REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION

MELCs
Definitive Budget of Work
(DBOW)

ENGLISH
 The Definitive BUDGET OF WORK (DBOW) is the DepED NCR’s exemplification of its commitment to provide its teachers in the field an easy

guide to articulating their instructional plan and deliveries anchored on Most Essential Learning Competencies (MELCS). This will serve as a teaching

blue print for English and Special Program Teachers to organize their teaching specifications and adjustments based on the suggested number of days

inclusive of remarks for the untaught MELCS.

How to use this DBOW: G1-G10 English Teachers/ SPFL and SPJ Teachers should:

-Look for the grade level they are handling.

-Check the MELC/s to be taught in a particular quarter and domain.

-Be guided that the MELCS in each quarter and grade level are marked with numbers, i.e. No. 1 the first MELC in each grade level.

-Take note that the first MELC/s in the DBOW becomes the first lesson to be taught in a quarter with the given suggested number of days.

-MECLS that need to be unpacked can be done by the teacher to establish the learners’ knowledge, skills and attitude/values based on the curricular
demand.

-Design their lessons using the MELC/s and the identified enabling competencies.

-Observe the appropriate identified domains where MELCS are aligned.

-Observe and consume the allotted number of days for a particular MELC..
 Lessons in English for Grades 1-10 and SHS are designed for 40 instructional time in a quarter as per DepEd Order No. 21, s 2019. 9. For SPFL and

SPJ teachers, the number of days/instructional may depend on the uniqueness in the delivery of instruction in language offering for SPFL and the grade

level for SPJ. The MELCs for English are identified by the Central Office. Such MELCs are further enhanced by providing enabling competencies

taken from the CG itself. The identified enabling competencies are presented either individually or in group depending on the nature of the MELC.

English Development Team

Grade Level Name Position School Division

Teacher 1 Jane Angelica T. Olfindo Teacher I Camarin D Elementary School
G1
Teacher 2 Frances Joy S. Viernes Teacher I Camarin D Elementary School Caloocan
Teacher 1 Eden Hidalgo Master Teacher 2 Ilaya Elementary School
G2
Teacher 2 Gerlie D. Gaac Master Teacher 1 Pulanlupa Elementary School Las Pinas
Teacher 1 Cresenciana C. Glean Master Teacher 1 Benigno Aquino Elem.School
G3
Teacher 2 Joven M. Cabiles Master Teacher 2 Albert Elementary School Manila
Teacher 1 Marifi G.Perez Master Teacher1 Malanday ElementarySchool
G4
Teacher 2 Raquel A. Lawas Master Teacher 1 St. Mary Elementary School Marikina
Teacher 1 Orly E. Gredoña Master Teacher 1 Catmon Integrated School
G5
Teacher 2 May R. Santos Teacher II Santulan Elementary School Malabon
Teacher 1 Lousette S. Acsibar Teacher 1 Mandaluyong Addition Hills ES
G6
Teacher 2 Florelyn C. Escultura Master Teacher 1 Hulo Integrated School Mandaluyong
Teacher 1 Randy B. Borromeo Teacher 1 Pedro E. Diaz High School
G7
Teacher 2 Mary Joyce V. Raymundo Teacher 2 Pedro E. Diaz High School Muntinlupa
G8 Teacher 1 Paulo I. Santiago Teacher I Tanza National High School Navotas
 Teacher 2 Canor P. Aguilo Jr. Teacher I Navotas Elementary School

Teacher 1 Ann Carmeli P.Lovendino Teacher II Pasay City South High School
G9
Teacher 2 Mae D.Tupasi Master Teacher I Pasay City East High School Pasay
Teacher 1 Virgilio A. Tenozo, Jr. Teacher I San Juan National High School
G10
Teacher 2 Marlon N. Cruz Teacher II San Juan National High School Sa Juan

SPECIAL PROGRAM IN JOURNALISM (SPJ) Development Team

Special Program
for Journalism Name Position School Division
Teacher 1 Ma. Adelia C. Soliaban MT II North Fairview High School Quezon City
Writers Bagong SIlangan High
Teacher 2 Ramil Jhon P. Magno Teacher III School Quezon City

