Department of Education © RL p-Do-tt-3048 NATIONAL CAPITAL REGION uu DIVISION OF CITY SCHOOLS - VALENZUELA Office of the Schools Division Superintendent MEMORANDUM Roa UNPACKED MOST ESSENTIAL LEARNING COMPETENCIES (MELCs) FOR QUARTER 3 IN ENGLISH 1 TO 10 To: OIC-Assistant Schools Division Superintendent Chief Curriculum Implementation Division Education Program Supervisors and Public Schools District Supervisors Public Elementary and Secondary School Heads/ Officers-in-Charge All Others Concerned 1 For the information and guidance of all concerned, attached are sub-skills of Most Essential Learning Competencies (MELCs) for Quarter 3 in English 1 to English 10. 2, These sub-skills were mapped from 2016 Curriculum Guide (CG). It is suggested that these sub-skills be used in the development of school-based supplementary materials in the grade levels stated to achieve the MELCs set by DepEd Central Office. 3. _ Furthermore, these sub-skills should serve as point of reference of all teachers handling English who want to develop video lessons, teachers who will prepare instructional design including the FB streaming teachers and discussion teachers. 4. For inquiry and/ or clarifications, the list of Coordinators-in-Charge and list Master Teachers-in-Charge in each grade level together with the assigned MELC are in the enclosure. 5. Immediate and wide dissemination of this Memorandums directed. Office of the Schools Division Superintendent Encl. : As stated Reference: None To be indicated in the Perpetual Index Under the following subjects: MOST ESSENTIAL LEARNING COMPETENCIES \WFT/Unpacked MELCs for Quarter 3 in English /AUGUST 17, 2020 @ Pic Valenzuela St, Maruas, Valenzuela City @ (02) 292-3287 © sdovalenauela201S@¢mailcom @ wuw depedvalenzuela.ph SeEnclosure to Division Memorandum No. Grade 1 MELCs CG 2016 ENIPA-Iila-e-2.2 Recognize rhyming words in nursery rhymes, poems, songs heard ENIPA-Ila-e-2.2 Recognize rhyming words in nursery rhymes, poems, songs heard 3 ENIPA-IVa-b-2.3 Distinguish rhyming words from non-rhyming words ENIPA-IVe-c-2.4 Supply rhyming words in response to spoken words ENIG-Iic-1.3; ENIGIIG-1,3, EN1G-Ille-1.3 Recognize sentences (telling and asking) and non-sentences ENIPA-Ila-b- 3.1 Give the number of syllables of given words. EN1G-Ila-1.1 Recognize sentences and non-sentences ENIG-IIIb-1.4 Recognize simple sentences ENIG-Illc- 1.3; ENIGHId-1,3; ENIG-Ile-1.3 Recognize telling and asking sentences ENIV-Illa-e-5 Use words that are related to self, family, school, and community ENIV-Illa-e-5 Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers BNILC-IMaj- 1.1 Listen to short stories/poems 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 effect/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 ENILC-Ila-j- 1.1 Listen to short stories/poems andl. note important details pertaining to a. character setting . events . Give the correct sequence of three events Infer the character feelings and traits . Identify cause and /or effect of events 5.Identify the speaker in the story or poem . Predict possible ending of a story read Relate story events to one’s experience . Discuss, illustrate, dramatize specific events . Identify the problem and solution O. Retell a story listened to b. °, a a 4. 5. 6. 7 8. 9. 1solution 10. Retell a story listened to 11. Ask simple questions about the text listened to ENIOL-Mla-e-1.5 Use/Respond appropriately to polite expressions: greetings, leave takings, expressing gratitude and apology, asking permission, offering help ENIOL-Ila-e-1.5 Use/Respond appropriately to polite expressions ENIOL-Mla-1.5.1 greetings EN1OL-Iilb-1.5.2 leave takings EN1OL-Ile-1.5.3 expressing gratitude and apology ENIOL-Id-1.5.4 asking permission ENIOL-Mle-1.5.5. offering help Talk about oneself, one’s family and one’s personal experiences CATHERINE C. ROQUE. East District Coordinator | EN1OL-Illa-b - 1.17 | ‘Talk about oneself and one’s family