Second Quarter Performance Review, Implementation, Monitoring and Evaluation

(Q-PRIME) of Activities and Programs in English

Name of School: TULANG NATIONAL HIGH SCHOOL School Year:

District: GETAFE II

Grade Level Top Three Least Mastered Most Essential Learning Competency/ies
Quarter 1 Quarter 2 Quarter 3
1

Supply other words or expressions Research a topic with support using Use correct and appropriate multi-
that complete an analogy two or three sources provided, e.g. media resources when orally
newspapers, giving information,
website, video, images, podcast, print instructions, making explanations
based material and narrating events in personal
or factual recounts

7
Identify the genre, purpose,
intended audience and features of
various viewed texts such
as movie clip, trailer, newsflash,
internet-based program,
documentary, video
Summarize key information from a Use the appropriate oral language,
text stance and behavior when giving
information,
instructions, making explanations,
and narrating events in factual and
personal recounts

Use appropriate reading strategies Navigate a website using essential Explain how a selection may be
to meet one’s purpose (e.g. features, e.g., using headings, links, influenced by culture, history,
scanning, skimming, close etc. environment, or other
reading, etc.) factors

Determine the meaning of words Explain visual-verbal relationships Determine various social, moral,
and expressions that reflect the illustrated in tables, graphs, and and economic issues discussed in
local culture by noting information maps the text listened to
context clues found in expository texts
 Use conventions in citing sources Compare and contrast the Analyze literature as a mirror to a
presentation of the same topic in shared heritage of people with

8
different multimodal texts diverse backgrounds

Identify and use signals that Compare and contrast own opinions Use appropriate cohesive devices
indicate coherence (e.g. additive - with those presented in familiar texts in various types of speech
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)

Express permission, obligation, and Make connections between texts to Differentiate biases from
prohibition using modals particular social issues, concerns, or prejudices
dispositions
in real life

9
Use conditionals in expressing Analyze literature as a means of
arguments understanding unchanging values in
the VUCA
(volatile, uncertain, complex,
ambiguous) world
Determine the relevance and the
truthfulness of the ideas
presented in the material
viewed

Employ the appropriate Judge the validity of the evidence

communicative styles for various listened to
situations (intimate, casual,
conversational, consultative,
frozen)

1. Determine the effects of textual 1. Formulate statement of opinion and

aids like advance organizers, titles, assertion
non-linear illustrations, etc. on the
understanding of a text.

1. Compose an idependent
critique of a chosen selection.

10
2. Appraise unity of a plot, setting
and characterization in a material
viewed to achieved writer's
purpose
2. Use appropriate multi media 2. Use variety of informative,
resources that accompany language persuasive and argumentative
writing techniques.

3. Formulate claims of fact, policy 3. Make and deliver impromptu and 3. Critique literary selection based
and value extemporaneous speeches with ease on different approaches like;
and confidence. structuralist, formalist, moralist,
marxist, feminist…
 Prepared by:

CRISTITA G. SUELLO
School English Coordinator

Content Noted:

VICTORIANO B. AUXILIO JR.

School Principal
nitoring and Evaluation
nglish

School Year: 2021-2022

arning Competency/ies
Quarter 3 Quarter 4

t and appropriate multi- Distinguish features of academic

esources when orally writing
ing information,
ns, making explanations
ting events in personal
factual recounts

propriate oral language, Employ a variety of strategies for

d behavior when giving effective interpersonal
information, communication (interview,
ns, making explanations, dialog, conversation)
ting events in factual and
rsonal recounts

ow a selection may be Compose an informative essay

ed by culture, history,
ronment, or other
factors

e various social, moral, Compose effective paragraphs

omic issues discussed in
e text listened to
 erature as a mirror to a Develop paragraphs that illustrate
eritage of people with each text type (narrative in
erse backgrounds literature, expository,
explanatory, factual and personal
recount, persuasive)

priate cohesive devices Deliver a self-composed speech

ous types of speech using all the needed speech
conventions

entiate biases from Judge the relevance and worth of

prejudices ideas, soundness of author’s
reasoning, and the
effectiveness of the presentation

e the relevance and the React to lay value judgment on

fulness of the ideas critical issues that demand sound
nted in the material analysis and call for
viewed prompt actions

validity of the evidence

listened to

pose an idependent 1. Distinguish technical terms used

of a chosen selection. in research

ariety of informative, 2. Give expanded definitions of

ve and argumentative words
iting techniques.

literary selection based 3. Compose research report on

rent approaches like; relevant issues
list, formalist, moralist,
arxist, feminist…
 Second Quarter Performance Review, Implementation, Monitoring and Evaluation
(Q-PRIME) of Activities and Programs in English

Name of School: TULANG NATIONAL HIGH SCHOOL School Year:

District: GETAFE II

Top Three Least Mastered Most Essential Learning Competency/ies

Grade Level
Quarter 1 Quarter 2 Quarter 3
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

Writing a close analysis and critical

interpretation of literary texts and
doing an adaptation of these
require from the learner the ability
to identify representataive texts
and authors from each region.

11 Compare and contrast the various

21st century literary genres and
the ones from earlier
genres/periods citing their
elements, structures and traditions

Discuss how different contexts

enhance the text's meaning and
enrich the reader's understanding.

Prepared by:

ALMA MAE R. AMBE

Subject Teacher

Content Noted:

VICTORIANO B. AUXILIO JR.

School Principal
nitoring and Evaluation
nglish

School Year: 2021-2022

arning Competency/ies
Quarter 3 Quarter 4
ES AND THE WORLD