Quezon City Science High

Teacher 3 Mary Grace R. Espiel Teacher III School Quezon City
Writers
Teacher 4 Edgar D. Medallo Teacher I Novaliches High School Quezon City

Teacher 5 Margaret Ann L. Fiel Teacher II Dona Ata Elementary School Valenzuela
Writers Malanday National High
Teacher 6 Gilbert S. Ramos Teacher I School Valenzuela

SPECIAL PROGRAM IN FOREIGN LANGUAGE (SPFL) Development Team

 Special Program
for Foreign
Language Teacher Name Position School Division
Teacher 1 Michelle G. Bangoy MT2 Abad Santos HS Manila
Writers
Teacher 2 Kathreene Joyce O. Dadero Teacher II Makati High School Makati

Teacher 3 Laveline V. Resurrecion Teacher III City of Mandaluyong Science High School Mandaluyong
Writers
Teacher 4 Jason Paul C.Vidad Teacher III Muntinlupa Science High School Muntinlupa

Teacher 5 Ruby B. Anzano Teacher III Batasan Hills National High School Quezon City
Writers Valenzuela City School of Mathematics
Teacher 6 ManelleB. Bernardo Teacher III and Science Valenzuela

Teacher 7 Jocerliza E. Ogdoc San Francisco High School Quezon City

Writers Teacher 8 Maria Agnes L. Guiao Teacher III Novaliches High School Quezon City

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 to. 8

 (EN1G-IVa-e-3.4)

G 8 Recognize describing words for people, objects, things 7

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, environment, 5

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) EN2LC-IIa- 5
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.) book 6
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 EN2RC-IIId-e- 5
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, during and 4
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) meaning 5

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 repeated 4
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.) EN2G-IVg-i- 5
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 then answer 4
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.

Domain # MELC Number of Remarks

days taught

WC 1 Describe one’s drawing about the stories/poems listened 3

 to using simple and compound sentences

WC 2 Write a short descriptive paragraph about a 4 Prior to teaching this competency, give inputs and
character or setting in stories listened to practice on “Identify and discuss the elements of a
short story (theme, setting, characters, and events)”
(G2, Q1)

WC 3 Write a short paragraph providing another ending for a 3

story listened to (EN3WC-Ia-j8)

WC 4 Write a diary (EN3WC-Ia-j-2.2) 3

G 5 Use different kinds of sentences in a dialogue (e.g. 4

declarative, interrogative, exclamatory, imperative)
(EN3G-Ic-1.3)

G 6 Use common and proper nouns in a sentence 3

(EN3G-If-2.2)

G 7 Use plural form of regular nouns by adding /s/ or /es/ 4

(e.g., dog, dogs; wish, wishes) (EN2G-Ig-h-2 .3)

G 8 Use plural from of frequently occurring irregular 4

nouns (e.g., children, feet, teeth) (EN3G-Ii-j-2.4)

PWR 9 Review reading and writing short e, a, i, o, and u words 3

in CVC pattern (EN3PWR-Ia-b-7)

PWR 10 Read phrases, sentences and short stories 3

consisting of 2-syllable words (EN3PWR-Ij-21)

F 11 Initiate conversations with peers in a variety of 3

school settings (EN3FL-Ia-3.8)

OL 12 Summarize and restate information shared by others 3

(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.

Domain # MELC Number of Remarks

days taught

G 13 Use the be-verbs (am, is, are, was, were) correctly in 4

sentences (EN3G-IIa-b-3.4)

G 14 Use simple verbs (past, present, future) in sentences 5 Prior to teaching this competency, give inputs and
(EN3G-IIef-3.2.1.1); (EN3G-IIij-3.2.2) practice on “Recognize common action words in
retelling, conversation, etc.” (G2, Q1)

PWR 15 Read words with initial and final consonant blends 3

(EN3PWRIIa-b-22); (EN3PWRIId-e-1.1)

F 16 Read familiar words and phrases in texts 3

PWR 17 Read words, phrases, sentences and short stories consisting 3

of words with consonant digraph ch and sh and other words
previously studied (EN3PWR-lli j-22.1)

S 18 Spell one- to- two syllable words with initial and final 3
consonant blends (e.g. pl, tr) and consonant digraphs (ch
and sh) (EN3S-IIab-4); (EN3S-Iig-h-4.2) ; (EN3S-IIi-
j4.3)

G 19 Identify commonly used possessive pronouns and use 3

them in a sentence (EN3G-IIIef-4.2.4)

RC 20 Identify several effects based on a given cause 4

(EN3RC-IIIa 2.7.1)

RC 21 Make inferences and draw conclusions based on texts 4

(pictures, title, and content words) (EN3RC IIIa 2.11)

RC 22 Distinguish fact from opinion (EN3RC-IIIa 2.13) 2

RC 23 Use different sources of information in reading 3

(EN3RC-IIIg-j-2.5)
 V 24 Recognize some words represented by common 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.