ENIOL-Ilfb-c 1.3.3 Talk about one’s personal experiences pertaining to the family, one’s pets, and personal experiences J ENIOL-Ilc ~ 1.17.1 Relate one’s activities/responsibilities at home ENIOL-IVd- 1.3.4 | Talk about topics of interest (likes and dislikes) | ENIOL-Illa-e ~ 1.5 Use common expressions and polite greetings ENIOL-Illa-j-1.3.1 Talk about stories heard when and where it took place + the characters and some important details of the story ENIOL-Illa-j-1.2.9 Participate in some sharing activities News sharing Show and tell “I Spy” games : Recite rhymes, poem | MARY ROSE B. AMPONG/RIALYN A. MANRIQUEGrade 2 Most Essential Learning Competencies (MELCS 7°» version) Curriculum Guide 2016 MELCS 1 Use clues to answer questions, clarify understanding and justify predictions before, during, and after reading (titles, pictures, etc.) EN2RCII-h2.17 Answer questions to clarify understanding | before; during and after reading 4 Quarter EN2RCIVe-2.16 Use clues to make and justify predictions before, during and after reading (titles, pictures,) MELCS 2: Create or expand word clines EN2VIMc-13.1 Recognize that some words mean the same (synonyms) EN2VIlle-d13.2 Recognize that some words have opposite meaning (antonyms} Grade 3 (3" Quarter) ENSV-IIIbd-13 | Increase vocabulary through Synonyms (e.g quick/fast) and antonyms (e.g. big/small) (focus on Word Leverage) MELCS 3: Recognize that some words may have the same (synonyms) or opposite (antonyms) meaning ENQVMc-13.1 Recognize that some words mean the same (synonyms) EN2VIIlc-d13.2 Recognize that some words have opposite meaning (antonyms) MELCS 4: Recognize the difference between “made-up” and “real” in texts listened to EN2UCIIIf-g3.15 EN2LCIVg-3.15, Recognize the difference between “made-up” and | “real” in) texts listened to | MELCS 5: Identify important details in expository text listened EN2LCIith-3.1 EN2LCIVh-3.1 Identify important details in expository text listened MELCS 6: EN2LCIIi-j-2.6 Retell and/or reenact events EN2LCIVij-2.6 from a story __| Retell and/or reenact events from a story MELCS 7: EN2OLIIla-b-3.3 Talk about texts identifying major points and key themes [key themes EN2OLIVa-b-3.3 Talk about texts identifying major points and MELCS 8; Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English EN2OLIMIc-d-1.2 EN2OLIVe-d-1.2 Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in EnglishMELCS 9: Listen and respond to text to clarify meanings heard while drawing on personal experiences Grade 3. EN2OLIile-F1.1 Listen and respond to texts to clarify meanings heard while drawing on personal experiences Most Essential Learning Competencies (MELC-7# version) ‘Curriculum Guide 2016 ENBV-Me-f13.6 Homonyms (e.g. flower/flour) ENBV-Ief13.6 Homonyms (¢.g. flower/flour) ENSV-IVE-g13.6 Use homonyms correctly (meat- meet, road, - rode} ENSV-lig-h-13.7 Homographs (e.g., read-read) EN3V-Iligh-13.7 Homographs (c.g., read read) ENSV-Ii-j-13.7 Hyponyms ~ type of (e.g. guava - type of fruit) ENSV-Ili-j13.7 Hyponyms type of (e.g. guava - type of fruit) ENSLCMb-2.19 Identify possible solutions to problems ENSLC-IlIb2.19 Identify possible solutions to problems Identify the elements of an informational/ factual text heard ENSLC-IIi-3.7 Identify and use the elements of an informational /factual text heard EN3LC- IVa -3.7 Identify and use the elements of an informational/ factual text heard ENSLC- IVb -3.7.1 Informational Reports (School events, sports, projects) Read words with long a, 1, 0, u sound (ending in e) EN3PWRilla-b-5 Read words with long a sound (long a ending in ENGPWRIId-24 Read words with long i sound (long i ending in e) ENSPWRILE-26 Read words with long o sound (long a ending in e) ENSPWRIIIh-26.2 Read words with long u sound (long a ending in °)ENSPWR-Ili-26.3 Read words with long a, i, o, and u and phrases, sentences and stories containing these words Read phrases, sentences, stories and poems consisting of