Grade: 7-MATTHEW Quarter/Semester: 1st Quarter

Subject: ENGLISH No. of Hours: 3 hours

Prerequisites (If needed):

Subject Description: Central in the discussion of the texts and readings is the recognition that a text is produced by its context, and vice versa. Both texts and contexts are constitutive of each other in the production of meaning and
determined by various and even contradictory forces and shifting conditions and factors.

Performance Highest Enabling

Learning Competencies
Standards Highest Thinking Skill Strategy to Use in
to Assess Developing the Highest
BEY
DATE Content KUD BEYO KUD Thinking Skill to Assess
Content OND REMARKS
_________ Standards CLASSI ND CLASSI Assessment
MINIMUM MIN MINIMUM General
FICATI MINI FICATI RBT Technique Teaching
IMU Teaching
ON MUM ON Level Strategy
M WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday The Good The learner The learner EN7V-I-e-f-22.2 Doing Analyz Activ Inquiry- Powerpoint
demonstrates transfers Selecting an appropriate ing ity in based presentation
August 13, Prince understanding learning by: colloquial or idiomatic word or
2019 Bantugan
of: pre- showing expression as a substitute for Understa the
Wednesday colonial appreciation for another word or expression nding Reme book Active Discusson
August 14, Philippine the literature of ECAS7LT-I-4 mberi Participatio
2019
literature as a the past; Identifying the characteristics of ng Recit n
means of comprehending and techniques in a Filipino ation
connecting to texts using epic
the past; appropriate EN7LT-I-b-2.2
various reading styles; Explaining how the elements
reading participating in RN7LT-i-g-h-2.3
styles; ways conversations
Drawing similarities and
of determining using
differences of the featured
word appropriate
selections in relation to the
meaning; the context-
theme
sounds of dependent
EN7OL-II-a-4
English and expressions;
the prosodic producing Using verbal and nonverbal
features of English sounds cues in conversations,
speech; and correctly and dialogues, and interviews
correct using the
subject-verb prosodic
agreement. features of EN7OL-II-ee-f-3.7
speech Using appropriate techniques
effectively in and strategies when asking
various
questions and eliciting answers
situations; and
observing ECAS7OL-1-4
correct subject- Reading with correct sentence
verb stress
agreement.

Page 1 of 13
 Thursday VACANT

Friday The Good EN7G-I-a-i-11 Knowing Under Seat Active Discussion

August 16, Prince
Bantugan
Observing correct subject-verb standi work participatio
agreement
2019 ng n

Performance Task:

Prepared by: Checked by: Approved by:

__________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL

Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Grade: 7-DANIEL Quarter/Semester: 1st Quarter

Subject: ENGLISH No. of Hours: 4 hours
Prerequisites (If needed):

Subject Description: Central in the discussion of the texts and readings is the recognition that a text is produced by its context, and vice versa. Both texts and contexts are constitutive of each other in the production of meaning and
determined by various and even contradictory forces and shifting conditions and factors.

Performance Standards Learning Competencies Highest Enabling

DATE Content Highest Thinking Skill to
Content Strategy to Use in REMARKS
_________ Standards MINIMUM MINIMUM Assess
Developing the

Page 2 of 13
 KUD Highest Thinking
BEYON CLA Skill to Assess
KUD
BEYOND D SSIF Assessment General
CLASSIFIC
MINIMUM MINIM ICA Teaching
ATION RBT Level Technique Teaching
UM TIO Strategy
N WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday VACANT

Wednesday The Good The learner The learner EN7V-I-e-f-22.2 Doing Analyzing Inquiry-
August 14, Prince
Bantugan
demonstrates
understanding
transfers
learning by:
Selecting an appropriate
colloquial or idiomatic word or
Rememberi Activ based Powerpoint
2019 of: pre- showing expression as a substitute for Understandi ng ity in presentatio
Thursday colonial appreciation for another word or expression ng Understand the Active n
August 15, Philippine the literature of ECAS7LT-I-4 ing book participatio
2019
literature as a the past; Identifying the characteristics of Knowing n
means of comprehending and techniques in a Filipino epic
Friday connecting to texts using EN7LT-I-b-2.2
Active Discussion
August 16, the past; appropriate Explaining how the elements
Recit participatio
various reading styles;
2019 reading participating in
RN7LT-i-g-h-2.3
ation n
Drawing similarities and
styles; ways conversations
differences of the featured Discussion
of determining using
selections in relation to the theme
word appropriate
EN7OL-II-a-4
meaning; the context-
sounds of dependent Using verbal and nonverbal cues seat
English and expressions; in conversations, dialogues, and work
the prosodic producing interviews
features of English sounds
speech; and correctly and
correct using the EN7OL-II-ee-f-3.7
subject-verb prosodic Using appropriate techniques and
agreement. features of strategies when asking questions
speech
and eliciting answers
effectively in
various ECAS7OL-1-4
situations; and Reading with correct sentence
observing stress
correct subject-
verb EN7G-I-a-i-11
agreement. Observing correct subject-verb
agreement