Domain # MELC Number of 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

V 27 Hyponyms – type of (e.g., guava - type of fruit) 4

(EN3V-IIIi-j-13.7)

LC 28 Identify possible solutions to problems (EN3LC-IIIb 4 Prior to teaching this competency, give inputs and
2.19) practice on “Identify and discuss the elements of a
short story (theme, setting, characters, and events)”
(G2, Q1)

LC 29 Identify the elements of an informational/factual text 3

heard (EN3LC-IIIij-3.7)

PWR 30 Read words with long a, i, o , u sound (ending in e) 3

PWR 31 Read phrases, sentences, stories and poems 3

consisting of long a, i, o, and u words

OL 32 Ask and respond to questions about informational texts 4

listened to (environment, health, how-to’s, etc.)
(EN1OL-lllg-h-3.2)

OL 33 Compare and contrast information heard (EN3OL IIIi-j- 3

1.9)
 V 34 Read word with affixes (EN1V-IVj-27) 4

WC 35 Write a simple story (EN2WC-IVa-e22) 4 Prior to teaching this competency, give inputs and
practice on “Identify and discuss the 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.

Domain # MELC Number of Remarks

days taught

G 36 Use the degrees of adjectives in making comparisons 5

(positive, comparative, superlative) (EN3G-IVi-j-5.2)

G 37 Recognize adverbs of manner (EN3G-IVi-j-6.1) 4

SS 38 Interpret simple maps of unfamiliar places, signs and 3

symbols (EN3SS- IVab -1.2.3)

SS 39 Interpret simple graphs, tables, and pictographs 4

(EN3SS- IVcd-1.2.7); (EN3SS- IVef -1.2.2) ; (EN3SS
IVgh -1.2.1)

LC 40 Restate facts from informational texts (climate 4

change, children’s rights, traffic safety, etc.) listened
to (EN3LC-lVi-j-3.5)

PWR 41 Read words containing vowel digraphs - ai, ay, ea, ee, oo, 3
oa (EN3PWRIVa-b-8); (EN3PWRIVf-g-8)
(EN3PWRIVd-e-22 and 29)

PWR 42 Read phrases, sentences and stories with vowel 3

digraphs - ai, ay, ea, ee, oo, oa
 PWR 43 Read words with vowel diphthongs: oy (boy), oi 3
(boil), ou (out) ow (bow) (EN2PWIVh-i-6)

PWR 44 Read phrases, sentences and short stories 3

consisting of vowel diphthongs: oy, oi, ou, ow
(EN3PWRIVi-21)

PWR 45 Recognize and read some irregularly spelled words (e.g., 4

such as enough, through, beautiful) (EN3PWR-IVj-22)

OL 46 Present information in varied artistic ways (e.g., role 4

playing, show and tell, radio play/ podcast/ 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 and
practice on “Use different sources of information in
online sources to find the meaning of words •
reading.” EN3RC-IIIg-j-2.5 Give activities on
Identify the parts of a dictionary -Identifying different sources of information in
reading
 -Locating information in reading using various
• Locate meaning of words in a dictionary using guide
sources
words EN4SS-IIh1.4/ EN4V-IIi-35 • Locate meaning
of words using thesaurus to find synonyms and
antonyms EN4SS-IIIi-14 • Locate meaning of words
using online sources
• Identify appropriate meaning of a word based
on how it is used in the sentence

LC 3 5 Prior to teaching this competency, give inputs and

Note significant details of various text types •
practice on “Summarize and restate information
Identify different text types EN4LC-Ib-1.1 • shared by others.”
Give activities on
Identify the elements of a narrative text EN4LC-
-Noting details from an information listened to -
Ia-17
Summarizing/restating information heard
• Recognizing appropriate signal words for specific
text types