long a, i, 0, and u words ENSPWRIII-26.3 Read words with long a, i, 0, and u and phrases, sentences and stories containing these words ENSF-Ila-1.6 Read grade 3 level texts consisting of words with long vowel sound with at least 95-100% accuracy Read grade 3 level texts consisting of 2-syllable words with long vowel sound with at least 95- 100% accuracy ENSF-Ila-j-1.10.1 Read aloud from familiar prose and poetry consisting of long vowel words with fluency, appropriate rhythm, pacing and intonation ENIOL-Alg-h-3.2 Ask and respond to questions ‘about informational texts listened to (environment, health, how-to's, etc.) ENIOLIMlg-h-3.2 ‘Ask and respond to questions about informational texts listened to (environment, health, how to’s, etc.) ENSLC-IVij-3.5 Restate facts from informational texts (climate change, children’s rights, traffic safety, etc.) EN2LC-Ith-i2.1 Ask and answer simple questions (who, what, where, when, why, and how) about text listened to ENSOL-MF1.9 Compare and contrast information heard ENSOL-IIij-1.9 Compare and contrast information heard ENIV-IVE27 Read word with affixes ENIV-1Vj27 Read word with affixes (introduction of module-please discuss the root words) EN2WC1Va-e22 Write a simple story EN2WCIVa-e-22 Write a simple storyGrade 4 Most Essential Learning Curriculum Guide 2016 Use adverbs (adverbs of manner, place and time) in Competencies (MELCS 7% GRADE 4 version) MELCS 1: EN4GIEI7 EN4G-IIle-16 Use appropriate Adverbs of time in sentences. ENAGiIlle-16 Identify and use adverbs of place in sentences Write directions using signal words. sentences EN4G-Ilig-18 Use adverbs of Place in Sentences MELCS 2: EN4WC-Id-33 EN4WC-le-f-34 Write 2-3 step directions using signal words. MELCS 3: Distinguish between general and specific statements. EN4LC-II-g-1.1 Identify the main idea, key sentences, and supporting details from text listened to. (Descriptive Text) MELCS 4: EN4LC-IMg-1.1 Identify the main idea, key sentences, and supporting details from text listened to EN4LC-Iig-1.1 Identify the main idea, key sentences, and supporting details from text listened to (Focus on the key sentences} Identify the main idea, key sentences, and supporting details of a given text MELCS 5: EN4RC-Ile-30 | Use appropriate graphic | organizers in text read. EN4RC-Ile-30 Use appropriate graphic organizers in to show the sequence of events in a text read (story) EN4RC-Ib-2.1.1 Analyze a story in terms of its elements MELCS 6: TEN4RC-IF25 | Infer the speaker's tone, mood | Infer feelings and traits of characters in a story. | and purpose (Lo MELCS 7: 1* Quarter EN4RC-Ib-2.1.1 EN4RC-Ie-2.1.1 Analyze-a story in terms of its setting EN4RC-Id-e-24 Sequence events in a story narrative, EN4RC-Ia-1.1 ENRC-IIb-27 Identify the important elements such as setting, | character and plot. EN4RC-IIc-28 Identify the theme of the literary text read.Grade 5 GRADE 5 Q3 NEW MELC ‘CG 2016 (UNPACKED) 1. ENSRC-He-3.2.1: > ENSRCHe3.2.2 : Distinguish _text-types DISTINGUISH TEXT- according to purpose - To recall a series of events TYPES ACCORDING information TO PURPOSE AND > ENSRC-Iif-3.2.3 : Distinguish text-types according FEATURES; to purpose CLASSIFICATION, > ENSRCIMa-3.2.4 : Distinguish _ text-types EXPLANATION, according to purpose - To persuade ENUMERATION AND | > ENSRC-Ilid-3.2.5 : Distinguish __text-types TIME ORDER (Q3) according to features (structural and language) - Problem and solution > ENSRCH-3.2.6 Distinguish _ text-types according to features (structural and language) - Cause and effect > ENSRC-Ih-3.2.7 Distinguish _text-types according to features (structural and language) - Comparison and contrast > ENSRCIVb-3.2.8 Distinguish text-types according to features (structural and language) - Enumeration | > ENSRC-IVd-3.2.9 : Distinguish text-types | according to features (structural and language) - | Time-order (sequence, recounts, process) | 2. ENSRC-1c2.23: > ENSRC-1d2.23 Summarize narrative