Performance Task:

Prepared by: Checked by: Approved by:

Page 3 of 13
 __________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL
Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Page 4 of 13
Grade: 8-ISAAC Quarter/Semester: 1st Quarter
Subject: ENGLISH No. of Hours: 4 hours
Prerequisites (If needed):

Subject Description: The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning
other content areas, and (3) fending for themselves in whatever field of endeavor they may engage in.

Performance Highest Enabling

Learning Competencies
Standards Strategy to Use in
Highest Thinking Skill
Developing the
KUD to Assess
Highest Thinking
DATE Content BEYO KUD BEYON CLA
Content Skill to Assess REMARKS
_________ Standards ND CLASSI D SSIF
MINIMUM MINIMUM Assessment
MINI FICATI MINIM ICA General
RBT Technique Teaching
MUM ON UM TIO Teaching
Level Strategy
N WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday EGYPT: The learner The learner EN8RC-If-7: Use the appropriate Knowing Underst Reci Inquiry- Discussio
demonstrates reading style (scanning, skimming,
August 13, THE GIFT transfers learning speed reading, intensive anding tatio based n
understanding of: by composing and reading etc.) for one’s
2019 OF NILE:
African literature as Underst n
delivering an purpose
Wednesday
The
a means of exploring informative speech
Knowing anding Inquiry- Discssion
Literature forces that human Reci based
August 14, based on a specific EN8LT-Ii-3: Explain how a selection
of Egypt beings conntend topic of interest may be influenced by culture, tatio
2019 with; variuos
keeping in mind the history, environment, or other n Active Powerpoi
Thursday The Two reading styles vis – proper and
factors
Doing Applying Seat participatio nt
August 15, Brothers à-vis purposes of effective use of EN8OL-Ig-3.8: Use the correct wor n presentati
2019 reading; prosodic parallel structures stance and behavior
k on
Friday features that serve and cohesive
devices and EN8F-Id-3: Deliver a self- Active
August 16, as carriers of
appropriate prosodic composed informative speech Understa Rememb Quiz participatio Audi
meaning; ways by
2019 features, stance, nding ering n visual
which information
and behavior. EN8OL-If-5: Use appropriate presentati
may be prosodic features of speech when on
organized, related, delivering lines
and delivered orally; EN8OL-Ig-3.8: Use the correct
and parallel
stance and behavior
structures and
cohesive devices in
EN8OL-Ih-3.12: Highlight important
presenting points in an informative talk using
information. appropriate presentation aids

EN8G-Ia-8: Use appropriate

cohesive devices in composing
an informative speech

Page 5 of 13
Performance Task:

Prepared by: Checked by: Approved by:

__________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL

Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Grade: 10- PAUL Quarter/Semester: 1st Quarter

Subject: ENGLISH No. of Hours: 3 hours
Prerequisites (If needed):

Subject Description: The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning
other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in.

Performance Highest Enabling

Learning Competencies
Standards Strategy to Use in
DATE Content Highest Thinking
Content Developing the REMARKS
_________ Standards BEY Skill to Assess
MINIMUM MINIMUM Highest Thinking
OND
Skill to Assess

Page 6 of 13
 MINI KUD BEYOND KUD Assessment General
MUM RBT Technique Teaching
CLASSIFIC MINIMU CLASSIFIC Teaching
Level Strategy
ATION M ATION WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday Lesson 2 The learner The learner Knowing Unde Reci Inquiry- Reporting
Greek demonstrates composes a EN10RC-Ia-2.15.2:Determine rstan tatio based
Drama understanding of short but the effect of textual aids like ding n
and Lyrichow world literature powerful advance organizers, titles, non-
Poetry and other text types persuasive linear illustrations, etc. on the
serve as ways of text using a understanding of a text
(session EN10RC-Ib-2.15.2: Determine
expressing and variety of
1) resolving personal persuasive
the effect of textual aids like
advance organizers, titles, non-
conflicts, also how techniques linear illustrations, etc. on
to use strategies in and devices. the understanding of a text
EN10RC-Id-2.15.2: Determine
linking textual
the effect of textual aids like
information advance organizers, titles, non-
repairing, enhancing linear illustrations, etc. on the
communication understanding of a text
public speaking, EN10RC-Ie-2.15.2: Determine
the effect of textual aids like
emphasis makers in
advance organizers, titles, non-
persuasive texts, linear illustrations, etc. on
different forms of the understanding of
modals, reflexive a text
and intensive
pronouns.