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 structural 5
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 words 5

(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 5
words, definition, exemplification
• Use context clues to find meaning of

unfamiliar words (definition) EN4V-Ig-13.9 •

Use context clues (exemplification) to determine the
meaning of unfamiliar words EN4V-Ih-13.9

G 9 Use clear and coherent sentences employing appropriate 10 Prior to teaching this competency, give inputs and
grammatical structures: Kinds of Nouns – Mass Nouns practice on “Use plural form of regular nouns by
and Count Nouns, Possessive Nouns, Collective Nouns adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)” EN2G-
Ig-h-2 .3.” (G2, Q1)
• define what a sentence is

• identify the parts of a sentence Give activities on

-Forming the plural of regular nouns
• differentiate and use mass and count nouns in -Constructing sentences using plural form of
sentences regular nouns

• use the quantifiers for mass nouns correctly 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 5
Use personal pronouns in sentences EN4G-IIa4.2.1 •
define what personal pronouns are
• identify personal pronouns in sentences • determine
and use the appropriate verb for personal pronouns
• write sentences using personal pronouns

G 11 Use adjectives (degrees of comparison, order) in 5

sentences EN4G-IIIb-14 / EN4G-IIId-15
 • define what adjectives are

• 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 5
Use simple present tense of verbs in sentences •
define what verbs are
• Identify verbs in sentences

• identify and use –s form of verbs

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 5
present EN4G-IIf-10
• define what time expressions are

• give examples of time expressions in the present

• use the correct time expressions to tell an action in

the present in sentences
 G 14 5
Use the past form of regular and irregular verbs •

differentiate regular verbs and irregular verbs • use the

past form of regular verbs in 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 5
Distinguish between general and specific statements • define
general statement and specific
statement
• differentiate general from specific statements

LC 18 Identify the main idea, key sentences, and supporting details 5 Prior to teaching this competency, give inputs and
from text listened to EN4LC-IIIg-1.1 practice on “Summarize and restate information
shared by others.”
• Define and identify the key sentence/main idea in a
Give activities on
paragraph (explicit) - Noting details from an information listened to -
• Recognize the supporting details (explicit) • Summarizing/restating information heard
Define and identify the main idea in a
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 10 Prior to teaching this competency, give inputs and
Infer the speaker’s tone, mood and purpose •
practice on “Make inferences and draw conclusions
Differentiate tone from mood based on texts (pictures, title and content words)”
• Identify the purpose of the speaker/writer • Analyze the EN3RC-IIIa 2.11
Give activities on
speaker’s tone, mood and purpose
-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 and
EN4RC-Ib-2.1.1 practice on “Write a simple story.” Give activities on
-Identifying story elements
• define and identify story elements (setting,
-Constructing a plot using graphic organizer
characters, conflict, plot, and theme) using
graphic organizers
• 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 and
EN4RC-IIi-36 practice on “Distinguish fact from opinion.” EN3RC-
IIIa 2.13
Give activities on
-Differentiating fact from opinion

WC 23 5
Write a reaction about the story read EN4WC-IIf-22 •
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 report, 6

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 6
Write a news report using the given facts EN4WC-IIi-25 •

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.) 3 days
EN5WC-IIj-3.7

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

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 context 4 days
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 context 4 days
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 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 5 days Prior to teaching this competency, give
grammatical structures: Subject -Verb Agreement EN5G-IIa-3.9 inputs and exercises first on identifying
 Day 21 Compose clear and coherent sentences using appropriate grammatical the subject and verb in a sentence
structures: Subject-Verb Agreement