texts based | ‘SUMMARIZE on elements | VARIOUS TEXT. Theme ,-Setting, Characters,Plot (beginning, TYPES BASED ON middle and ending) ELEMENTS (Q1) > Informational text | > Procedural text [3 ENSOL-Ih-4: MAKE > EN4OL-IVg-26 Express one’s reaction to an event A STAND (Q2} or issue > EN6OL-IIIb1.28 Make a stand based on informed | opinion | » EN4OL-la-1.14.4 Speak clearly.using appropriate | pronunciation and intonation » ENS5OL-la2.6.1 Use appropriate facial expressions > ENSOL-Ib2.6.2 Use appropriate body movements /gestures » EN6OL-Ia3.7 Employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose > EN6OL-Ih-6 React on the content of the material presented > ENG6OL-Ilgi.19 Present a coherent, comprehensive report on differing viewpoints on an issue | 4. ENSOL-LLA35.1: > ENSOL-IIb1.26 Give precise information on a | PROVIDE EVIDENCE given topic | ‘TO SUPPORT > ENG6OL-Illal.27 Provide evidence to support. | OPINION/FACT(Q2) opinions > ENSV-Iig-20.1.3 Identify different meanings of content specific words (denotation and‘connotation) Grade 6 MELCs (ENTOLC-Ia-3. 18) Present a coherent, comprehensive report on differing viewpoints on an issue. pe ———————E——— CG 2016 EN6LC-Illd3.1.13 Make a stand EN6OL-I1d3.7 Use appropriate strategies to keep a discussion going EN6SS-Ile1.8.10 Use a particular kind of sentence for a specific purpose and audience -expressing opinions/ emotions EN6SS-Iif1.8.11 Use a particular kind of sentence for a specific purpose and audience -asserting EN6WC-Ille2.2.10 Write a Sparagraph editorial article EN6OL-Migi.19 Present a coherent, comprehensive report on differing viewpoints on an issue | (ENGRCIg-2.24.1 EN6RC-Ig-2.24.2 ) Evaluate narratives based on how the author developed the elements EN6RC-Ig-2.24.1 EN6RC-Ig-2.24.2 Evaluate narratives based on how the author developed the elements: -Setting -Characters (Heroes and Villains) EN6RC-Ih-2.24.3 Evaluate narratives based on how the author developed the elements: -Plot (chronological-sequential, en medias res, flashback EN6RC-1i2.24.4 ENGRC-1i2.24.5 Evaluate narratives based on how the author developed the elements: theme -point of view ENORC-Iic5.5 Note significant details of informational texts CATHERINE C. ROQUE, East District Coordinator MARY ROSE B. AMPONG/RIALYN A. MANRIQUEGRADE 7 NOVA U. GONZALES (Sitero Francisco Memorial National High School) MELC CODE LEARNING COMPETENCY EN7OL-II-g-2.6.2 | Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and EN7OL-Ill-b-3 _| narrating events in factual and personal recounts. ‘SUB-SKILLS ‘CODE LEARNING COMPETENCY EN7OL-Il-a-4.1 | Use appropriate verbal and nonverbal cues when developing, maintaining, and ending conversations and dialogs Express ideas, opinions, feelings and emotions during EN7OL-Ill-a-1.3 | interviews, group/panel discussions, forums/fora, debates, _| ete. | EN7OL-IV-a3 | Observe and use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal | recounts. EN7OL-IV-a-1.26 | Give clear precise and concise information, explanations, and instructions in varied oral communication situations. EN7OL-IV-c-1.7 | Orally narrate events in factual and personal recounts using appropriate verbal and non-verbal cues. ‘EDITHA M. FELERINO (Cawang Bato National High School) [_MELC CODE LEARNING COMPETENCY EN7RC-IIl-i2.1.7 | React to assertions made by the author in the text. (FIVE) SUB-SKILLS CODE LEARNING COMPETENCY EN7LC-Il-i.2.5 | Formulate predictions about the contents of the text. EN7RC-Il-g-9 __| Identify the author's intentions for writing. (1) EN7RC-II-e-2.8 | Make predictions about the text. EN7RC-II-f-2.8 EN7LT-U14-5 Discover literature as a tool to assert one's unique identity and to better understand other people. ‘MARIA CECILIA A. ATOK (Valenzuela City School of Mathematics and Science) MELC CODE LEARNING COMPETENCY EN7OL-Ill-h- Raise sensible challenging, thought provoking questions in tsaa0y public forums/panel discussions, etc.SUB-SKILLS