SUBJECT: ENGLISH

DURATION: 50 HOURS
COMPONENT: ENGLISH 8. FIRST QUARTER

GROUP MEMBERS: APALE, KATHRINA A.

DIONGSON, GENNIVIE V.
IDOL, JV BRYAN S.
NALZARO, PRISTINE LICITH B.
TABANAO, RALPH RIEL C.

CONTENT PERFORMANCE MOST ESSENTIAL DURATION

STANDARDS STANDARDS LEARNING COMPETENCIES

The learner The learner transfers 1. Determine the meaning 10 weeks

demonstrates learning by of words and
understanding of: composing and expressions that reflect
African literature as a delivering an the local culture by
means of exploring informative speech noting context clues.
forces that human based on a specific
beings contend with; topic of interest 2. Use conventions in
various keeping in mind the citing sources
reading styles vis – à- proper and .
vis purposes of effective use of 3. Use modal verbs, nouns
reading; prosodic parallel structures and and adverbs
features that serve as cohesive devices and appropriately
carriers of meaning; appropriate prosodic
ways by which features, stance, and 4. Identify and use signals
information may be behavior. that indicate coherence
organized, related, (e.g. additive - also,
and delivered orally; moreover; causative -
and parallel structures as a result,
and cohesive devices consequently;
in presenting conditional/
information. concessional -
otherwise, in that case,
however; sequential - to
begin with, in
conclusion; clarifying -
for instance, in fact, in
addition)

5. Use a range of verbs,

adjectives and adverbs
to convey emotional
response or reaction to
an issue to persuade.
 UNPACKING THE MOST ESSENTIAL LEARNING COMPETENCY

MELCS LEVEL UNPACKED MELCS VERBS USES- BLOOM'S

BLOOM'S TAXONOMY
TAXONOMY

1.Determine the EVALUATE 1. Interpret the implicit INTERPRET- Apply

meaning of words and significance ASSESS- Evaluate
expressions that conveyed by the
reflect the local contextual cues
culture by noting provided.
context clue 2. Assess the linkage
delineated by the
context clues within
the broader context
of the entire text
presented.

2.Use conventions in APPLY IDENTIFY- Comprehend

citing sources 1. Identify the origins of PRACTICE- Apply
information CREATE- Synthesize
accurately by ASSESS- Evaluate
following prescribed
conventions in
source citation.
2. Practice
incorporating
established citation
conventions to
ensure accurate
attribution of
sources.
3. Create a coherent
structure of
information by
actively establishing
a framework that
adheres to
conventions in
source citation.
4. Assess the
effectiveness of
applying citation
conventions to
ensure precision and
integrity in
acknowledging
sources within
 academic content.

3. Use modal verbs, APPLY 1. Understand the RECOGNIZE - Understand

nouns, and adverbs different modal verbs CONSTRUCT- Complex
appropriately (e.g., can, could, USE - Apply
may, might, must, PREPARE - Create
SHOW - Apply
shall, should, will,
would) and their
functions in
expressing degrees
of possibility,
necessity,
permission, and
ability.
2. Construct sentences
or phrases that use
nouns correctly in
terms of grammatical
agreement,
countability, and
context.
3. Use adverbs
judiciously to
enhance the clarity,
precision, and
effectiveness of
language in various
contexts.
4. Cultivate critical
thinking skills to
determine when and
how to use modal
verbs, nouns, and
adverbs in a manner
that aligns with the
intended message
and audience.
5. Exhibit creativity and
versatility in
language use,
employing these
elements to craft
engaging,
contextually relevant,
and effective
expressions.

4. Identify and use ANALYZE 1. Identify the 1. IDENTIFY - Analyze

signals that indicate importance of the 2. DETERMINE - Evaluate
coherence (e.g. signals and its 3. REALIZE - Understand
additive - also, purpose in the 4. CONSTRUCT - Apply
moreover; causative - context.
as a result, 2. Determine the
consequently; purpose of the
conditional/ signals in the
concessional - contexts.
otherwise, in that 3. Realize the
case, however; importance of the
sequential - to begin use of the signals in
with, in conclusion; the context.
clarifying - for 4. Construct
instance, in fact, in sentence/s with a
addition) coherent use of the
signals in the
sentence.

5. Use a range of APPLY 1. Indicate the given 1. INDICATE- REMEMBER

verbs, adjectives and verbs, adjectives, 2. DISCUSS- UNDERSTAND
adverbs to convey and adverbs in a 3. WRITE- CREATE
emotional response given persuading 4. EXPLAIN- EVALUATE
or reaction to an issue statement.
to persuade 2. Discuss the
relevance of using
adjectives, adverbs,
and verbs in
persuading people.
3. Write persuasive
statements with the
observance of using
parts of speech.
4. Explain the
significance of
persuasive
statements in real-
life settings.