Wednesday VACANT

Thursday Lesson 2 The learner The learner EN10LC-Ic-Ie 14.3: Show Doing Analy Quiz Inquiry- Audio
Greek demonstrates composes a appreciation for songs, poems, zing based visual
Drama understanding of short but and other listening texts presentati
EN10LC-Ii-14:
and Lyric how world literature powerful
Examine how spoken
Active on
Poetry and other text types persuasive Understand Reme Reci participatio
communication may
(session
serve as ways of text using a be repaired or ing mberi tatio n Reporting
2 and
expressing and variety of enhanced ng n
resolving personal persuasive EN10WC-Ia-12.1: Identify
sessin 3 features of persuasive texts
conflicts, also how techniques EN10WC-Ib-12.1: Identify
to use strategies in and devices. features of persuasive texts
linking textual EN10WC-Ie-12.2: Formulate a
information statement of opinion or
repairing, enhancing assertion
communication EN10WC-Ie-12.3: Compose a
persuasive text of three
public speaking,
paragraphs expressing one’s
emphasis makers in
stand on an issue
persuasive texts,
EN10OL-Ia-3.14:Identify the
different forms of factors of public

Page 7 of 13
 modals, reflexive speakingEN10OL-Ib-
3.15:Describe and interpret the
and intensive ethics of public speaking
pronouns. EN10G-Ig-3.6: Use modals
EN10G-Ih-3.6: Use modals
EN10G-Ii-3.6: UseModals

Friday VACANT

Performance Task:

Prepared by: Checked by: Approved by:

__________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL

Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Page 8 of 13
Grade: 11- JOSHUA Quarter/Semester: 1st Quarter
Subject: ORAL COMMUNICATION No. of Hours: 4 hours
Prerequisites (If needed):

Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

Performance Highest Enabling

Learning Competencies
Standards Strategy to Use in
Highest Thinking
Developing the
Skill to Assess
Highest Thinking
DATE Content BEYO BEYON KUD
Content KUD Skill to Assess REMARKS
_________ Standards ND D CLASS
MINIMUM MINIMUM CLASSIFI Assessment
MINI MINIM IFICA General
CATION RBT Technique Teaching
MUM UM TION Teaching
Level Strategy
WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday EN11OC-If The learner The learner 1. Identifies the various Knowing Reme Reci Inqiry- Dscussion
Communicative understands the designs and types of speech context mberi tatio based
nature and performs
Competence EN11/12OC-Ifj-15 ng n
elements of oral effective
Strategies In Various communication in controlled and
2. Exhibits appropriate
Speech Situations A. context. uncontrolled verbal and nonverbal
Types of Speech oral behavior in a given
context 1. communication speech context
Intrapersonal 2. activities based EN11/12OC-Ifj-16
Interpersonal a.1 on context. 3. Distinguishes types of
Dyad speech style EN11/12OC-
a.2 Small group Ifj-17
3. Public
Wednesday EN11OC-If The learner The learner 1. Identifies the various Knowing Reme Reci Inqiry- Dscussion
Communicative understands the designs and types of speech context mberi tatio based
nature and performs
Competence EN11/12OC-Ifj-15 ng n
elements of oral effective
Strategies In Various communication in controlled and
2. Exhibits appropriate
Speech Situations A. context. uncontrolled verbal and nonverbal
Types of Speech oral behavior in a given
context 1. communication speech context
Intrapersonal 2. activities based EN11/12OC-Ifj-16
Interpersonal a.1 on context. 3. Distinguishes types of
Dyad speech style EN11/12OC-
a.2 Small group Ifj-17
3. Public
Thursday EN11OC-If The learner The learner 1. Identifies the various Doing Apply In Active Presentati
Communicative understands the designs and types of speech context ing ter participatio on
nature and performs
Competence EN11/12OC-Ifj-15 vi n
elements of oral effective