CODE LEARNING COMPETENCY EN7OL-I-a-2.7 Employ correct turn-taking, turn-giving and topic control strategies in conversations and dialogs. EN7OLAl-d-3 | Employ the appropriate oral language and stance in an iterview, in a panel discussion, in a forum, and in a debate. EN7OL-IV-a_3 | Observe and use the appropriate oral language and stance when giving information, instructions, making explanations, and narrating events in factual and personal recounts. EN7OL-I-e-3.7 ‘Use appropriate techniques and strategies when asking questions and eliciting answers. EN7OL-IV-b- 1.2.6 Give clear, precise, and concise information, explanations, and instructions in varied oral communication instructions. MARIA CECILIA A. ATOK (Valenzuela City School of Mathematics and Science) MELC CODE LEARNING COMPETENCY EN7RC-IV-g-10.4 Cite evidence to support a general statement. ‘SUB-SKILLS CODE LEARNING COMPETENCY EN7RC-IV-d-10.2 Distinguish between general and specific statement EN7WC-IV-h- ‘Compose a biographical sketch based on a personal interview 2.8.6.2 and background research. MARISSA D. PIQUERO (Valenzuela National High School) MELC CODE LEARNING COMPETENCY ENVC-IV-i-16 | Express one’s beliefs/convictions based on a material viewed. ‘SUB-SKILLS CODE. LEARNING COMPETENCY EN7VC-IIl-a-13 Determine the key message conveyed in the material viewed. EN7LC-IIl-c.6.2 Infer thoughts and feelings expressed in the text listened to, EN7VC-Ill-e-14 Make a stand on the material viewed, MARECEL M. ALTEZ (Canumay West National High School) MELC CODE LEARNING COMPETENCY EN7LT-AV-b-3 Explain how a selection may be influenced by culture, history, environment, or other factors.SUB-SKILLS CODE LEARNING COMPETENCY EN7LT-I-a-1 Discover literature as a means of connecting to a significant past. EN7LT-I-a-4.11 _| Identify the distinguishing features of literature during the Period of Apprenticeship. EN7LTIil-a-5 | Discover literature as a tool to assert one’s unique identity and to better understand other people. MERCY SANTO DOMINGO (Polo National High School) | MELC CODE LEARNING COMPETENCY EN7OL-IV-e-3.10 | Use cortect and appropriate multi-media resources when orally giving information, instructions and narrating events | in personal and factual recounts. ‘SUB-SKILLS CODE LEARNING COMPETENCY [BN7WC-In-b-2.1 | Compose personal and factual recounts. (Last) [EN7We-mr- ‘Compose an anecdote based on significant personal | 4.2.2.13 experiences. (last) EN7LC-Ill-e-3.6 | Follow steps in a process. 3 EN7LC-Il-f2.7 | Sequence a series of events mentioned in a listening text. 1 Grade 8 MELCS ‘SUB SKILLS Focus Skill: ENSRC-Ilfh-3.1.12 Examine biases (for or against) made by the author Polo NHS Mrs. Carolina Cudal Master Teacher ‘Sub-skills: 1. EN8VC-Ilc-18 Determine the issue and stand presented in the material viewed 2. ENSRC-Ila-12.1 Recognize propaganda techniques used in a given text 3. ENSRC-Ilc-2.13 Differentiate facts from opinions 4, ENLC-Illb-8.2 Judge the relevance and worth of ideas presented in the text listened to Analyze intention of words or expressions used in propaganda ‘Sub-skdilis: 1, ENSOL-ING 1.14 Use appropriate persuasive devices 2. ENSG-If-12techniques Parada NHS Dr.Catherine G. De Gula ‘Master Teacher I Use emphasis markers for persuasive purposes 3. ENSLC-IIIf-2.10 Distinguish fact from opinion cited in the text listened to Focus Skil ENSLC-IIth-7.4 Determine various social, moral and economic issues discussed in the text listened to Dalandanan NHS Mrs. Ludy Dizon Master Teacher Focus Skill: Analyze literature as a mirror to a shared heritage of people with diverse backgrounds ‘Sub-skills: 1. ENSLC-INF-2.10 Distinguish facts from opinions cited in the text listened to ‘Sub-skill: 1. EN7LT-II-1-3 Explain how a selection may be influenced by culture, history, environment and other factors Maysan NHS Mrs. Lenilyn A. Robles Master Teacher a Focus Skill: ‘Sub-skill Use appropriate cohesive devices in various types of 1, EN8G-la-8 Use appropriate cohesive devices in ieueecth composing informative speech. 