Day 22: Compose clear and coherent sentences using appropriate 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, give
grammatical structures: Kinds of Adjectives EN5G-IIa-3.9 inputs and exercises first on identifying
adjectives in sentences
Day 26: Compose clear and coherent sentences using appropriate 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 grammatical 5 days Prior to teaching this competency, give
structures: Subordinate and Coordinate Conjunctions EN5G-IIa-3.9 inputs and exercises first on identifying
 Day 31: Compose clear and coherent sentences using appropriate grammatical the coordinating and subordinating
structures: -Coordinate and Subordinate Conjunctions 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 5 days Prior to teaching this competency, give
grammatical structures: - Adverbs of Intensity and Frequency inputs and exercises first on identifying
EN5G-IIa-3.9 the adverbs of intensity and frequency
in sentences
Day 36: Compose clear and coherent sentences using 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, give
grammatical structures: -Aspects of Verbs EN5G-Ia-3.3 inputs and exercises first on the aspects
of verbs
Day 1: Compose clear and coherent sentences using appropriate 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 grammatical 6 days Prior to teaching this competency, give
structures: -Modals inputs and exercises first on identifying
modals in sentences
Day 8 : Compose clear and coherent sentences using appropriate
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 Prior to teaching this competency, give
grammatical structures: Conjunctions EN5G-Ia-3.3 inputs and exercises first on identifying
conjunctions in
Day 13: Compose clear and coherent sentences using appropriate grammatical sentences
structures: Conjunctions

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 8 days

 Day 33: Distinguish among various types of viewing materials

Day 34 Distinguish among various types of viewing materials

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 Remarks
of 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 (Heroes 7 Days
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 1.7.1 5 Days

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 1.7.1 5 Days

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, direction, 5
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 and nationality, 5
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 Poor) 5
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 view, 5
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, recounts, 5
 process) (EN6RC-IIIb-3.2.9)

RC Distinguish text-types according to purpose and language features -Compare and Contrast EN6RC-IIIc- 5
3.2.7

RC Distinguish text-types according to purpose and language features -Cause and effect EN6RC-IVa- 5
3.2.6

RC Distinguish text-types according to purpose and language features -Problem and solution EN6RC-IVc- 5
3.2.5

LC 5 Recognize evaluative word choices to detect biases and propaganda devices used by Speakers 5
(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 (print, 5
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 # Number of Remarks
days taught

MELC

LC 7 Present a coherent, comprehensive report on differing viewpoints on an issue (EN10LC-IIId 3.18) 5

 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, EN6RC- 5
Ig-2.24.2) -Setting -Characters (Heroes and Villains)

RC Evaluate narratives based on how the author developed the elements: -Plot (chronological sequential, en 5
medias res, flashback) EN6RC-Ig-2.24.3

RC Evaluate narratives based on how the author developed the elements: -theme -point of view EN6RC-Ii-2.24.4 5
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 clear
appropriate grammatical structures (verb tenses, and coherent sentences using appropriate grammatical
conjunctions, adverbs) (EN6G-Ig-4.4.1) structures: subject-verb agreement; kinds of adjectives;
subordinate and coordinate
Compose clear and coherent sentences using appropriate conjunctions; and adverbs of intensity and
grammatical structures: -Subject-verb agreement EN6G- frequency EN5G-IIa-3.9, give more drills and
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 appropriate 5 Since this MELC is untaught in Grade 5 -Compose clear
grammatical structures: -Subordinate and coordinate and coherent sentences using appropriate grammatical
conjunctions structures: subject-verb agreement; kinds of adjectives;
EN6G-IIh-8.3 EN6G-IIh-8.4 subordinate and coordinate
conjunctions; and adverbs of intensity and
G Compose clear and coherent sentences using 5 frequency EN5G-IIa-3.9, give more drills and
appropriate grammatical structures: -Adverbs EN6G- exercise
IIc-6.6

G Use various types and kinds of sentences for effective 5

communication of information/ideas: Compound
Sentences EN6SS-IVa-1.8

G Use various types and kinds of sentences for effective 5

communication of information/ideas: Complex
Sentences EN6SS-IVb-1.9

WC 10 Compose a persuasive essay on self-selected topic 5

(EN6WC-IVb-2.2)

WC Revise writing for clarity - correct spelling - appropriate 5

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 audience and Week 2 More Drills and Exercises on:
features of various viewed texts such as movie clip, (5) Compare and contrast content of materials viewed
trailer, newsflash, internet based program, to other sources of information (print, online and
documentary, video broadcast) (G6, Q2)