Page 9 of 13
 Strategies In Various communication in controlled and 2. Exhibits appropriate e
Speech Situations A. context. uncontrolled verbal and nonverbal w
oral
Types of Speech behavior in a given
communication
context 1. activities based
speech context
Intrapersonal 2. on context. EN11/12OC-Ifj-16
Interpersonal a.1 3. Distinguishes types of
Dyad speech style EN11/12OC-
a.2 Small group Ifj-17
3. Public
Friday EN11OC-If The learner The learner 1. Identifies the various Doing Apply In Active Presentati
Communicative understands the designs and types of speech context ing ter participatio on
nature and performs
Competence EN11/12OC-Ifj-15 vi n
elements of oral effective
Strategies In Various communication in controlled and
2. Exhibits appropriate e
Speech Situations A. context. uncontrolled verbal and nonverbal w
Types of Speech oral behavior in a given
context 1. communication speech context
Intrapersonal 2. activities based EN11/12OC-Ifj-16
Interpersonal a.1 on context. 3. Distinguishes types of
Dyad speech style EN11/12OC-
a.2 Small group Ifj-17
3. Public

Performance Task:

Prepared by: Checked by: Approved by:

__________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL

Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Page 10 of 13
Page 11 of 13
Grade: 11- SAMUEL Quarter/Semester: 1st Quarter
Subject: ORAL COMMUNICATION No. of Hours: 3 hours
Prerequisites (If needed):

Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

Performance Highest Enabling

Learning Competencies
Standards Strategy to Use in
Highest Thinking
Developing the
Conte Skill to Assess
Highest Thinking
DATE nt BEYON KUD BEYON KUD
Content Skill to Assess REMARKS
_________ Standa D CLASS D CLASSI
MINIMUM MINIMUM Assessment
rds MINIM IFICAT MINIM FICATI General
RBT Technique Teaching
UM ION UM ON Teaching
Level Strategy
WW QA PC Pedagogy
___ QUARTER

Monday EID’L ADHA HOLIDAY

Tuesday EN11OC-If The The learner 1. Identifies the various Knowin Reme Reci Inqiry- Dscussion
Communicative learner designs and types of speech context g mberi tatio based
understa performs
Competence Strategies In EN11/12OC-Ifj-15 ng n
nds the effective
Various Speech Situations nature controlled
2. Exhibits appropriate
A. Types of Speech and and verbal and nonverbal
context elements uncontrolled behavior in a given speech
1. Intrapersonal of oral oral context
2. Interpersonal communi communicatio EN11/12OC-Ifj-16
a.1 Dyad cation in n activities 3. Distinguishes types of
context. based on
a.2 Small group speech style EN11/12OC-
context.
3. Public Ifj-17
Wednesday EN11OC-If The The learner 1. Identifies the various Knowin Reme Reci Inqiry- Dscussion
Communicative learner designs and types of speech context g mberi tatio based
understa performs
Competence Strategies In EN11/12OC-Ifj-15 ng n
nds the effective
Various Speech Situations nature controlled
2. Exhibits appropriate
A. Types of Speech and and verbal and nonverbal
context elements uncontrolled behavior in a given speech
1. Intrapersonal of oral oral context
2. Interpersonal communi communicatio EN11/12OC-Ifj-16
a.1 Dyad cation in n activities 3. Distinguishes types of
context. based on
a.2 Small group speech style EN11/12OC-
context.
3. Public Ifj-17
Thursday VACANT

Page 12 of 13
Friday EN11OC-If The The learner 1. Identifies the various Doing Apply In Active Presentati
Communicative learner designs and types of speech context ing ter participatio on
understa performs
Competence Strategies In EN11/12OC-Ifj-15 vi n
nds the effective
Various Speech Situations nature controlled
2. Exhibits appropriate e
A. Types of Speech and and verbal and nonverbal w
context elements uncontrolled behavior in a given speech
1. Intrapersonal of oral oral context
2. Interpersonal communi communicatio EN11/12OC-Ifj-16
a.1 Dyad cation in n activities 3. Distinguishes types of
context. based on
a.2 Small group speech style EN11/12OC-
context.
3. Public Ifj-17
Performance Task:

Prepared by: Checked by: Approved by:

__________________________ RODEL G. SOMINTAC JUBYLYN LLAMAS-AFICIAL

Teacher School Program Coordinator School Head
DATE SIGNED: DATE SIGNED:

Noted by:

BARBARA T. LAYSON, Ed. D.

School Administrator

Page 13 of 13