2. ENBOL-Ig-3 Deliver a self-composed entertainment speech using all the needed speech conventions 3. ENSOL-Il Deliver a self-composed persuasive speech Malinta NHS 4. ENSG-IVa-16 Ms. Amie Ruth B. Bernardo Use appropriate logical connectors for Master Teacher emphasis. Focus Skill: ‘Sub-skills: EN8G-la-7 EN8G-la-7: Use parallel structures Use parallel structures Note: MELC is retained Gen. T. De Leon NHS- Ms. Donna S. Corpuz Master Teacher EN8G-IVa-15: Use appropriate modifiers ENSG-Illg-3.6: Use modals appropriately. EN9G-Ila-21 Use verbals eg. gerund, participle and infinitive 5. Use modal verbs, nouns and adverbs appropriately (MELC Q1) soneGrade 9 MELC SUBSKILLS Determine the relevance and the truthfulness of the ideas presente the material viewed ELLA DR. CAPULONG MT IT Valenzuela National High School LEAH D. ODUCAYEN MTT Valenzuela National High School ENORC-IVa-2.18: Relate text content to particular social issues, concerns, or dispositions in real life ENSVC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed ENOVC-IIIb- 1.2/2.2: Interpret the message conveyed in a material viewed ENSVC-Ig-19: Assess the relevance and worth of ideas presented in the material viewed Judge the validity of the evidence listened ENSLC-IVh-2.15 ‘ROLANDO DAYRIT MTI Dalandanan NHS (Lesson 2) MARIA CARMELA D FAJARDO MTI Mapulang Lupa NHS EN8G-III-f-12 Use emphasis markers for persuasive purposes EN9LC-IIb-11.1:; Listen to get important information from argumentative/ persuasive texts ENOLC-IIli-8.2: Judge the relevance and worth of information/ ideas Differentiate biases from prejudice ENOLC-IVI-13.3 JAIMEE ARON H. BALTAZAR MT 1 Gen.T. De Leon National High School CRESTINA 0. DOMA MTI Maysan NHS EN9OLC-IVe-8.8: Compare and contrast ideas listened to ENSLC-IIIf-3.13 Provide appropriate and critical feedback/ reaction to a specific context or situation. ENSLC-IVd-7.2 Analyze the stand of the speaker based on the explicit statement madeGrade 10 Most Priority Sub-skills/Sub- Pie | In-charge MELCs coenwatbeiced [Ms Ma-D-Theda | EN1OWC-IIh-13 | ENIORC-IVe-15.1 | Lim Compose an | Evaluate the accuracy of given information | | argumentative | EN1OWC-Ile-13.3 essay Use patterns and techniques of developing an argumentative claim EN1OWC-Ia-13.1 Identify parts and features of argumentative essays | EN1ORC-IVi-2-12 Draw conclusions from the set of details Mr. Jerico Ignacio | ENLOWC-IIIB- | EN1OWC-Ia-12.1 Ms. Richelle Sison | 14.1.2 Identify features of persuasive texts Use variety of | EN1OWC-Ie-12.3 informative, Compose a persuasive text of three persuasive, and | paragraphs expressing one’s stand on an | argumentative | issue writing EN10G-1ii-28 techniques Use words and expressions that affirm or negate EN1OWC-Lii-13 Compose an argumentative essay EN1OLT-11c2.2.3 Determine tone, mood, technique, and purpose of the author Mr. Wilired Tatoy ENIOWC-IiIg-14 Compose an independent critique of a chosen selection EN1OWC-IIla-14.1.1 | Expand ideas using principles of cohesion | and coherence ENWC10-IITb-14.1.2 Use a variety of informative, persuasive and argumentative writing techniques | EN10SS-IIle-1.6 | Show respect for intellectual property rights by acknowledging citations made in the critique Mr. Eduardo Sioson Mr. Karl Sison Critique a literary selection based on the following approaches: -Structuralist/ Formalist -Moralist -Marxist -Ferminist EN1ORC-Hii-2.22 Evaluate the text content, elements, | features, and properties using a set of | criteria EN1ORC-Ila-22.1 Overall artistic value of the structure and elements of the selection (structuralist/ formalist) ENLOLT-11la2.2 Explain how the clements specific to a genre contribute to the theme of a particular literary selection | EN1OVC-I1c-10 Evaluate the information contained in the | material viewed in terms of accuracy and effectiveness |