G 3 Use the passive and active voice meaningfully in Week 3 More Drills and Exercises on:
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 in Week 4 More Drills and Exercises on:
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 in Week 5 More Drills and Exercises on:
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 one’s Week 7- 8 More Drills and Exercises on:
purpose (e.g. scanning, skimming, close reading, (10) Compare and contrast content of materials viewed
etc.) 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, familiarity Week 1 More Drills and Exercises on:
with the topic and levels of difficulty of short texts Identify the purpose, key structural and language
listened to features of various types of informational/factual text
(G6, Q2)

RC 2 Use a search engine to conduct a guided search on a Week 2 More Drills and Exercises on:
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. using Week 3 More Drills and Exercises on:
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, video, Compare and contrast content of materials viewed
images, podcast, print based material 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 and Week 7-8 More Drills and Exercises on:
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 resources Week 1 More Drills and Exercises on:
when orally giving information, instructions, making Compare and contrast content of materials viewed
explanations and narrating events in personal or to other sources of information (print, online and
factual recounts broadcast) (G6, Q2)

F 2 Use the appropriate oral language, stance and behavior Week 2 More Drills and Exercises on:
when giving information, instructions, making Present a coherent, comprehensive report on
explanations, and narrating events in factual and differing viewpoints on an issue (G6, Q3)
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 questions Week 7-8 More Drills and Exercises on:
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 effective Week 2 More Drills and Exercises on:
interpersonal communication (interview, Make connections between information viewed and personal
dialog, conversation) experiences (G6, Q1)

LC 3 Determine the worth of ideas mentioned in Week 3 More Drills and Exercises on:
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 of various
resolve those conflicts in non-violent types of informational/factual text (G6, Q2) Identify real or make-
ways 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 of various
understand other people 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 responsibly in Identify the purpose, key structural and language features of various
today’s global village 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 that 5

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 (e.g. 10 Prior to teaching this competency, give inputs, and
additive - also, moreover; causative - as a result, practice on “Compose an informative essay”(G7,
consequently; conditional/ concessional - otherwise, in Q4)
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 convey 10

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, and
tables, graphs, and information maps found in practice “Transcode information from linear to non-
expository texts EN8RC-IIe-1.2 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 same 10

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 issues 5 Prior to teaching this competency, give inputs, and
discussed in the text listened to (EN8LC-IIIh 7.4) practice on “Discover the conflicts 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 of 6

people with diverse backgrounds

G 15 Use appropriate cohesive devices in various types of 5

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, and
suitable to each pattern of idea development: general to practice on “Use analogy to describe or make a
particular 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, and
primary and secondary sources (EN8WC-IIIc-1.1.6) 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, and
sources 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, and
(narrative in literature, expository, explanatory, factual practice on “Discover through Philippine literature
and personal recount, persuasive) 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, and
needed speech conventions 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 12 Prior to teaching this competency, give inputs and
Modals (EN9G-IIe-20) 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 various 15 Prior to teaching this competency, give inputs and
situations (intimate, casual, conversational, consultative, exercises first on:
frozen)
Use appropriate cohesive devices in various types of
 (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 social 25 Prior to teaching this competency, give inputs and
issues, concerns, or dispositions in life 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 and
13.3) 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 ideas 12 Prior to teaching this competency, give inputs and
presented in the material viewed 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 and
(EN9LC-IVh-2.15) 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 of 20

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 texts 6 Prior to teaching this competency, give inputs and
using a set of criteria e.g. comparing arguments on the practice on “Judge the relevance and worth of ideas,
same topic, critiquing a short story soundness of author’s reasoning, 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 and
fluency, tone, cohesion, correctness 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, and 5 Prior to teaching this competency, give inputs and
advocacies 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 and
Statement of position, • Arguments, • Restatement of practice on “Use conditionals in expressing
Positions and language features of an argumentative text, arguments” (G9, Q1)
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 to 6 Prior to teaching this competency, give inputs and
include key structural elements and language features practice on “Make connections between 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 and
employing the techniques in public speaking 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 and
approaches: practical exercise on “Analyze literature as a means of
- Structuralist/Formalist understanding unchanging values in the VUCA (volatile,
- Moralist uncertain, complex, ambiguous) world” (G9, Q2)
- Marxist
- 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 issue 20 Prior to teaching this competency, provide practical
exercises on “React to lay value judgment on critical
issues that demand sound analysis and call for prompt
actions. ( G9, Q4)

40