 10 Prior to teaching this competency, give inputs,
and practice “React to what is asserted or
expressed in a text” (G7, Q3)
VC 8 Compare and contrast the presentation of the 10
same topic in different multimodal texts
 VC 9 Compare and contrast own opinions with those 10
presented in familiar texts
VC 10 Recognize positive and negative messages 5
conveyed in a text
40

QUARTER 3
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Domain # MELC Number of Remarks
days taught
RC 11 Examine biases (for or against) made by the 5
author (EN8RC-IIIg3.1.12)
V 12 Analyze intention of words or expressions used in 9
propaganda techniques (EN8V-IIIg-26)
LC 13 Determine various social, moral, and economic 5 Prior to teaching this competency, give inputs,
issues discussed in the text listened to (EN8LC-IIIh- and practice on “Discover the conflicts
7.4) presented in literary selections and the need to
resolve those conflicts in non-violent ways” (G7,
Q4)
L 14 Analyze literature as a mirror to a shared heritage 6
of people with diverse backgrounds
G 15 Use appropriate cohesive devices in various types 5
of speech.
G 16 Use parallel structures (EN8G-Ia-7) 10 Prior to teaching this competency, give inputs,
and practice on “Use phrases, clauses, and
sentences appropriately in varied contexts” (G7,
Q1)
40
QUARTER 4
Grade Level Standard: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Domain # MELC Number of Remarks
days taught
G 17 Use appropriate grammatical signals or expressions 7 Prior to teaching this competency, give inputs,
suitable to each pattern of idea development: and practice on “Use analogy to describe or
general to particular make a point” (G7, Q2)
• claim and counterclaim
• problem-solution
• cause-effect
and others
WC 18 Expand the content of an outline using notes from 5 Prior to teaching this competency, give inputs,
primary and secondary sources (EN8WC-IIIc-1.1.6) and practice on “Identify the genre, purpose,
intended audience and features of various
viewed texts such as movie clip, trailer, newsflash,
internet-based program, documentary, video”
(G7, Q1)
RC 19 Synthesize essential information found in various 5 Prior to teaching this competency, give inputs,
sources and practice on “Determine the worth of ideas
mentioned in the text listened to” (G7, Q4)
WC 20 Compose effective paragraphs (EN8WC-IIa-2.8) 5
WC 21 Develop paragraphs that illustrate each text type 10 Prior to teaching this competency, give inputs,
(narrative in literature, expository, explanatory, and practice on “Discover through Philippine
factual and personal recount, persuasive) literature the need to work cooperatively and
responsibly in today’s global village” (G7, Q4)
F 22 Deliver a self-composed speech using all the 8 Prior to teaching this competency, give inputs,
needed speech conventions and practice on “Raise sensible, challenging
thought-provoking questions in public
forums/panel” (G7, Q3)
40
Learning Area: ENGLISH Grade Level: 9

QUARTER 1
Grade Level Standard:
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of the other countries.
Domain # MELC Number of Remarks
days taught
G 1 Express permission, obligation and prohibition using Prior to teaching this competency, give inputs
Modals (EN9G-IIe-20) 12 and exercises first on:

Use modal verbs, nouns, and adverbs

appropriately (G8, Q1)
G 2 Use conditionals in expressing arguments 13 Prior to teaching this competency, give inputs
and exercises first on:

Identify and use signals that indicate coherence

(e.g., additive - also, moreover; causative - as a
result, consequently; conditional/ concessional -
otherwise, in that case, however; sequential - to
begin with, in conclusion; clarifying - for instance,
in fact, in addition) (G8, Q1)
V 3 Employ the appropriate communicative styles for 15 Prior to teaching this competency, give inputs
various situations (intimate, casual, conversational, and exercises first on:
consultative, frozen)
Use appropriate cohesive devices in various types
of speech
(G8, Q3)
40
QUARTER 2
Grade Level Standard:
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of the other countries.
Domain # MELC Number of Remarks
days taught
RC 4 Make connections between text to particular 25 Prior to teaching this competency, give inputs
social issues, concerns, or dispositions in life and exercises first on:

Use a range of verbs, adjectives and adverbs to

convey emotional response or reaction to an
issue to persuade
(G8,Q1)

Determine various social, moral, and economic

issues discussed in the text listened to
(G8, Q3)
L 5 Analyze literature as means of understanding 15
unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world
40

QUARTER 3
Grade Level Standard:
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of the other countries.
Domain # MELC Number of Remarks
days taught
LC 6 Differentiate biases from prejudices (EN9LC-IVf- 13 Prior to teaching this competency, give inputs
13.3) and exercises first on:

Compare and contrast own opinions with those

presented in familiar texts
(G8, Q3)
VC 7 Determine the relevance and truthfulness of the 12 Prior to teaching this competency, give inputs
ideas presented in the material viewed and exercises first on:
 (EN9VC-IVa-10 )
Recognize positive and negative messages
conveyed in a text
(G8, Q2)
LC 8 Judge the validity of the evidence listened to 15 Prior to teaching this competency , give inputs
(EN9LC-IVh-2.15) and exercises first on:

Use conventions in citing sources EN8SS-IIIg-1.6.4

(G8, Q1)

Synthesize essential information found in various

sources
(G8, Q4)
40

QUARTER 4
Grade Level Standard:
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of the other countries.
Domain # MELC Number of Remarks
days taught
RC 9 Judge the relevance of the worth ideas, soundness 20
of author’s reasoning, and the effectiveness of the
presentation (EN9RC-IVf-2.22)
LC 10 React to lay value judgment on critical issues that 20
demand sound analysis and call for prompt
actions
40
Learning Area: ENGLISH Grade Level: 10

QUARTER 1
Grade Level Standard:
Domain # MELC Number of Remarks
days taught
RC 1 Use information from news reports, speeches, 5
informative talks, panel discussions, etc. in
everyday conversations and exchanges
RC 2 Determine the effect of textual aids like advance 5
organizers, titles, non-linear illustrations, etc. on the
understanding of a text
VC 3 Appraise the unity of plot, setting and 6
characterization in a material viewed to achieve
the writer’s purpose
VC 4 Compare and contrast the contents of the 6
materials viewed with outside sources of
information in terms of accessibility and
effectiveness
LC 5 Employ analytical listening in problem solving 6 Prior to teaching this competency, give inputs
and practice on “Judge the validity of the
evidence listened to” (G9, Q3)
LC 6 Evaluate and make judgements about a range of 6 Prior to teaching this competency, give inputs
texts using a set of criteria e.g. comparing and practice on “Judge the relevance and
arguments on the same topic, critiquing a short worth of ideas, soundness of author’s reasoning,
story and the effectiveness of the presentation” (G9,
Q4)
LC 7 Evaluate spoken texts using given criteria, e.g. 6 Prior to teaching this competency, give inputs
fluency, tone, cohesion, correctness and practice on “Employ the appropriate
communicative styles for various situations
(intimate, casual, conversational, consultative,
frozen)” (G9, Q1)
TOTAL 40
QUARTER 2
Grade Level Standard:
Domain # MELC Number of Remarks
days taught
G 8 Observe the language of research, campaigns, 5 Prior to teaching this competency, give inputs
and advocacies and practice on “Make connections between
texts to particular social issues, concerns, or
dispositions in real life” (G9, Q2)
WC 9 Identify key structural elements, e.g.: • Exposition - 5 Prior to teaching this competency, give inputs
Statement of position, • Arguments, • Restatement and practice on “Use conditionals in expressing
of Positions and language features of an arguments” (G9, Q1)
argumentative text, e.g.: • modal verbs: should,
must, might, and modal adverbs: usually,
probably, etc.; • attitudes expressed through
evaluative language; • conjunctions or
connectives to link ideas: because, therefore, on
the other hand, etc.; • declarative statements; •
rhetorical questions; passive voice
WC 10 Formulate a statement of opinion or assertion 6
WC 11 Formulate claims of fact, policy, and value 6
WC 12 Write an exposition or discussion on a familiar issue 6 Prior to teaching this competency, give inputs
to include key structural elements and language and practice on “Make connections between
features texts to particular social issues, concerns, or
dispositions in real life” (G9, Q2)
F 13 Deliver a prepared or impromptu talk on an issue 6 Prior to teaching this competency, give inputs
employing the techniques in public speaking and practice on “Employ the appropriate
communicative styles for various situations
(intimate, casual, conversational, consultative,
frozen)” (G9, Q1)
W 14 Compose texts which include multimodal elements 6
TOTAL 40
QUARTER 3
Grade Level Standard:
Domain # MELC Number of Remarks
days taught
WC 15 Compose an Argumentative Essay 4
WC 16 Use a variety of informative, persuasive, and 4
argumentative writing techniques
WC 17 Compose an independent critique of chosen 4
selection
RC 18 Critique a literary selection based on the following 28 Prior to teaching this competency, give inputs
approaches: and practical exercise on “Analyze literature as a
- Structuralist/Formalist means of understanding unchanging values in
- Moralist the VUCA (volatile, uncertain, complex,
- Marxist ambiguous) world” (G9, Q2)
- Feminist
- Historical
- Reader- Response
40

QUARTER 4
Grade Level Standard:
Domain # MELC Number of Remarks
days taught
V 19 Distinguish technical terms used in research 5
V 20 Give Technical and operational definitions 5
V 21 Give expanded definitions of words 5
G 22 Observe correct grammar in making definitions 5
WC 23 Compose a research report on a relevant social 20 Prior to teaching this competency, provide
issue practical exercises on “React to lay value
judgment on critical issues that demand sound
analysis and call for prompt actions. ( G9, Q4)
40